| Summary: | 碩士 === 元智大學 === 資訊工程學系 === 104 === This research aims to develop supporting mechanisms of self-evaluation and formative assessment based on the relationship of concepts and items. The computer assisted formative assessment mechanism analyzes students’ mastery levels of each concept through students’ item-answering records and relationship of concepts and items. This system assists teachers, teaching assistants, and students in understanding students’ learning situation in order to adjust teaching and learning in course.
The study develops teacher’s interface for creating subjects, units, concepts, progress, self-assessment questionnaire, and building relation of subjects and concepts. Moreover, teachers could observe students’ performance and the mastery level in each concept. The system analyzes students’ item answering records and relationship of items and concepts, and estimating the mastery level of each concept. The system records items as item bank of course in order to save working time of teachers and teaching assistants. Students could answer items and fill in self-assessment questionnaire. After that, students could observe their learning situation, including mastery level of each concept. .
This study analyzes 20 concepts of iteration programming for an evaluation of the developed system. The concepts of iteration programming consist of two main categories: strategies and Implementation skills. Strategies of iteration programming include counter-controlled loop and sentinel-controlled loop. Implementation skills of iteration programming include for, while, and do-while. This study designs items and assignments for assessing students’ mastery level of concepts of iteration programming. This study also designs self-assessment questionnaire for students to self-assess their mastery levels of concepts. The evaluation aims to find out students’ lower mastery concepts, learning performance prediction indicator, and the gap between self-assessment and formative assessments.
The assessment result of this research includes the level of students’ mastery in each concept, prediction of learning efficiency, and gap between self-assessment and formative assessments. The evaluation results shows three lower mastery concepts: determining sentinel-controlled loop program problems, programming for loop demonstration grades, and programming do-while loop hand-in timing grades. The performance prediction indicators are determining counter-controlled loop program problems and sentinel-controlled loop program problems. The gap between self-assessment and formative assessments of two concepts are highly related to learning performance: determining counter-controlled loop program problems and programming for do-while demonstration grades. This evaluation results revealed that computer assisted formative assessment could not only detect students’ mastery levels of concepts but also predict student performance of iteration programming for early alarm signals.
Keyword: Computer Assisted Instruction, Self-assessments, Formative Assessment Based on the Relationship of Concepts and Items
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