標題: 多媒體適性測驗—以數學圖形與空間主題為例之研究
Item Attributes Analysis of Adapting Test — A Comparison Study between Textual and Multimedia Presentation Form
作者: 陳淑鈴
Shu-Ling Chen
陳登吉
Deng-Jyi Chen
理學院科技與數位學習學程
關鍵字: 多媒體試題開發;適性測驗;複合式評量架構;IDEA模型;Multimedia Presentation Form;Adapting Test;Item Attributes Analysis;IDEA Model
公開日期: 2003
摘要: 為使學生潛能充分發揮,不因閱讀能力較弱而影響邏輯運思能力的施展,探討試題的呈現方式成為教學評量的重要課題。本論文的重點包含:靜態圖文試題和互動多媒體試題設計,靜態圖文試題和互動多媒體試題評估,靜態圖文試題和互動多媒體試題分析,及比較互動多媒體試題與靜態圖文試題之適切性、可行性。 為達成研究目的及配合項目反應理論,需要以大樣本為基礎分析較佳,故本研究共計約1000名國小學生參與研究,限於本研究的人力、物力與時間等因素,施測對象僅為台北市及新竹市兩地學子。 就測驗成績而言,互動多媒體試題的成績優於靜態圖文試題達顯著水準。針對高分組的學生而言,互動多媒體試題的成績仍優於靜態圖文試題亦達顯著水準,但兩組的差距較小。針對低分組的學生而言,互動多媒體試題的成績優於靜態圖文試題且達顯著水準,而兩組的差距大。研究結果顯示,互動多媒體試題有效提升低分組學生的成績表現。 從試題難易度的觀點來看:互動多媒體試題較易使學生獲的成功的經驗。對大多數的題目而言,互動多媒體試題較靜態圖文試題更易使學生做出正確判斷。基於上述,互動多媒體試題較靜態圖文試題更能引起學生的專注力,破除恐懼感,而清楚表達題意,讓學生在充分明瞭狀況下做正確判斷。也因為互動多媒體試題提供豐富的資訊,使學生能在較佳的狀況下作決策。因此,互動多媒體試題更易模擬真實情境,促進學生思考,因此提高正確反映的機率。
A student may not perform well in a test due to the lack of the reading ability on the test questions. Therefore, investigations on the effects of different presentation styles of the test questions have become an important issue of the evaluation in teaching. In this thesis, we consider the design, measurement and analysis of both static text/image and interactive multimedia test questions. The comparisons between them for the practicability and suitability are performed. In our experiment, the analysis is based on the IRT (Item Response Theory). A large number of the testing samples are required. There are about 1000 elementary school students participated in the test where come from Taipei and Hsinchu. The experimental results conspicuously show that students can get higher grades in the interactive multimedia test than in the static text/image test. Students with high grade level are also get higher scores in the interactive multimedia test than in the static text/image test, as well as the students with lower grade level do. However, the later has a larger score difference between the interactive multimedia test and the static text/image test than the former. Thus, interactive multimedia test is more helpful for the low grade level student than the high grade level student. For the aspect of the difficulties of the test questions, students are easier to get successful experiences in the interactive multimedia test questions. In most cases, interactive multimedia test questions help the students for choosing proper answers. Hence, interactive multimedia test questions may increase the attention of the students, reduce the fear when students read questions, and presenting the .content of the questions clearly. It also provides rich information for helping students to make decision in a better situation. Consequently, interactive multimedia test questions may raise the probability of answering the questions correctly.
URI: http://140.113.39.130/cdrfb3/record/nctu/#GT009173537
http://hdl.handle.net/11536/65401
Appears in Collections:Thesis


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