A knowledge-structure-based adaptive dynamic assessment system for calculus learning.
The purpose of this study was to investigate the effect of a calculus system that was designed using an adaptive dynamic assessment (DA) framework on performance in the 'finding an area using an integral'. In this study, adaptive testing and dynamic assessment were combined to provide different test...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 2; pp. 105 - 120 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=113876953&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 113876953 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2016 vid: 32 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 113876953 113876953 113876953 10.1111/jcal.12119 113876953 ppf: 105 ppct: 15 formats: tig: atl: A knowledge-structure-based adaptive dynamic assessment system for calculus learning. aug: au: Ting, M.‐Y. Kuo, B.‐C. affil: Center for General Education, National Formosa University, Yunlin Taiwan sug: subj: Mathematics Education Computer-Assisted Instruction Academic Performance Evaluation Memory Evaluation Software Design Human Taiwan Students, Undergraduate Pretest-Posttest Design Algorithms Random Assignment Analysis of Variance Analysis of Covariance Descriptive Statistics Data Analysis Software Confidence Intervals Post Hoc Analysis ab: The purpose of this study was to investigate the effect of a calculus system that was designed using an adaptive dynamic assessment (DA) framework on performance in the 'finding an area using an integral'. In this study, adaptive testing and dynamic assessment were combined to provide different test items depending on students' abilities. Prompts were provided from among various options. Two hundred fifty-seven freshmen from one public university in Taiwan participated in the study. The pre-test was held within one week after the examinees learned how to find an area using an integral. Remedial instruction was completed within two weeks, and the students were administered the post- test. Two weeks after the administration of the post-test, a delayed post-test was administered to evaluate the students' retention. When an examinee responded to an item correctly, he received a score. Otherwise, the student was given a prompt. In this study, five experimental groups were compared: three different DA groups, one self-study group and one remedial group instruction. The results of the study revealed that the instructive effect of the adaptive dynamic assessment approach (the third DA group) was the best and that the proposed methods helped students improve their learning performance. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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