電腦模擬操作型試題樣板在數學教育上的運用-以國小分數教育為例

Abstract

評量是教學檢核的重點之一，如何評量出受試者的真實實力一直以來為評量設計者所追求且強調的重點。在電腦線上測驗漸漸普及的今日，或許大家都忽略了傳統線上測驗系統的題型大多為基本的多媒體問題，例如選擇題、是非題、填充題…...等。這些題目只是一些加上多媒體素材的試題，並未提供豐富的互動性，因此，傳統試題比較難去測出受測者是否已了解主題的觀念，需使用操作型式的測驗，才能評量出受試者的能力。

在本論文中，研究者開發出編製試題的感應框與等分圓樣板，並以九年一貫能力指標為基礎，輔以參考先前研究者所開發操作型試題樣板之系統環境[2]來完成命題。此後，老師們僅需置換多媒體素材並設定相關屬性，就可以輕易地為學生編製測驗。

國小學生對分數概念有許多迷思，因此數學分數單元一直以來都是國小學生容易混淆的單元，成績表現也較不好。五年級的學生正好是從具體運思期轉換成形式運思期的重要階段，如何正確引導學生，教師此時扮演著重要的角色。因此，研究者設計並開發一個完整的數學分數操作型試題，期望能對學生的學習及教師的教學都能有所幫助。

實驗結果指出，電腦模擬操作型試題與紙筆測驗相較之下，低、中、高分組學生成績差異性均達顯著。高分組的部分學生只能在紙筆測驗上獲得好成績，顯示出紙筆測驗未必能測出學生是否理解分數的真正觀念。以標準差而言，在低、中、高三組中，成績愈低者，標準差愈大，結果顯示低分組與中分組在操作型試題中的表現較不佳。所以，相較於高分組而言，老師更應該為了得分較低的學生們發展更有效的評量與教學。

Assessment is an important way to measure if the test takers’ strength on the measured subjects are evidenced. Computer online test gradually popular today, the test questions include multiple-choice style, true or false choice, filling in blank type, and short essay type of question. Although these different question presentative form may consider multimedia presentation combination, they do not provide high interative with test takers during the question presentation.How to design and evaluate computers simulation type (or operational type) question that has high interative with test takers must be quested.

In this thesis study, the researcher creates “Circle template” and “Frame template” of the test formats’ design, that base on Competence Indicators of Grade 1-9 Curriculum, and refers to the system environment of operation-style item template which was developed by pridian researcher to make propositions. From now on, teachers can easily develop an exam just by replacing multimedia material and setting related properties test.

Fraction of math units have been easily confused by students, and they always get poor grades. The students of fifth-grade are exactly in the transformation from concrete operations period to formal operations period, the teachers play an important role to give students a right guidance. Therefore, the researchers designed and developed a integral math examination of operation to assist with the students’ learing and the teachers’ instruction.

The experiments indicate that differences between the computer-simulated operation-style item template and written tests which were significant distinctly. It proved that some students of high-score group can only get high scores on the writtwn tests, and it shows that written tests may not reflect whether students comprehened the right concepts of fraction or not. As to the standard difference of the low, middle, and high-score group, it results that who get lower scores, the standard difference of them are heigher. It showed the low and middle-score groups had a poor performance in the computer-simulated item template. Therefore, in comparison with the high group, the teachers should develop more effective assessments and instructions for the students getting lower scores.