Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics

Authors:
Tzu-Hua Wang
Affiliations:
Department of Education, National Hsinchu University of Education, No. 521, Nanda Rd., Hsinchu City 300, Taiwan, ROC
Venue:
Computers & Education
Year:
2011

Citing 3
Cited 5

Designing a Web-based assessment environment for improving pre-service teacher assessment literacy

Computers & Education
Web-based quiz-game-like formative assessment: Development and evaluation

Computers & Education
Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students' e-Learning effectiveness

Computers & Education

Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

Computers & Education
A Web-based model for developing assessment literacy of secondary in-service teachers

Computers & Education
Effects of feedback in a computer-based assessment for learning

Computers & Education
Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom

Journal of Cases on Information Technology
Developing an assessment-centered e-Learning system for improving student learning effectiveness

Computers & Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

This research adopts the Graduated Prompting Assessment Module of the WATA system (GPAM-WATA) and applies it to the remedial teaching of junior high school mathematics. The theoretical basis of the development of GPAM-WATA is the idea of 'graduated prompt approach' proposed by Campione and Brown (1985; 1987, pp. 92-95). In GPAM-WATA, when examinees fail to answer items correctly, they obtain instructional prompts (IPs) in a graduated way. This research developed the contents of IPs based on the mathematical problem-solving theory of Mayer (1992, pp. 458-460). A quasi-experimental design was adopted. Ninety-six junior high school seventh graders from three different classes participated in this research. The three classes were randomly divided into the GPAM-WATA group (n = 31), the N-WBT group (n = 31) and the PPT group (n = 34). All students received traditional mathematics instruction from the same teacher. After traditional mathematics instruction, all students took the pre-test of the summative assessment. The students in the three different groups then respectively received remedial teaching in the form of GPAM-WATA, normal Web-based test (N-WBT), and paper-and-pencil test (PPT). After the remedial teaching, all students took the post-test of the summative assessment. The results indicate that compared with other groups, performing remedial teaching using GPAM-WATA has significantly better effectiveness. Moreover, it is found that the IPs in GPAM-WATA are effective in remedial teaching for not only those students most lacking in different types of mathematical problem-solving knowledge but also all the other students.