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Please use this identifier to cite or link to this item:
http://ir.ncue.edu.tw/ir/handle/987654321/15715
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| Title: | An Analysis of the Benefits Using Different forms of Formative Assessment Strategies |
| Authors: | Chao, Li-Ling;Wang, Jui-Feng;Wang, Wei-Lung;Yen, Chiung-Fen;Chen, Fan-shing;Wang, Tzu-Hua |
| Contributors: | 生物學系 |
| Keywords: | FAM-WATA;Web Learning;Online Formative Assessment;Learning Strategies |
| Date: | 2009-04
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| Issue Date: | 2013-03-12T01:53:02Z
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| Abstract: | This study discusses the efficacy of high school students learning fundamental high school biology through e-learning environments and using different forms of online formative assessments. It utilizes the WATA system’s Formative Assessment Module ( FAM-WATA ) to evaluate how requiring students to repeat responses a different number of times in order to pass affects their learning. Using quasi-experimental research methods, the study looks at five classes of tenth-grade students for a total of 207 people, split randomly into e-learning environments employing different formative assessment models. After three weeks of teaching, we discovered through ANCOVA analysis that the different formative assessments correlated with remarkable variations between their levels of learning efficacy (p<0.01). The two groups required to respond twice or three times to pass, respectively, were compared with the group only required to mention topics once (the control group), and all displayed improvement (p<0.01), although there was no significance difference between having to respond correctly twice in a row to pass and having to respond correctly three times in a row to pass. What this shows is that high school student learning requires practice and the application of strategies, but that increasing the frequency of practice does not necessarily lead to increased learning benefits. |
| Relation: | National Association of Research in Science Teaching (NARST), Hyatt Regency Orange County Garden Grove, CA, USA |
| Appears in Collections: | [生物學系] 會議論文
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