Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment

Autor/inn/en	Lin, Chen-Yu; Wang, Tzu-Hua
Titel	Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 4, S.1045-1058 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Program Implementation; Computer Assisted Testing; Student Evaluation; Evaluation Methods; Internet; Junior High School Students; Grade 7; Remedial Instruction; Electronic Learning; Science Instruction; Climate; Weather; Misconceptions; Quasiexperimental Design; Experimental Groups; Control Groups; Comparative Analysis; Conventional Instruction; Pretests Posttests; Science Tests; Achievement Tests; Diagnostic Tests; Models; Science Achievement; Achievement Gains; Outcomes of Education; Foreign Countries; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Förderkurs; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klima; Wetter; Missverständnis; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Diagnostic test; Diagnostischer Test; Analogiemodell; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Ausland; Statistische Analyse
Abstract	This research explored how different models of Web-based dynamic assessment in remedial teaching improved junior high school student learning achievement and their misconceptions about the topic of "Weather and Climate." This research adopted a quasi-experimental design. A total of 58 7th graders participated in this research. Participants were divided into the experiment group (28 participants) and the control group (30 participants). The experiment group took the "personalized Web-based dynamic assessment" while the control group took the "non-personalized Web-based dynamic assessment." The two groups of students received the same lessons via conventional teaching prior to the experiment, and after the lessons were completed, they both took the pre-tests of the achievement test and the two-tier diagnostic test. After the tests, different models of Web-based dynamic assessment were administered to facilitate student learning. Once the Web-based dynamic assessments were accomplished, the two groups of students took the post-tests of the achievement test and the two-tier diagnostic test. Research findings reveal that students in the experiment group experience significantly better improvement in their learning achievement and misconceptions. (As Provided).
Anmerkungen	EURASIA. Sehit Osman Avci Mah. Malazgirt 1071 Cad. No:48/30, Etimesgut, Ankara, TR06796, Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01