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題名 | 應用網路課程本位測量系統於學障兒童學習之研究=A Study of the Application of Web-based ECBM System on Mathematics Achievement for Students with Learning Disabilities |
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作者 | 崔夢萍; | 書刊名 | 臺北市立師範學院學報. 教育類 |
卷期 | 35:1 民93.03 |
頁次 | 頁43-74 |
分類號 | 529.69 |
關鍵詞 | 網路評量系統; 課程本位測量; 學習障礙; 國小數學; Electronic measurement system; Curriculum-based measurement; Learning disabilities; Elementary mathematics education; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在(1)發展網路課程本位測量系統(Electronic Curriculum-Based Measurement System, ECBM);(2)以臺北市某國小資源班三位學習障礙學生為施測對象,探討教師應用ECBM系統施課程本位測量於學為學生學習評量與分析,對學習障礙兒童學習表現之影響,研究共進行14週。 研究結果如下:(1) ECBM 包含三大子系統:國小數學CBM題庫管理系統、CBM評量診斷系統、以及教師資料系統。(2)本研究對象學習障礙兒童每星期之數量CBM進步斜率介於2.02∼2.97,皆高於先前之研究結果。(3)迴歸方程式可精準用於預測學生CBM實際得分表現;學障學生每人至少有一次以上次表現顯著高於預測分數1.5個估計標準誤以上。(4)運用目視分析法及C統計分析結果發現,本研究對象三位學習障礙學生之C統計分析均達顯著水準(p<.05)。(5)三位學障兒童數學CBM分數趨勢線皆高於學習期望之目標線,顯示處理期之介入教學對學生學習表之成效極為顯著。(6)趨向統計分析結果三位學障兒童之CBM得分趨勢與實驗日期之間存在直線趨向(p<.05);惟三次趨向分析(p<.05)最能符合三位學障兒童之CBM得分趨力。 故本研究所發展網路ECBM系統為一有效評量工具能精準分析學障學生學習數據及敏銳反應其進行趨勢,並適時幫助教師調整教學策略,以提升學障學生學習成效。 |
英文摘要 | The purposes of the study were to: (a)develop an electronic curriculum-based measurement system (ECBM), (b)examine the effects of ECBM on analysis of mathematics learning of three fourth-grade students with learning disabilities. The teachers participate in this study using ECBM system for implementing CBM assessment model on three learning disabilities students twice a week for fourteen weeks. The results of this study were: (1)the main components of ECBM system include three subsystems: CBM item bank management subsystem. (2)Results showed three LD students’ weekly growth rates of improvement between 2.02 to 2.97 which were higher than previous research. (3)Results of regression analysis indicated that three LD students in this study performed at least once exceed predicated score 1.5 standard error. (4)The results of C analysis indicated that there is a significant correlation between student’s CBM scores and examined dates (p<.05). (5)Results indicated three LD students’ actual rates of progress (score trend lines) were higher than anticipated goal lines, and also supported that intervention of this study could improved LD students’ learning effectively. (6)Student’s CBM performance represented by a line of best fit through the graphed indicators. Results of this study showed liner regression curve estimated for three LD students (p<.05), quadric curve estimated for A1 subject (p<.05), and cubic curve estimated for all three LD students (p<0.5). Results supported ECBM system provided effective assessment information for teachers to monitor student growth and to determine how and when to adjust the student’s instructional program and strategies appropriately. Moreover, it also suggested that ECBM system as an excellent informal assessment tool could effectively assist the student’s rate of progress exceed the anticipated goal line. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。