| Summary: | 碩士 === 臺中師範學院 === 教育測驗統計研究所 === 91 === The objective of this research is to explore the effects of situated assessment for the mathematic achievement of grade six male & female students. There are total 239 grade 6 male & female students from Changhua County participated for this research. According to Grade 1-9 Curriculum Mathematics Learning Areas Competence Indicators, we have selected five types of indicators which are arithmetic, measure, relation, geometry and statistics to create “Asexual Situated Assessment”, “Male Situated Assessment”, and “Female Situated Assessment” total three different types of situated assessment that could apply as experimental tests in this research. We will use Radar screen to demonstrate the outcome of each assessment for all male & female students, and then use one-way ANOVA procedure to analyze if the diversity of the proper answer percentage of each assessment for all male & female students has reached to significance level. Subsequently, we could discuss if the situated assessment will effect the mathematic achievement for all male & female students. The consequence of this research has revealed that when we applied the asexual situated assessment test, female students perform better on arithmetic section and male students perform better on geometry section. As for measure, relation and statistic indicators, we have discovered that the higher recognition hierarchy such as comprehends hierarchy and application hierarchy of two-way specifications; the male students generally perform better than female students. Nevertheless, for the lower recognition hierarchy such as knowledge hierarchy and technique hierarchy of two-way specifications; female students generally perform better than male students. However, regardless which indicators we applied out of the five indicators selected, we have concluded that all types of situated assessments will influence the mathematic achievement for all male and female students. In the end, according to the consequence of this research, we will offer further suggestions for the future course design directions.
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