A Research of the Multiple Assessment for Discriminating and Predicting of Elementary Pupils’ Cognitive Status in the Force and Motion Unit

• Main Authors: Chang Yu-Chi, 張育奇
• Other Authors: 蔡樹旺
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/74827297212761765825

碩士 === 國立嘉義大學 === 科學教育研究所 === 94 === The purpose of this study was to compare discrimination and prediction of fifth-grade pupils’ congnitive status with alternative assessment to paper-pencil test did in science. The outcomes as following, 1. The results of performance assessment, two-tier assessment, portfolio assessment and paper-pencil test are highly relevant mutually. 2. The scores from two-tier assessment, performance assessment and portfolio assessment could discriminate pupils’ academic achievement groups 88.9% correctly in science. 3. The purpose of two-tier assessment, performance assessment and portfolio assessment have significantly predictive ability on the performance of paper-pencil test. 4. Performance assessment could explain variance of paper-pencil test scores better than other assessments in different cognitive status of pupils. 5. According to the correlation, discrimination and predictive ability of two-tier assessment, performance assessment, portfolio assessment and paper-pencil test, we found that multiple assessment has practicability in the “Force and Motion” unit.