The Effect of Computerized Dynamic Assessment on Fifth Graders’Reading Comprehension Ability and Reading Self-Efficacy.

• Main Authors: Mei-Hui Chi, 紀美慧
• Other Authors: Chih-lung Lin
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/20997167533211491500

碩士 === 國立屏東教育大學 === 教育科技研究所 === 94 === The main purpose of this study was to explore the effect of computerized dynamic assessment on fifth graders’ reading comprehension and reading self-efficacy. The outcomes of the study will provide as references for further studies. Adopted pre-examination and post-examination design of different groups, this study took four classes of fifth graders’ in Dong-Long elementary school of Pingtung Country. The study comprised 136 fifth graders, with 70 assigned to the experimental group who took computerized dynamic assessments and 66 assigned to the control group who took traditional assessments. All fifth graders of this study were taken an 8-week teaching, totaling 16 lessons.　 The two groups were required to complete both pre-examination and post-examination. Conducted with the pre-examination score of selective reading comprehension test and reading self-efficacy list as covariant index and post-examination score as dependent variable. The study tried to define whether different teaching methods had significant difference in post-examination score of reading comprehension, and reading self-efficacy. Based upon the above results, this study provided following findings: 1. The strategy of computerized dynamic assessment could increased fifth graders’ reading comprehension ability. 2. The strategy of computerized dynamic assessment could increased fifth graders’ reading self-efficacy.