Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback

Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback

碩士 === 淡江大學 === 教育科技學系碩士班 === 94 === The functions of computer-assisted assessment which result in individual feedbacks are not only for teachers to assess students’ learning achievements, but also for improving teachers’ effectiveness. On the basis of the relevant literature review of Student-Probl...

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Main Authors: Wen-Ting Chen, 陳文婷
Other Authors: Ping-Yeh Tsai
Format: Others
Language:zh-TW
Published: 2004
Online Access:http://ndltd.ncl.edu.tw/handle/35110166904783350505
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spelling ndltd-TW-094TKU056200282016-05-30T04:21:20Z http://ndltd.ncl.edu.tw/handle/35110166904783350505 Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback 結合學生問題分析表及試題概念結構圖之個別化回饋對國小數學學習之影響 Wen-Ting Chen 陳文婷 碩士 淡江大學 教育科技學系碩士班 94 The functions of computer-assisted assessment which result in individual feedbacks are not only for teachers to assess students’ learning achievements, but also for improving teachers’ effectiveness. On the basis of the relevant literature review of Student-Problem table (S-P chart) and interpretive structure modeling (ISM), the study is intended to develop a method of individual assessment feedback with combination of “Student-Problem table” and “Test Item Conceptual Structure Map”, and to implement it in the math classes of elementary schools. In the process of conducting study, the feedbacks from teachers, students, and parents would be collected as references for future revisions of instruction Ping-Yeh Tsai 蔡秉燁 2004 學位論文 ; thesis 168 zh-TW
collection NDLTD
language zh-TW
format Others
sources NDLTD
description 碩士 === 淡江大學 === 教育科技學系碩士班 === 94 === The functions of computer-assisted assessment which result in individual feedbacks are not only for teachers to assess students’ learning achievements, but also for improving teachers’ effectiveness. On the basis of the relevant literature review of Student-Problem table (S-P chart) and interpretive structure modeling (ISM), the study is intended to develop a method of individual assessment feedback with combination of “Student-Problem table” and “Test Item Conceptual Structure Map”, and to implement it in the math classes of elementary schools. In the process of conducting study, the feedbacks from teachers, students, and parents would be collected as references for future revisions of instruction
author2 Ping-Yeh Tsai
author_facet Ping-Yeh Tsai
Wen-Ting Chen
陳文婷
author Wen-Ting Chen
陳文婷
spellingShingle Wen-Ting Chen
陳文婷
Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback
author_sort Wen-Ting Chen
title Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback
title_short Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback
title_full Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback
title_fullStr Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback
title_full_unstemmed Effects on Elementary Students'' Math Learning by Using Student Problem Table and Conceptual Structure Map of Item on Individualized Feedback
title_sort effects on elementary students'' math learning by using student problem table and conceptual structure map of item on individualized feedback
publishDate 2004
url http://ndltd.ncl.edu.tw/handle/35110166904783350505
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