Computerized Dynamic Adaptive Tests with Immediately Individualized Feedback for Primary School Mathematics Learning

In this study, a computerized dynamic assessment test with both immediately individualized feedback and adaptively property was applied to Mathematics learning in primary school. For evaluating the effectiveness of the computerized dynamic adaptive test, the performances of three types of remedial i...

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Bibliographic Details
Published in:Educational Technology ＆ Society 2017-01, Vol.20 (1), p.61-72
Main Authors: Wu, Huey-Min, Kuo, Bor-Chen, Wang, Su-Chen
Format: Article
Language:English
Subjects:
Adaptive Testing
CAI
Computer assisted instruction
Computer Assisted Testing
Educational assessment
Educational evaluation
Elementary education
Elementary School Mathematics
Elementary School Students
Elementary schools
Feedback
Feedback (Response)
Foreign Countries
Fractions
Full Length Articles
Grade 5
Individualized instruction
Learning
Mathematical analysis
Mathematics education
Mathematics Instruction
Methods
Posttests
Pretests
Pretests Posttests
Remedial education
Remedial Instruction
Statistical Analysis
Summative Evaluation
Teaching methods
Thinking skills
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Summary:In this study, a computerized dynamic assessment test with both immediately individualized feedback and adaptively property was applied to Mathematics learning in primary school. For evaluating the effectiveness of the computerized dynamic adaptive test, the performances of three types of remedial instructions were compared by a pre-test/post-test nonequivalent group design. These remedial instructions are the adaptive dynamic assessment with individualized instruction, the individualized instruction without adaptive dynamic assessment, and the traditional classroom remedial instruction. One hundred and eighteen 5th grade elementary school students from six classes participated in the study and were assigned to three remedial instruction programs on a random basis. The results demonstrated that the computerized dynamic adaptive test with individualized prompts outperformed the other two instruction methods.
ISSN:1176-3647
1436-4522
1436-4522