The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three different formative assessment strategies was developed. The formative assessment strategies included Formative Assessment Module of the Web-Based Assessment and Test Analysis system (FAM-WATA) (with six Web-based formative assessment strategies), Normal Module of Web-Based Assessment and Test Analysis system (N-WATA) (only with partial Web-based formative assessment strategy) and Paper and Pencil Test (PPT) (without Web-based formative assessment strategy). Subjects were tested using Kolb's Learning Style Inventory, and assigned randomly by class into three groups. Each group took Web-based courses using one of the formative assessment strategies. Pre-and post-achievement testing was carried out. A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Webbased learning environment. However, there is no interaction between these two factors. A post hoc comparison showed that performances of the FAM-WATA group are higher than the N-WATA and PPT groups. Learners with a 'Diverger' learning style performed best followed by, 'Assimilator', 'Accommodator', and 'Converger', respectively. Finally, FAM-WATA group students are satisfied with six strategies of the FAM-WATA.
This study introduces the development of a Web-based assessment system, the Web-based Assessment and Test Analyses (WATA) system, and examines its impacts on teacher education. The WATA system is a follow-on system, which applies the Triple-A Model (assembling, administering, and appraising). Its functions include (1) an engine for teachers to administer and manage testing, (2) an engine for students to apply tests, and (3) an engine for generating test results and analyses for teachers. Two studies were undertaken to assess the usefulness and potential benefits of the WATA system for teacher education. In the first study, 47 in-service teachers were asked to assess the functions of the WATA system. The results indicated that they were satisfied with the Triple-A Model of the WATA system. In the second study, 30 pre-service teachers were required to use the WATA system during the teacher-training program. After 4 months of experience in using the WATA system, the preservice teachers' perspectives of assessment have been changed significantly. The findings of these two studies might provide some guidance to help those who are interested in the development of Web-based assessment and intend to infuse information technology into teacher education.
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