Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics

Wang, Tzu‐Hua

doi:10.1016/j.compedu.2010.09.014

Cited by 56 publications

(59 citation statements)

References 11 publications

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“…Hence, underachieving students will still need natural science remedial teaching and hold basic scientific literacy. Recently, there are many remedial teaching research that focused on science and mathematics, such as mathematics lesson for middle school (Wang, 2011), mathematics lesson for elementary school (Wang, 2014), remedial teaching strategy for developing the concept related to current model (Stocklmayer & Treagust, 1996), or development of physics remedial teaching strategy for ninth grader (Idar & Ganiel, 1985). However, there are still only a few natural science remedial teaching research for elementary school.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Chou

2017

EURASIA J MATH SCI T

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Elementary school remedial teaching has been promoted for many years in Taiwan but it has primarily been aimed at Chinese and mathematics with little attention being paid to natural sciences. Due to the current shortage of natural science teachers, along with limitations in school budget and manpower, it is difficult to put natural science remedial teaching into practice in elementary schools. This research attempts to establish a new model of remedial teaching that utilizes remote asynchronous video-based instruction to carry out centralized remedial teaching with 3D television and interactive response system. We focused on fourth graders whose science ranking was at the bottom quarter and examined if their grades have improved. Centralized remedial teaching was implemented once a week during school's noon break and lasted for 40 minutes. The materials used, including the remedial 3D natural science lesson videos and interactive response test questions, were both produced by the university. They were transmitted through the Internet to elementary school teachers who played them on 3D television and students practiced and answered the questions in real time with plickers. Twenty fourth graders from different classes participated in remedial teaching for one semester; the average percentage of test grade ranking in natural science has progressed from 9.19% to 24.12% in their original classes. Previously, the average of T-score in natural science test was 35.80, and after remedial instruction, the T-score average was 42.39. The T-score average improvement is statistically significant (t=3.34, p = .003). The research revealed that this instructional model can improve learning outcome in natural science for underachieving fourth graders, and through the questionnaire, it was also known that the students liked this remedial teaching approach.

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Section: Introductionmentioning

confidence: 99%

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Chou

2017

EURASIA J MATH SCI T

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“…In this aspect, technology helps provide an integrated digital learning environment; the environment includes teaching and learning strategies, learning contents and assessment that encourage students to do self-regulated learning. Paris and Paris (2001) believed that self-assessment was an effective strategy in helping learners perform self-regulated learning because learners were better able to evaluate their learning conditions if they could assess themselves during the learning process (Wang 2011a(Wang , b, 2014b. Technology can be used to develop digital assessment to provide learners with opportunities to do self-assessment and encourage them to perform self-regulated learning.…”

Section: Current Issues Of Technology-enhanced Science Teaching and Lmentioning

confidence: 99%

Technology-Enhanced Science Teaching and Learning: Issues and Trends

Wang

Yang

2016

Science Education Research and Practice in Asia

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This chapter discusses current and future research trends of technology-enhanced science teaching and learning and probes into several new learning technologies, which will highly influence science teaching and learning in the future. These technologies include digital assessment, automatic feedback system, ubiquitous learning (u-Learning), augmented reality (AR) technology, and gesture-based technology. This chapter also conducts literature review and analysis on empirical researches about applying these learning technologies in teaching and learning. It also brings up the research direction future studies can focus on. Based on the "Media Debates" in 1990s and the following development of learning theories, as well as research statements and findings about learning technologies, "the three key elements of effective learning technology implementation" are concluded: nature of ICT, mediation model, and transforming model. This chapter also discusses the three elements and proposes suggestions for following researches on science teaching and learning.

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“…A number of authors have provided positive impact on students' learning outcomes as a consequence of particular ways to provide feedback (Corbalan, Paas, & Cuypers, 2010;Lee, Lim, & Grabowski, 2010;Smits, Boon, Sluijsmans, & van Gog, 2008;Wang, 2011). While other studies have found no or little impact (Clariana & Lee, 2001;Gordijn & Nijhof, 2002;Kopp, Stark, & Fischer, 2008).…”

Section: Inceptionmentioning

confidence: 99%

A Smart Way of Coping with Common Core Challenges - Introduction to CAFA SmartWorkbook

Choi

Kang

Kim

et al. 2015

JEI

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The Common Core State Standards (CCSS) in mathematics are currently adopted in most U.S. states. Nonetheless, most math teachers across the country are still experiencing difficulties in putting these standards into practice. Teachers and local school administrators are faced with a challenge of adapting methodologies in instruction and assessment to ensure that students master the knowledge and skills required in the new standards. This leads to an urgent need for well-designed teaching and assessment tools for math education that are aligned to the CCSS.The purpose of this paper is to illustrate the Computer Adaptive Formative Assessment (CAFA) SmartWorkbook which is an Information and Communication Technology (ICT) based teaching and assessment tool specially designed for coping with challenges in implementing the CCSS in mathematics. The CAFA SmartWorkbook represents a new stage in exploring opportunities in educational innovation, capitalizing on advances in assessment and technology. This system can be an effective solution to cope with CCSS challenges in both theoretical and practical points of view for students, teachers, parents, and educational administrators.

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Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics

Cited by 56 publications

References 11 publications

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

An Analysis of the 3D Video and Interactive Response Approach Effects on the Science Remedial Teaching for Fourth Grade Underachieving Students

Technology-Enhanced Science Teaching and Learning: Issues and Trends

A Smart Way of Coping with Common Core Challenges - Introduction to CAFA SmartWorkbook

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