網路多元化教學評量個案研究

Abstract

本研究應用灰關聯分析法，分析K12數位學校，鳳西國中國二數學教學系統所自動記錄的網路學習活動資料發現，經由灰關聯分析法所計算之成績排名與紙筆測驗成績之排名次序不同，但灰關聯分析法納入網路教室學習歷程的表現，符合多元化評量的精神，易於激發學生網路學習動機。由教學系統所自動記錄的學生網路學習歷程資料包含網路教室登入次數、教材閱讀頁數、教材閱讀時數、討論版張貼文章篇數、參與討論次數等，經由灰關聯分析法研究發現，影響學生紙筆測驗成績的關鍵因素為網路教室登入次數，其次為教材閱讀頁數，由此可推論網路學習動機高的學生，其紙筆測驗成績較好。關聯度最小的為教材閱讀時數，顯示網路學習存有「掛網」現象，值得E-Learning教學者注意。

This study applied Grey Relation Analysis to study subjects of 2nd graders in Feng-Si Junior High School of K12 Digital School. The analysis found the student ranking orders are different compare to pen/paper based test. This study found Grey Relation Analysis is suitable to Multiple Assessment and encouraging students on E-Learning.The E-Learning system recorded “online class login times”, “pages read”, “hours read”, “pages posted” and “discussion participation”. By using Grey Relation Analysis, the study found critical factors for pen-paper based test are “online classroom login times”, follow by “pages read”. Based on this finding, the student with high incentive in E-Learning will also perform well in pen/paper based test. The less relation is “hours read”, this may indicate a phenomenon of “online skip“, the E-Learning educator need to be cautious of this.