Computerized Adaptive Item Bank System Based on competence Indicators In Mathematics for Primary School Grade Three

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Title:	Computerized Adaptive Item Bank System Based on competence Indicators In Mathematics for Primary School Grade Three
Authors:	SHU CHING WANG
Contributors:	Department of Computer Science and Information Engineering
Keywords:	learning ability index scale;item bank;achievement of ability index
Date:	2005
Issue Date:	2009-11-18 13:13:17 (UTC+0)
Publisher:	Asia University
Abstract:	There are 28 learning ability indexes were disclosed The New 1-9 Curriulum for Math . More than that , each index includes one or more than one concept. In order to completely understand each testee’s performance toward learning ability index ,each concept then must be tested. In this case, being exhausted and disconcentrating, due to the fact that each testee must take a redundant time to finish more than 60 question, will lead the testing result to an inaccuracy. Computerized adaptive test has the characteristic of “intelligence adaptively tested”, which can not only save testing time, but also accurately evaluate student’s performance. After the 3rd graders have learned Math for grade 3, their achievements of learning ability index will be soon tested by using this system, which will then give the students appropriate remedial instruction. Therefore, this study will develop a question archive of online computerized adaptive test based on Math learning ability index for grade 3 of The New 1-9 Curriulum, combining computerized adaptive diagnostic testing system and online remedial instruction system, forming a computerized adaptive diagnostic testing system based on Math learning ability index for grade 3 of The New 1-9 Curriulum, and offering a quality and quantity paralleled testing tool while The New 1-9 Curriulum is executed. As to research methods, the first method is analyzing Math learning ability index for grade 3 of The New 1-9 Curriulum and embodying learning ability index into test questions with NAEP content area as well as the evaluative concept of cognitive category and Bloom’s learning goal category. Next, owing to numerous test questions, several subtests must be undertaken. This study adopts an anchoring test design, analyze the questions with equalized model based on the item response theory, using BILOG-MG program to estimate three parameters, the difficulty,discrimination together with pseudo-chance parameter, and the testee’s ability value of grade 3, equalizing the item parameter of various tests with the same scale, and sending as well as building the questions into the question archive of this system for better use of online testing. The result of this test can simultaneously evaluate every version of textbook users, achievements of learning ability index and be used as reference for textbook editors.
Appears in Collections:	[Department of Computer Science and Information Engineering] Theses & dissertations

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