The main purpose of this study is to develop a mathematical computerized dynamic assessment system based on the progressive prompting method and suitable for elementary school students. In this thesis, we discussed the feasibility of this system and analyzed the difference between the time on testing and students’ learning effect by using different prompting methods. The sample of this study was 89 fifth-grade students in three classes drawn from an elementary school in Miaoli County. Two sets of experiments were carried out in this work. Experiment 1 is designed to investigate the effect of computerized dynamic assessment with single pre-pro test design. Experiment 2 is designed to compare the difference between the time on testing and the effect on student learning by using direct computer animation remedial instruction and graduate prompting computerized dynamic assessment with pre-pro test nonequivalent-control-group design. The major results of this study were as follows: 1. The experimental results indicated that during the assessment, computerized dynamic assessment providing 63% helping effect that assisted students correct problem solving. 2. The percentages of help provided by computerized dynamic assessment were as follow: (1) Oral hints 38%; (2) Key-word hints 29%; (3) Parallel problem hints 19 %; (4) Operation-steps hints14%. 3. The computerized dynamic assessment could increase the effect of students’learning of “Integer four functions” significantly. 4. Both direct computer animation remedial instruction and graduate prompting computerized dynamic assessment could increase the effect of students’ learning of “Integer four functions” significantly. But the latter got greater improvement than the former. 5. Considering the average time of students to complete the system operation, the direct computer animation remedial instruction took 33.94-minutes, and the graduate prompting computerized dynamic assessment took 57.23-minutes. Both them had disparity by 23.92-minutes. 6. Most students held positive attitudes toward the computerized dynamic assessment after computerized dynamic assessments.
