The purposes of this research were to design the multiple assessment activities for sixth graders on fraction multiplication according to Bayesian networks. The multiple assessment activities that merged into assessment framework of NEAP and PISA based on fraction multiplication indicators of Grades 1-9 Math Curricula, sub-skills and error patterns to establish the expert knowledge structures. The researchers establish a system for integrating computerized adaptive testing and multiple assessments and survey students’ attitudes and opinions about promoting information technology integrated multiple assessments. Furthermore, teachers’ acceptability and suggesting are also investigated. The research results are as follow: 1.Designed the multiple assessment activities according to PISA and NEAP evaluation framework and Capability Indices, comprisesd more aspects and students could develope more abilities. 2.The Cronbach's α of the achievement post-test and delayed post-test were over .8, the tests had very good generalizability. And the alternative-form reliability were over .7, had good generalizability,too. And the performance assessment of the research had very good generalizability,validity and high generalizability on marker. 3.The computerized constructed-response items could record students’ calculations, had seven kinds of mistake types more than the selected-response items. 4.The solution performance of mathematical writing worksheets could realize students’ learning condition. 5.After accomplished the mathematic multiple assessment activities,though the mathematics attitude of students advanced inapparently,most of students agreed it and acceded to again, computerized testing especially,but they thought constructed-response items were more burdensome. 6.The teachers supported the multiple assessment would be helpful to teachers and students.
