With the aim of this study is to examine the effects of Knowledge structure-based computerized dynamic assessment and adaptive diagnostic testing on the promotion of decimal multiplication for the elementary fifth graders. The researcher also analyzes different ways of dynamic assessment so that the performance of different level students will be revealed. There are approximately 195 students participating in this study. Sixth classes are divided into three groups. Three groups accept different types of dynamic assessment to examine. After examination three groups accept standard test, the results of exams will be analyzed and compared. So as to observer can realize the rates of passing items and the comprehension of students for decimal multiplication. The results are as follows. a. Both computerized dynamic assessment and computerized remedial instruction system can promote the abilities of students in dealing with the questions of decimal multiplication. b. As to correct ration of decimal multiplication items, there are significant difference between controlled group and experimental group. c. After the interference of dynamic instruction during the exam, there are significantly differenct between controlled group and experimental group in correcting ration of decimal multiplication items. The result shows that the experimental group is apparently superior to the controlled group.
