舉起你的Plickers卡片：以線上形成性評量觀點探究即時回饋系統對學習量化課程之成效

Raise Your Plickers Cards: Using a Formative E-Assessment to Examine the Effects of a Paper Interactive Response System on the Learning Effectiveness of Quantitative Courses

10.6173/CJSE.202012/SP_28.0001

龔心怡(Hsin-Yi Kung)；李靜儀(Ching-Yi Lee)

Plickers ； 行動研究 ； 紙本即時回饋系統 ； 量化課程成效 ； 線上形成性評量 ； Plickers ； Action Research ； Paper Interactive Response System ； Quantitative Course Effectiveness ； Formative E-Assessment

科學教育學刊

28卷S期（2020 / 12 / 01）

403 - 427

繁體中文

教育相關系所在規劃課程架構時，常將量化課程列為必選修課程之一，但許多學生不但對量化課程興趣缺缺，更因為對數字的不熟悉，以致於對這些課程出現跟不上進度與不容易專注的情況，進而對學習情境產生焦慮而難以投入，最終影響到課程的學習成效。本研究基於多元評量的精神，以線上形成性評量的觀點，來探究紙本即時回饋系統Plickers對學習量化課程的專注力、學習投入與學習成效之影響。研究期程從2019年2月至6月，實施為期18週量化課程的行動研究，以修習教育統計學的17位學生為研究對象，並以混合研究法進行資料的蒐集與分析，獲致之結果包括：一、Plickers輔助教學有效融入高等教育階段量化課程之可行性高，且能提升學生對量化課程之專注力、學習投入與學習成效。二、透過行動研究，Plickers輔助教學能具體展現出形成性評量與總結性評量之精神。三、教師行動研究之循環歷程，可運用轉化、反思回饋、應用、批判性／創造性思考、激發知識架構作為教師反思及學生學習之修正依據。最後根據本研究發現，提出具體建議，以供相關教學者與後續研究者之參考。

During the development of curriculum frameworks for education-related departments, quantitative courses are often listed as compulsory or elective courses. However, quantitative courses are generally unpopular among students. Students disinterested in numbers are disengaged and show reduced motivation to keep up with the course. Such students develop anxiety toward learning, which consequently impacts their learning effectiveness. Using a formative e-assessment approach, the study investigated the effects of a paper Interactive Response System (paper-IRS)-Plickers-on students' concentration, engagement, and performance in their quantitative course. The study applied action research to an 18-week quantitative educational statistics course carried out from February to June in 2019. Participants were 17 graduate students. A mixed-method was used for data collection and analysis. Results showed that (1) Plickers-assisted learning can be effectively integrated into quantitative courses in higher education, and can effectively improve students' concentration, engagement, and performance in an educational statistics course; (2) through the process of action research, Plickers-assisted learning highlighted the features of formative e-assessment and summative assessment; and (3) in the cyclical process of action research, the Transformation, Reflection, Application, Critical/Creative thinking, and Kindling (TRACK) framework can be applied as a reflective process for teachers and an adjustment tool for students. Finally, several suggestions for teaching and research are presented.

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