認知本位電腦化學習評量系統的應用效益與拓展方向：以攜手計畫課後扶助方案科技化評量系統為例

A Computerized Cognitively Based Learning Assessment System for the Students of After School Alternative Program of Taiwan

洪碧霞(Pi-Hsia Hung)；林素微(Su-Wei Lin)

電腦化教育評量系統 ； 認知本位評量 ； 數學能力模型 ； 學習進展 ； cognitively based assessment ； educational assessment system ； learning progressions ； mathematics competency model

測驗學刊

64卷4期（2017 / 12 / 01）

313 - 339

繁體中文

本文首先藉由Bennett與Gitomer（2009）有關新世代認知本位學習評量系統建置的願景，簡要說明學習科學依據的教育評量發展趨勢。接著，研究者再以攜手計畫課後扶助方案科技化評量系統（After School Alternative Program technology-based testing，簡稱ASAP-tbt）為例，呈現臺灣電腦化教育評量資源的建構理念和應用現況。文中的實徵證據是攜手課後扶助計畫（after school alternative program, ASAP）四年級學生之三次數學成就測驗資料的分析，用以說明該題庫對學生學習成長評量的具體應用效益。結果顯示，ASAP 評量資源能提供學生學習表現與成長的具體回饋，這樣一項具備發展性模式雛形的教育評量系統，宜活化應用並進階拓展，讓臺灣的教育評量資源能持續以最省約有效的投入與時俱進。文章最後對ASAP-tbt 的更新擴展提出建議。

This article started with a brief discussion of the trends of learning science-based educational assessment by following the theme of the computerized cognitively based learning assessment system (Cognitively Based Assessment of, for, and as Learning) (Bennett & Gitomer, 2009). Then, a description of the After School Alternative Program technology-based testing (ASAP-tbt) was provided, as an example, to present the rational and validity of computerized educational assessment resources in Taiwan. The data set of three sequentially administered computerized adaptive mathematics achievement tests of the fourth graders who participated in after school alternative trial program was analyzed by HLM. The results suggested that ASAP-tbt provided valid and useful feedbacks for students' performance and growth in learning. The reporting design of ASAP-tbt assessment revealed the cognitively based learning spirits. Such a promising prototype of educational assessment system deserves further investment. Finally, some suggestions for future development of ASAP-tbt were included.

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