An online system using Dynamic Assessment and adaptive material

Two-tier testing questions are gradually becoming commonly-used conception diagnostic tools, and the application domain of Dynamic Assessment (DA) is extending from special education to general education. This study adopts the Computerized Two-tier Testing Question (CTTQ) as pretest tool and combines CTTQ with the standardized graduate prompting mode of DA. It encourages teachers to explore the student´s concept-cognition situation individually, and according to the misconceptions arrange individualized remedial instruction. The process of this study was designed with the nonequivalent-control group design model. The teaching materials are on fifth-grade fraction problems. Based on review of numerous studies on fraction misconceptions, it organizes a two-tier examination. The purpose is to prove the effectiveness of CTTQ as a conception diagnostic tool. The experiment involves four groups: one-tier control group (OTCG), two-tier control group (TTCG), one-tier experiment group (OTEG), and two-tier experiment group (TTEG). The samples came from three primary schools in Taipei County, including 176 fifth-grade pupils, who were assigned to the four groups randomly. After analyzing the experiment data, we found: 1. The result of the fraction conception posttest of the experiment group is better than that the control group, and there are significant difference between the two. 2. The result of the fraction conception posttest of TTCG is better than that of OTCG, and there is a significant difference between the two. 3. The result of the fraction conception posttest of TTEG is better than that of OTEG, and there is a significant difference between them.