概念分類測驗的原則與實例
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Date
1997-06-??
Authors
趙寧
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Journal ISSN
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Publisher
國立臺灣師範大學社會教育學系
Department of Adult and Continuing Education, NTNU
Department of Adult and Continuing Education, NTNU
Abstract
教學設計將教育傳播與科技引向一個更寬廣具體的研究方向。本文擬就概念分類測驗的標準類型、模式、計分等方面，進行原則性的探討，並以實例闡明。此種分類測驗可彌補記憶學習的不足，就學習者在概念學習中經常發生之分類錯誤經過計分的統計，評量與修正之後，重新回歸教學設計之正常流程，達到教學的行為目標。
Instructional design is a phrase which means selecting and arranging instructional materials in a way which helps students learn more efficiently and effectively. The purpose of this study is designed to assist instructional strategies How to prepare a concept classification test, to teach concepts more adequately. A classification test is an instrument which enables the instructer to make valid inferences about a student's ability to classify newly encountered instances of the concepts being taught. Test scores can also be used as a basis for prescribing an instructional strategy to correct specific kinds of classification errors being made by students.
Instructional design is a phrase which means selecting and arranging instructional materials in a way which helps students learn more efficiently and effectively. The purpose of this study is designed to assist instructional strategies How to prepare a concept classification test, to teach concepts more adequately. A classification test is an instrument which enables the instructer to make valid inferences about a student's ability to classify newly encountered instances of the concepts being taught. Test scores can also be used as a basis for prescribing an instructional strategy to correct specific kinds of classification errors being made by students.