地球科學動畫試題的發展與效能驗證

Abstract

This study tries to develop an animation-based test (ABT) in the area of Earth science. The advantages of ABT includes: (1) To present more authentic situation in an animated testing environment; (2) To assess the learning outcomes with appropriate validity and reliability; (3) To be a more attractive way of testing. The content of the test focuses on four domains in Earth science including astronomy, meteorology, oceanography and geology. “Attitude toward Simulated Assessment Scale”(AAAS) was adapted in this study in order to explore examinees’ perceptions and attitudes toward ABT. This study has found that an animation-based test was more effective to trigger students’ positive attitude than was a graphic-based test. In addition, animation is found to influence students scores- especially for the low-order prior knowledge students. Therefore, it is suggested that the innovative forms of assessments, such as the ABT proposed in the current study, could not only indicate the importance to train cognitive skills to students, but also serve as an alternative and promising vehicle for implementing assessments in high school Earth sciences education.

This study tries to develop an animation-based test (ABT) in the area of Earth science. The advantages of ABT includes: (1) To present more authentic situation in an animated testing environment; (2) To assess the learning outcomes with appropriate validity and reliability; (3) To be a more attractive way of testing. The content of the test focuses on four domains in Earth science including astronomy, meteorology, oceanography and geology. “Attitude toward Simulated Assessment Scale”(AAAS) was adapted in this study in order to explore examinees’ perceptions and attitudes toward ABT. This study has found that an animation-based test was more effective to trigger students’ positive attitude than was a graphic-based test. In addition, animation is found to influence students scores- especially for the low-order prior knowledge students. Therefore, it is suggested that the innovative forms of assessments, such as the ABT proposed in the current study, could not only indicate the importance to train cognitive skills to students, but also serve as an alternative and promising vehicle for implementing assessments in high school Earth sciences education.