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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/7935

    Title: 大一微積分的平時表現與總結性評量之間的關係;The relationship between ordinary performance and summative evaluation for freshmen's calulus.
    Authors: 潘尚怡;Shang-Yi Pan
    Contributors: 數學研究所
    Keywords: 微積分;成就與評量;聯合教學;Calculus;Achievement and Assessment;ucc
    Date: 2008-05-26
    Issue Date: 2009-09-22 11:09:31 (UTC+8)
    Publisher: 國立中央大學圖書館
    Abstract: 本研究的主要目的在於了解大一微積分的平時表現與總結性評量之間的關係,並比較男、女生及學院別之間的差異性。以國立中央大學95學年度參與微積分聯合教學的大一應屆學生為研究對象,以學生的整學年小考成績、平時作業成績(紙本作業及英文作業)、6次會考成績為研究樣本。藉由研究結果,歸納研究結論,提出建議,作為國立中央大學或其他綜合型大學往後實施微積分聯合教學的參考,也希望可以作為老師施行教學、補救教學與未來研究等的參考資料。 研究結果發現小考、平時作業皆與總結性評量呈現正相關,也就是代表學生若是平時作業及小考成績表現良好,在會考成績也表現得好。再者,由小考平均和會考平均呈現零相關可知,會考和小考題目品質極為不一致。另外,可由研究結果得知,不論是95學年度上學期或是下學期,老師在計算學生學期總成績時並未依據授課計畫表上的比例原則,上學期加分依據來自於第1次會考成績;到了下學期加分依據來自於第2次會考成績。 性別差異方面,由研究結果可知,女生在整學年度的平時表現與總結性評量表現都比男生來得好,這與文獻有所違背。學院別差異方面,作業方面:地科院的表現比其他兩學院來得好;小考方面:工學院在整學年度的表現皆比其他兩學院來得好,地科院則在下學期的表現比其他兩學院來得較不好;會考方面:理學院在上學期皆比其他兩學院來得好,工學院則在下學期皆比其他兩學院來得好。 由上述研究結果,研究者想針對“作業”與“小考”續作深入探討,了解微積分作業和小考的實施方法是否適合學生?研究結果發現,作業是不必要的,小考是應該要存在的。 This is a thesis which mainly focuses on: realizing the relationship between ordinary performance and summative evaluation for freshmen’s calculus and comparing Sex Differences and School Differences. At the academic year of 2006 who participates the Unite Courses of Calculus (ucc) contribute the score data. The study samples are students’ quiz grades , homework assignments (paper homework and English homework) and six comprehensive examinations. It’s our hope that these conclusions and suggestions could make some beneficial contributions to NCU or other universities which adopt ucc in the future. The results show: first, both quiz grades and homework assignments are positively correlated with summative evaluation, which means students perform well in comprehensive examinations if they work well in quiz grades and homework assignments. Second, comprehensive examinations and quiz problems are not unity because of that testing average and accommodation average are zero correlated. Otherwise, we can find that no matter in which semester of 2006, teachers don’t give students grades according to course project in the final total grades. In the fall semester, teachers add students’ grades from second comprehensive examination and from second comprehensive examination in the spring semester. On Sex Differences, female perform better than male in ordinary performance and summative evaluation. This does not fit the literature. On School Differences, Earth Sciences College performs better than other schools at homework assignments. Engineering college performs better than other schools at tests in both semesters. Other schools perform better than Earth Sciences College in spring semester. Science College performs best at comprehensive examinations in the fall semester and Engineering College performs best in spring semester. By above results, researcher wants to further investigate homework assignments and quiz to see that if they are advisable. The results showed that homework assignments are not necessary and quiz should continue.
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