The integration of concept mapping in a dynamic assessment model for teaching and learning accounting

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107659

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107659

Title:	The integration of concept mapping in a dynamic assessment model for teaching and learning accounting
Authors:	施如齡;Ku, David Tawei;Shih, Ju-ling;Hung, Su-Huan
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Academic learning;Accounting;Concept mapping;Dynamic modeling;Dynamical systems;Educational research;Full Length Articles;High school students;Instructional Improvement;Learning;Learning styles;Outcomes of education;Posttests;Pretests;Sequential learning;Students;Study and teaching;Teachers;Teaching;Teaching Methods
Date:	2013-04-01
Issue Date:	2026-04-23 14:20:56 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： The purpose of this study is to integrate the idea of concept map into dynamic assessment model for accounting education in vocational high school. By using the expert concept map and the objectives as the main reference to generate assessment questions for diagnosis purposes, students should be informed the shortcoming of learning and receive proper guidance to improve learning. A quasi-experimental single group pre-posttest design was conducted for this study. Subjects were given a pretest before treatment and posttest after treatment. In order to truly compare the performance between the treatments, the final grades of previous semester course were used to distinguish three different (high, medium, and low scores) student groups. The results show that after the intervention of computerized dynamic assessment system, posttest scores were significantly higher than pretest scores in all three groups. In addition, regardless of learning styles, when students were willing to commit time to follow the guidance, they could result in a good learning progress. Moreover, students with high degrees of completion performed significantly better than low degrees of completion students in posttest-pretest progress. Recommendations for using dynamic assessment system in accounting learning are also discussed. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-01-01 出處： Educational Technology & Society, 2014-01, Vol.17 (1), p.141-153 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201401_17(1).0013
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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