TY - JOUR
T1 - The integration of concept mapping in a dynamic assessment model for teaching and learning accounting
AU - Ku, David Tawei
AU - Shih, Ju ling
AU - Hung, Su Huan
PY - 2013/4
Y1 - 2013/4
N2 - 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.
AB - 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.
KW - Accounting
KW - Computerized dynamic assessment system
KW - Concept map
KW - Dynamic assessment model
UR - http://www.scopus.com/inward/record.url?scp=84894853895&partnerID=8YFLogxK
M3 - 期刊論文
AN - SCOPUS:84894853895
SN - 1176-3647
VL - 17
SP - 141
EP - 153
JO - Educational Technology and Society
JF - Educational Technology and Society
IS - 1
ER -