1. 1 Learning styles and formative assessment strategy: enhancing student achievement in Web-based learning Authors: K.H. Wang, T.H. Wang, W.L. Wang, S.C. Huang Source: Journal of Computer Assisted Learning 22, 2006, pp207 – 217 Speaker: Cheng-Yee Lee

2. 2 Introduction  Learner learns in different ways  There are many scholars propose their own definition learning style Butler K. (1987) Learning and Teaching style in Theory and Practice. The Learner ’ s Dimension, Columbia, CT. McDermott P. & Beitman B. (1984) Standardization of a scale for the study of children ’ s learning styles: structure, stability, and criterion validity. Psychology in the Schools 21, 5 – 14. Gregorc A. (1979) Learning/teaching styles: potent forces behind them. Educational Leadership 36, 234 – 236.

3. 3 Introduction Inspect the situation and generate idea Tend to be artist Prefer basic theory and logic Good at basic science Finding practical uses for ideas and theories, use hypothetical-deductive reasoning to solve specific problems Rely heavily on information provided by others rather than on their own analysis

4. 4 Introduction  Formative assessment activities that are used to help students learn. short tests and quizzes, question and answer in the lesson, assignments, homework  There are many strategies have proposed to improve formative assessment

5. 5 Research question DivergerAccommodatorConvergerAssimilator DivergerAccommodatorConvergerAssimilator DivergerAccommodatorConvergerAssimilator FAM-WATA N-WATA PPT

6. 6 Research question DivergerAccommodatorConvergerAssimilator DivergerAccommodatorConvergerAssimilator DivergerAccommodatorConvergerAssimilator

7. 7 Research method 455 junior high students FAM-WATA N-WATA PPT Pre-test FAM-WATA N-WATA PPT Post-test BioCAL system Topic is digestion

8. 8 Research method

9. 9  (1) ‘ Repeat the test ’ : allows students to take the same test item repeatedly if they make errors on it. item will be deleted automatically if they pass one test item correctly three times continually  (2) ‘ Provide with no answer ’ : shows students incorrect answers they made without offering the correct answer.  (3) ‘ Ask questions ’ : allows students send questions to the teacher by e-mail.  (4) ‘ Query scores ’ : This strategy provides an interface for students to query peer and personal scores.  (5) ‘ Monitor answering history ’ : This strategy provides an interface for students to check their personal answer history for each item.  (6) ‘ All pass and then reward ’ : This strategy rewards students with a Flash animation when they pass all the test items.

10. 10 Research method

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15. 15 Conclusion  Students in FAM-WATA group learn better than other group  Learning style has its significant effect to e-learning effectiveness.

16. 16 Comment  Add more strategies Tzu-Hua Wang (2008), Web-based quiz-game-like formative assessment: Development and evaluation, Computers & Education vol.51, pp. 1247 – 1263 Adding “ play ”, “ appropriate challenge ”

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19. 19 Comment  Explore the relationship between the characteristic of e-learning system and learning style Koun-tem Sun, Yuan-cheng Lin, Chia-jui Yu (2008).A study on learning effect among different learning styles in a Web-based lab of science for elementary school students. Computers & Education vol. 50, pp. 1411 – 1422,

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22. 22 Comment  Only accommodator has better grade in e-learning

23. 23 Comment