Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students’ e-Learning effectiveness

Abstract

This research combines the idea of cake format dynamic assessment defined by Sternberg and Grigorenko (2001) and the ‘graduated prompt approach’ proposed by Campione and Brown (1985, 1987) to develop a multiple-choice Web-based dynamic assessment system. This research adopts a quasi-experimental design to investigate the effectiveness of this Web-based dynamic assessment system (GPAM-WATA) and normal Web-based test (N-WBT). One hundred and sixteen sixth grade elementary students from four classes participated in this research. These four classes were randomly divided into the GPAM-WATA group and N-WBT group. Before e-Learning instruction, all the students took the prior knowledge assessment and the pre-test of the summative assessment. After 2-week e-Learning instruction, all the students took the post-test of the summative assessment. The research findings show that students in the GPAM-WATA group experience better e-Learning effectiveness than those in the N-WBT group. GPAM-WATA is also found to be effective in improving the e-Learning effectiveness of students with low-level prior knowledge.