Learning styles and formative assessmentstrategy: enhancing student achievement in Web-based learningAuthors: K.H. Wang, T.H. Wang, W.L. Wang, S.C. HuangSource: Journal of Computer Assisted Learning 22, 2006, pp207217 Speaker: Cheng-Yee Lee

IntroductionLearner learns in different waysThere are many scholars propose their own definition learning styleButler K. (1987) Learning and Teaching style in Theory and Practice. The Learners Dimension, Columbia, CT.McDermott P. & Beitman B. (1984) Standardization of a scale for the study of childrens learning styles: structure, stability, and criterion validity. Psychology in the Schools 21, 514.Gregorc A. (1979) Learning/teaching styles: potent forces behind them. Educational Leadership 36, 234236.

IntroductionInspect the situation and generate ideaTend to be artistPrefer basic theory and logicGood at basic scienceFinding practical uses for ideas and theories, use hypothetical-deductive reasoning to solve specific problemsRely heavily on informationprovided by others rather than on their own analysis

IntroductionFormative assessmentactivities that are used to help students learn. short tests and quizzes, question and answer in the lesson, assignments, homeworkThere are many strategies have proposed to improve formative assessment

Research questionDivergerAccommodatorConvergerAssimilatorDivergerAccommodatorConvergerAssimilatorDivergerAccommodatorConvergerAssimilatorFAM-WATAN-WATAPPT

Research questionDivergerAccommodatorConvergerAssimilatorDivergerAccommodatorConvergerAssimilatorDivergerAccommodatorConvergerAssimilator

Research method455 junior high studentsFAM-WATAN-WATAPPTPre-testFAM-WATAN-WATAPPTPost-testBioCALsystemTopic is digestion

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Research method(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.

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ConclusionStudents in FAM-WATA group learn better than other groupLearning style has its significant effect to e-learning effectiveness.

CommentAdd more strategiesTzu-Hua Wang (2008), Web-based quiz-game-like formative assessment: Development and evaluation, Computers & Education vol.51, pp. 12471263Adding play, appropriate challenge

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CommentExplore the relationship between the characteristic of e-learning system and learning styleKoun-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. 14111422,

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CommentOnly accommodator has better grade in e-learning

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