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
1
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.
2
Introduction
Rely heavily on information
provided by others rather than on
their own analysis
Finding practical uses for ideas and
theories,
use hypothetical-deductive reasoning
to solve specific problems
Inspect the situation and
generate idea
Tend to be artist
Prefer basic theory and logic
Good at basic science
3
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
4
Research question
FAM-WATA
Diverger
Accommodator
Converger
Assimilator
Accommodator
Converger
Assimilator
Accommodator
Converger
Assimilator
N-WATA
Diverger
PPT
Diverger
5
Research question
Diverger
Accommodator
Converger
Assimilator
Diverger
Accommodator
Converger
Assimilator
Diverger
Accommodator
Converger
Assimilator
6
Research method
FAM-WATA
FAM-WATA
BioCAL
system
455 junior high
students
N-WATA
Pre-test
Post-test
N-WATA
Topic is
digestion
PPT
PPT
7
Research method
8
Research method

(1) ‘Repeat the test’:



(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.

This strategy provides an interface for students to query peer and personal
scores.
(4) ‘Query scores’:
(5) ‘Monitor answering history’:


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
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.
9
Research method
10
Result
11
Result
12
Result
13
Result
14
Conclusion
 Students in FAM-WATA group learn
better than other group
 Learning style has its significant
effect to e-learning effectiveness.
15
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”
16
Comment
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Comment
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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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Comment
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Comment
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Comment
 Only accommodator has better grade
in e-learning
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Comment
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