Abstract
The researcher wants to investigate the feasibility and effectiveness of Multi-Stage Dynamic Assessment (MSDA) model be applied to develop alternative remedial instruction model for mathematical problem solving. The study utilizes a multi-group experimental design. The participants include 42 students are screened out by pre-testing, and assigned 14 to each of the three groups. The first group is mediated by multi-session dynamic assessment (DA), the second group is given the direct instruction (DI), the third group takes self-practice. Then all groups accept post-testing. Next, the data are analyzed by adequate statistical methods. The effectiveness of ability screening, performance discrimination, deficiency diagnosis and prescription for subsequent remedial instruction are found in the DA group. The simple gain scores of the first and second group are greater than the third group has significantly, after all the performances of the DA group are greater than the DI group has significantly, too. The effectiveness of cumulative facilitation are found in the DA group also.
| Keywords: | dynamic assessment (DA); remedial instruction; mathematical problem solving (MPS); intervention of scaffolding instruction; zone of proximal development (ZPD) |
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