混合式教学形成性评价研究
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摘要
在混合式教学过程中,教师往往通过课堂或在线测试的方式,针对学生知识掌握程度做出形成性评价,从而方便教师和学生调整教学与学习策略,提高教学效果。根据测试题的难度与区分度,建立合适的测试题库,对有效的评估学生的学习成效至关重要。文章通过二参数逻辑斯蒂模型与传统方法、单参数逻辑斯蒂模型的比较,验证了二参数逻辑斯蒂模型对于难度和区分度估计的合理性,并根据研究结果,对混合式教学中形成性评价中测试题的选择提出建议。
In the process of blended learning,teachers often make formative evaluations of studentsknowledge mastery through classroom or online testing,which is convenient for teachers and students to adjust teaching and learning strategies and improve teaching effects.According to the difficulty and discrimination of the test questions,it is very important to establish a suitable test question bank for effective evaluation of studentslearning outcomes.By comparing the two-parameter logistic model with the traditional method and the single-parameter logistic model,the rationality of the two-parameter logistic model for difficulty and discrimination estimation is verified.According to the research results,suggestions are made for the selection of test questions in formative evaluation in blended learning.
In the process of blended learning,teachers often make formative evaluations of studentsknowledge mastery through classroom or online testing,which is convenient for teachers and students to adjust teaching and learning strategies and improve teaching effects.According to the difficulty and discrimination of the test questions,it is very important to establish a suitable test question bank for effective evaluation of studentslearning outcomes.By comparing the two-parameter logistic model with the traditional method and the single-parameter logistic model,the rationality of the two-parameter logistic model for difficulty and discrimination estimation is verified.According to the research results,suggestions are made for the selection of test questions in formative evaluation in blended learning.
引文
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[2]贺超凯,吴蒙.edX平台教育大数据的学习行为分析与预测[J].中国远程教育,2016(6):54-59.HE C K,WU M.Analysis and Prediction of Learning Behavior of Educational Big Data on edX Platform[J].Distance Education in China,2016(6):54-59.(in Chinese)
[3]傅德荣,章慧敏,刘清堂.教育信息处理[M].2版.北京:北京师范大学出版社,2011.2.
[4]赵立新,陈文艺,郭子君.试卷质量的定量评价[J].华南农业大学学报(社会科学版),2004(4):136-141.ZHAO L X,CHEN W Y,GUO Z J.The Quantitative E-valuation on Quality of Test Paper[J].Journal of South China Agricultural University(Social Science Edition),2004(4):136-141.(in Chinese)
[5]蔡秋艳,王建明,史秉璋.试题分析探讨[J].中国高等医学教育,1991(6):26-29.CAI Q Y,WANG J M,SHI B Z.Analysis and discussion of test questions[J].China Higher Medical Education,1991(6):26-29.(in Chinese)
[6]柳国杰,陈军.教育测量中难度与区分度的计算方法[J].信阳师范学院学报(自然科学版),2003(3):351-352.LIU G J,CHEN J.Research on calculating methods of difficulty and differentiation in education survey[J].Journal of Xinyang Normal University(Natural Science Edition),2003(3):351-352.(in Chinese)
[7]李逢庆.混合式教学的理论基础与教学设计[J].现代教育技术,2016,26(9):18-24.LI F Q.The Theoretical basis and instructional design of blending teaching[J].Modern Educational Technology,2016,26(9):18-24.(in Chinese)
[8]肖巍,倪传斌,李锐.国外基于数据挖掘的学习预警研究:回顾与展望[J].中国远程教育,2018(2):70-78.XIAO W,NI C B,LI R.Research on learning and early warning based on data mining in foreign countries:Retrospect and prospect[J].Distance Education in China,2018(2):70-78.(in Chinese)
[9]HUANG S B,FANG N.Predicting student academic performance in an engineering dynamics course:A comparison of four types of predictive mathematical models[J].Computers&Education,2013,61.