以证据为中心的课程学习形成性评价设计
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摘要
本文借鉴美国教育评价领域的主流研究方法,运用"以证据为中心"的教育评价设计模式,构建了通信工程专业核心课程学习过程的形成性评价框架,设计了针对特定工程的学习产出评价量规,有效支撑课程目标和毕业要求指标点,聚焦学生学习效果。"信息安全认知调查分析探究性实践任务"案例阐述了以证据为中心的学习成果评价设计方法,评价产生的任务级反馈和总结性反馈可以判断学生各项能力的长处和短板,从而有针对性地改进教学。
This paper draws lessons from the mainstream research methods in the field of education assessment in the United States, and constructs a formative assessment framework for the learning process of the co re curriculum of communication engineering by using the "evidence-centered" educational assessment design model. The assessment gauge of learning output for specific projects is designed, which effectively supports the target points of curriculum and graduation requirements, and focuses on the learning effect of students. The case of "information security cognitive investigation and analysis inquiry practice task" expounds the method of assessment and design of learning achievement based on evidence. Task-level feedback and summative feedback generated by assessment can judge the strengths and weaknesses of students' abilities so that it improves the teaching.
This paper draws lessons from the mainstream research methods in the field of education assessment in the United States, and constructs a formative assessment framework for the learning process of the co re curriculum of communication engineering by using the "evidence-centered" educational assessment design model. The assessment gauge of learning output for specific projects is designed, which effectively supports the target points of curriculum and graduation requirements, and focuses on the learning effect of students. The case of "information security cognitive investigation and analysis inquiry practice task" expounds the method of assessment and design of learning achievement based on evidence. Task-level feedback and summative feedback generated by assessment can judge the strengths and weaknesses of students' abilities so that it improves the teaching.
引文
[1] 顾佩华, 胡文龙, 林鹏,等. 基于“学习产出”(OBE)的工程教育模式——汕头大学的实践与探索[J]. 高等工程教育研究, 2014(1):27-37.
[2] 林健. 如何理解和解决复杂工程问题——基于《华盛顿协议》的界定和要求[J]. 高等工程教育研究, 2016(5):17-26.
[3] 何克抗. 关于形成性评估与隐形性评估 ——美国《教育传播与技术研究手册(第四版)》 让我们深受启发的亮点之三[J]. 中国电化教育, 2017(6):24-29.
[4] Scott D. Globalisation Mechanisms[M]// New Pers-pectives on Curriculum, Learning and Assessment. Springer International Publishing, 2016.
[5] Shute V J, Kim Y J. Formative and Stealth Assessment[M]// Handbook of Research on Educational Communications and Technology. Springer New York, 2014:311-321.
[6] 彭熠. 量规在教师教育中的作用与设计原则[J]. 大学教育科学, 2014(3):55-60.
[7] Mislevy R J, Haertel G, Riconscente M, et al. Assessing Model-Based Reasoning using Evidence- Centered Design: A Suite of Research-Based Design Patterns[J]. 2017.
[8] Jonassen D H. Assessing Problem Solving[M]. Springer New York, 2014.
[9] 张敏, 郝素冰, 龚子捷,等. 大学生信息安全认知的测量及其与人格特征的关系[J]. 高等工程教育研究, 2016(6):144-148.
[2] 林健. 如何理解和解决复杂工程问题——基于《华盛顿协议》的界定和要求[J]. 高等工程教育研究, 2016(5):17-26.
[3] 何克抗. 关于形成性评估与隐形性评估 ——美国《教育传播与技术研究手册(第四版)》 让我们深受启发的亮点之三[J]. 中国电化教育, 2017(6):24-29.
[4] Scott D. Globalisation Mechanisms[M]// New Pers-pectives on Curriculum, Learning and Assessment. Springer International Publishing, 2016.
[5] Shute V J, Kim Y J. Formative and Stealth Assessment[M]// Handbook of Research on Educational Communications and Technology. Springer New York, 2014:311-321.
[6] 彭熠. 量规在教师教育中的作用与设计原则[J]. 大学教育科学, 2014(3):55-60.
[7] Mislevy R J, Haertel G, Riconscente M, et al. Assessing Model-Based Reasoning using Evidence- Centered Design: A Suite of Research-Based Design Patterns[J]. 2017.
[8] Jonassen D H. Assessing Problem Solving[M]. Springer New York, 2014.
[9] 张敏, 郝素冰, 龚子捷,等. 大学生信息安全认知的测量及其与人格特征的关系[J]. 高等工程教育研究, 2016(6):144-148.