“医学免疫学”形成性评价实践
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摘要
目的:探讨运用形成性评价促进深度学习策略。方法:期末考试成绩分析和调查问卷发布。对象为2014～2015学年和2016～2017学年修读《医学免疫学》课程的复旦大学基础医学院临床医学八年制和五年制学生以及基础医学专业本科生。2016～2017学年采用形成性和终结性评价相结合考评,2014～2015学年采用一次性终结性考核。结果:相对于2014～2015学年,2016～2017学年的期末考试试卷平均成绩虽无显著性差异,但期末考试试卷成绩高于85分的学生比例增加,有统计学意义。大部分学生认可形成性评价促进了深度学习。结论:开展形成性评价教学有助于应试教育向素质教育转变。
Objective: Application of formative assessment to promote deep learning. Methods: Analysis of the students' final exam test scores and release of survey questionnaires. Students who took the Medical Immunology course of the School of Basic Medical Sciences Fudan University in the academic year 2014-2015 and 2016-2017 were recruited as research subjects. In the academic year2016-2017,a different methodology consisting of the formative and summative assessments was used to evaluate the undergraduates' achievement in contrast to the traditional one summative assessment at the end of the curriculum in the academic year 2014-2015. Results: There was no significant difference in the mean final exam test score between two groups. However,a significant increase in the proportion of students scored above 85 points was observed in the academic year 2016-2017 in comparison with the control. Most students agreed that the formative assessment promoted their deep learning. Conclusion: The formative assessment can be used to promote the transition from knowledge impartment to quality education.
Objective: Application of formative assessment to promote deep learning. Methods: Analysis of the students' final exam test scores and release of survey questionnaires. Students who took the Medical Immunology course of the School of Basic Medical Sciences Fudan University in the academic year 2014-2015 and 2016-2017 were recruited as research subjects. In the academic year2016-2017,a different methodology consisting of the formative and summative assessments was used to evaluate the undergraduates' achievement in contrast to the traditional one summative assessment at the end of the curriculum in the academic year 2014-2015. Results: There was no significant difference in the mean final exam test score between two groups. However,a significant increase in the proportion of students scored above 85 points was observed in the academic year 2016-2017 in comparison with the control. Most students agreed that the formative assessment promoted their deep learning. Conclusion: The formative assessment can be used to promote the transition from knowledge impartment to quality education.
引文
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[2]张浩,吴秀娟,王静.深度学习的目标与评价体系构建[J].中国电化教育,2014,7:51-55.Zhang H,Wu XJ,Wang J.Study on the evaluation theoretical structure building of deep learning[J].China Edu Technol,2014,7:51-55.
[3]卜彩丽,冯晓晓,张宝辉.深度学习的概念、策略、效果及其启示--美国深度学习项目(SDL)的解读与分析[J].远程教育杂志,2016,5:75-82.Bu Caili,Feng Xiaoxiao,Zhang Baohui.The concepts,strategies,effectiveness and enlightenments of deeper learning:interpretation and analysis of US deeper learning study(SDL)[J].J Distance Edu,2016,5:75-82.
[4]赵德成.教学中的形成性评价:是什么及如何推进[J].教育科学研究,2013,3:47-51.Zhao DC.Formative assessment in teaching:what and how to advance[J].Edu Sci Res,2013,3:47-51.
[5]曹妍,祁赞梅,曹雅明.形成性评价在医学教育中应用现状与分析[J].中国高等医学教育,2013,2:23,62.Cao Yan,Qi Zanmei,Cao Yaming.Current situation and analysis of formative assessment in medical education[J].China Higher Med Edu,2013,2:23,62.