基于ANP的毕业要求达成度评价解析
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摘要
毕业要求达成度是基于成果导向教育模式(Outcomes--based Education,OBE)的核心概念,对其评价的合理性直接影响到OBE教育模式的实施效果。传统的相关评价中存在教育过程性因素考查不充分、指标不独立引起的信息损失过多、评价方法使用受限、评价结果不准确等问题,而基于网络层次分析法(ANP)的毕业要求达成度评价可在一定程度上解决这些问题。该评价方法不仅有效融入了教育全过程因素,而且充分考虑了各指标间的关联性,能够反映出全部指标的相对重要度,减少了信息损失,更符合OBE中毕业要求达成度的评价要求。
Graduation requirement achievement degree is the core concept of outcomes-based Education(OBE). The rationality of its evaluation directly affects the implementation of the OBE. There are some problems in related traditional evaluation, such as lack of consideration on process factors, overmuch information loss and restricted use of evaluation methods caused by independency of indicators, which lead to inaccurate evaluation results. However, the evaluation of graduation requirement achievement degree based on AnalyticNetworkProcess(ANP) can solve these problems to some extent. The evaluation method not only effectively integrates the whole education process factors, but also fully considers the correlation among the indicators. Thus, it can reflect the relative importance of all indicators to graduation requirements achievement and reduce the information loss, which is more suitable to the evaluation requirements of graduation requirements based on OBE.
Graduation requirement achievement degree is the core concept of outcomes-based Education(OBE). The rationality of its evaluation directly affects the implementation of the OBE. There are some problems in related traditional evaluation, such as lack of consideration on process factors, overmuch information loss and restricted use of evaluation methods caused by independency of indicators, which lead to inaccurate evaluation results. However, the evaluation of graduation requirement achievement degree based on AnalyticNetworkProcess(ANP) can solve these problems to some extent. The evaluation method not only effectively integrates the whole education process factors, but also fully considers the correlation among the indicators. Thus, it can reflect the relative importance of all indicators to graduation requirements achievement and reduce the information loss, which is more suitable to the evaluation requirements of graduation requirements based on OBE.
引文
[1]李志义.成果导向的教学设计[J].中国大学教学,2015,(3):32-39.
[2]顾佩华,胡文龙,林鹏,等.基于“成果导向”(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.
[3]杨燕,马永强,唐慧佳,杨慧.提高毕业要求达成度评价质量的几个关键问题[J].计算机教育,2017,(6):62-65.
[4]杨兆,付百学,李涵武,等.课程支撑毕业要求指标点达成度评价研究[J].黑龙江工程学院学报,2018,32(1):62-67.
[5]王文荣,王姣,张洪娟.基于反向设计的毕业要求达成度评价解析--以金融学专业为例[J].金融理论与教学,2017,(5):75-79.
[6]高相胜,昝涛,王民.工程教育认证毕业要求达成度评价方法和步骤[J].教育教学论坛,2016,(51):206-208.
[7]吴娇蓉,白玉,惠英.交通工程专业教育关键要素及达成度评价方法[J].教育教学论坛,2016,(32):51-53.
[8]蒋宗礼,姜守旭.发挥本科教学质量国家标准对新工科建设的推动作用[J].中国大学教学,2018,(1):41-45.
[2]顾佩华,胡文龙,林鹏,等.基于“成果导向”(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.
[3]杨燕,马永强,唐慧佳,杨慧.提高毕业要求达成度评价质量的几个关键问题[J].计算机教育,2017,(6):62-65.
[4]杨兆,付百学,李涵武,等.课程支撑毕业要求指标点达成度评价研究[J].黑龙江工程学院学报,2018,32(1):62-67.
[5]王文荣,王姣,张洪娟.基于反向设计的毕业要求达成度评价解析--以金融学专业为例[J].金融理论与教学,2017,(5):75-79.
[6]高相胜,昝涛,王民.工程教育认证毕业要求达成度评价方法和步骤[J].教育教学论坛,2016,(51):206-208.
[7]吴娇蓉,白玉,惠英.交通工程专业教育关键要素及达成度评价方法[J].教育教学论坛,2016,(32):51-53.
[8]蒋宗礼,姜守旭.发挥本科教学质量国家标准对新工科建设的推动作用[J].中国大学教学,2018,(1):41-45.