本科教育中的过程性考核探讨——动态学情分析平台

Study on Formative Assessment in Undergraduate Education:Dynamic Academic Situation Analysis Platform

突发疫情引发着对成熟的线上教学技术的诉求。社会对本科人才的多元需求,本科毕业人才需要具有较强的适应性,同时学生知识基础差异增大。该文提出一种过程性考核方式——动态学情分析平台,是对线上、线下教学均适配的闭环反馈体系,重视启发与激励学生的多样思维,并给出教师团队的标准化评核回馈。通过课前YOM(Yesterday Once More)与课后多周期循环学情分析的方式,接纳各种形式的思考,并予以等级评价,给出细则评论。反复交互中不断完善学生思考过程,直至产生可见性结果。积分制使得教学积累得以实现,增加过程性考核模式。专业教师团队针对两届工程类专业学生进行了教学初步实践,数据分析与问卷调查表明,初步试行的学情分析与排行榜,在成绩评定公正认定、期末成绩提升、学生毕业设计选择中,均起到正面、积极的显著作用。

The sudden outbreak of epidemic has triggered a demand for mature online teaching technology.The society has diverse demands for undergraduate talents;undergraduate graduates need to have strong adaptability.Meanwhile,the differences of students'knowledge fundamentals increase.This paper proposes a Dynamic Academic Situation Analysis Platform,which is a closed-loop feedback system suitable for both online and offline teaching.It emphasizes inspiring and motivating students'diverse thinking,and gives a standardized evaluation of the teacher team.Various forms of thinking are accepted,graded and evaluated,and detailed comments are given by the method of YOM(Yesterday Once More)before class and multi-cycle cyclical analysis after class.Thinking process is constantly improved through repeated interaction until visible results are produced.The learning process was recorded and examined by score accumulation.Through data analysis and questionnaire of students majoring in engineering,the Dynamic Academic Situation Analysis Platform plays a significant positive role in performance evaluation,final performance improvement,and student graduation design selection.