生物化学课程“四化”形成性考核体系的构建与实践

Construction and Practice of the Formative "Four Architecture" Assessment System in a Biochemistry Course

课程考核是评价课程教与学效果的重要方式,在人才培养过程中发挥了指挥棒的作用。本文针对目前我国高等院校课程考核普遍存在的主要问题,以生物类专业基础课程“生物化学”为载体,通过文献研究、调查反馈和实践检验等方法,探索构建并实践“四化”形成性考核体系。其中考核主体的扩大化在主体范畴和考核载体两层面进行构建,考核过程的动态化在过程节点和反馈时效两个层面进行构建,考核内容的生态化在面向个体和群体两个维度进行构建,考核方式的多元化在考核形式、考核方法和计分方式三个层面进行构建。经过我校6个专业的6轮优化实践,对学生的学习和教师的教学均产生显著促进作用。

Curriculum assessment is critical to evaluate the teaching and learning effect and plays a baton role in personal training. In this paper, to resolve the current main problems of course examination in colleges and universities, the formative "four architecture" assessment system for biochemistry course was generally explored and practiced through literature research, survey feedback, and practice testing methods. The expansion architecture of the assessment subject was defined at the two levels of the subject category and the assessment carrier. The dynamic architecture of the assessment process was planned at two levels, including process node and feedback time. The ecology architecture of the assessment content was explored and practiced in two dimensions, including facing individuals and groups. The diversification architecture of assessment methods was explored and practiced at three levels: assessment form, assessment method, and scoring method. After six practice rounds for six majors in our school, the equal assessment of knowledge and ability was improved, which has significantly promoted both students’ learning and teachers’ teaching.