OBE案例教学过程性评价研究

Research on the Process Evaluation of the OBE Case-teaching

在我国创新创业背景下,众多学者在对本土案例教学模式推陈出新的同时,缺乏对案例教学评价的充分研究。有必要采用内容分析法,依据OBE理念和教学评价理论,提出案例教学中采用评价量表的过程性评价方案。研究表明:以能力养成为特征的案例教学采用过程性评价,可以增强案例教学效果;在一致性建构原则上实施过程性评价,案例教学实现预期学习成果的导向性更加明确;评价量表采用质性描述和量化评价的形式,适用于案例教学进行教学评价;教师和学生小组共同参与过程性评价,评价量表内容诉求多元化,在教学过程中不断修订、重新生成评价量表,可以提高评价量表的效度和信度。

In the context of innovation and entrepreneurship,many scholars design the local innovative case-teaching models without paying attention on case-teaching evaluations.Based on the OBE(Outcome-Based Education)and teaching evaluation theories,by context analyses,the paper proposes an evaluation scale as a solution to the process evaluation of OBE case-teaching.The research conclusions are as follows:For the case-teaching characterized by skills and abilities,a process evaluation can enhance the effect of case-teaching,and on the principle of consistency construction,it is clearer for case-teaching to achieve expected learning outcomes.The evaluation scale is in the form of a qualitative description and a quantitative evaluation,which is more suitable for the teaching evaluation requirements of case-teaching,where the teacher and group students can participate in the process evaluation,their diversified demands of teaching evaluations are expressed in evaluation scale,and the evaluation scale is constantly revised and regenerated in the process of case-teaching,which can improve the objectivity and credibility of the evaluation scale.