复杂问题解决能力的过程性测评与测量模型发展

核心素养已成为全球范围内教育实践与研究领域的重要议题,但其复杂性使得传统的教育测验方法难以直接应用,需要教育测量理念、方法和技术的系统性革新。近年来,信息技术的进步为以复杂问题解决能力为代表的核心素养测评提供了全新的测评模式——过程性测评。首先,简述过程性测评的缘起、特点以及测验设计的核心;其次,介绍过程性测评和真实问题情境下测量理论的进展,其中重点阐述计算心理测量理论在复杂问题解决能力测评过程中的应用;再次,系统地介绍复杂问题解决过程数据的分析与测量模型建构的发展情况;最后,结合过程测评的发展趋势,展望数据挖掘方法与测量模型结合的前景。

改革本科生过程性课程评价体系的研究

促进学生学习与发展是高校的根本任务也是研究热点,而课程评价是这一根本任务的基础,评价指标在促进学生学习、知识掌握与提高知识应用方面起到极其关键的作用,同时,它也是客观评价学生学习水平的有效方法。虽然近年来学生的评价研究有了长足发展,但仍有不足。本文从研究过程性测评方法入手,从认知层面分析过程性测评的特点与要求,最后构建过程性评价体系并将其应用于本科教学中多门课程的学生评价,为我国大学本科生评价研究与实践提供理论依据和经验。

Real-time reliability evaluation based on damaged measurement degradation data

A method was proposed to evaluate the real-time reliability for a single product based on damaged measurement degradation data.Most researches on degradation analysis often assumed that the measurement process did not have any impact on the product's performance.However,in some cases,the measurement process may exert extra stress on products being measured.To obtain trustful results in such a situation,a new degradation model was derived.Then,by fusing the prior information of product and its own on-line degradation data,the real-time reliability was evaluated on the basis of Bayesian formula.To make the proposed method more practical,a procedure based on expectation maximization (EM) algorithm was presented to estimate the unknown parameters.Finally,the performance of the proposed method was illustrated by a simulation study.The results show that ignoring the influence of the damaged measurement process can lead to biased evaluation results,if the damaged measurement process is involved.