认知差异下的学生学习过程质量综合评价研究
Research on Comprehensive Assessment of Students'Study Process Quality under the Condition of Cognitive Differences
彭敏 1杨剑威2
作者信息
- 1. 西安理工大学艺术与设计学院
- 2. 西京学院设计艺术学院
- 折叠
摘要
目的 针对传统学生学习过程评价中存在的评价主观性及单一性问题,从主体认知差异的角度出发,通过文献、专家咨询并结合课程实际,建立改进过程评价指标体系.方法 结合主观(AHP)和客观权重法(熵理论)的优势,完成评价指标体系权重赋予,构建出教师、教学管理者、学生在学习态度、质量效果和过程档案的三维认知空间,分析了三者的评价认知差异.结果 最终综合三者的认知权重,构建了学生学习过程综合评价体系,并通过设计符号课程进行了实证研究.结论 用此方法构建的综合评价体系能够有效避免评价者的主观判断,平衡三者之间的认知矛盾,同时能客观地、准确地反映出学生学习过程的质量.
Abstract
Objective As to the traditional assessment of students'study process,there exist the problems of subjectivity and simplicity.Starting from the perspective of cognitive differences of subjects,the study aims at improving and establishing the process assessment index system by means of literature review,expert consultation and combining with the actual situation of courses.Methods:During the process of research,with the integration of advantages of AHP and objective weight method(entropy theory),the study completes assessment index system entrusted with weight,constructs the 3D cognitive space of teachers,teaching administrators,and students in the aspects of study attitude,quality effect,and process file,and analyzes the assessment cognitive differences of them.Results Finally,combining the cognitive weight of the three,the study constructs the comprehensive assessment system of students'study process,and by taking the design symbols course as an example,it has conducted an empirical research.Conclusion The result shows that this comprehensive assessment system can effectively avoid the subjective judgement of assessors,balance the cognitive conflicts of them,and meanwhile it can reflect the quality of students'study process objectively and precisely.
关键词
综合评价/认知差异/过程评价/复合权重/熵理论Key words
comprehensive assessment/cognitive differences/process assessment/complex weight/entropy theory引用本文复制引用
出版年
2024
NETL
NSTL
万方数据