Design of an Online Education Evaluation System Based on Multimodal Data of Learners

2019 ◽  
pp. 458-468
Author(s):  
Qijia Peng ◽  
Nan Qie ◽  
Liang Yuan ◽  
Yue Chen ◽  
Qin Gao
Keyword(s):  
Online Education ◽  
Evaluation System ◽  
Education Evaluation ◽  
Multimodal Data

scholarly journals Chinese-style Off-campus Education: Research on the Popularity of After-school Training Institutions

2020 ◽  
pp. 247-251
Author(s):  
Xianli Zhu ◽  
Keyword(s):  
Evaluation System ◽  
Physical Development ◽  
Status Quo ◽  
After School ◽  
Education Evaluation ◽  
The Road ◽  
The Status ◽  
Training Institutions ◽  
School Training ◽  
Education In China

This paper is mainly about the status quo and long-lasting problems of off-campus education in China. There is no doubt that education should be student-oriented. However, most of Chinese after-school training institutions are carrying out the exam-oriented courses crazily, which ignores the differences of individuals, the rules of their mental and physical development, not to mention the study interests tend to withered away. Various factors are no strangers to this phenomenon, from the educational system, educational needs of every family to the atmosphere created by the training institutions. As a result, a large quantity of people are accustomed to judging the achievements of adolescents down the road simply by predicting their test scores, linking the needs of education with the good jobs and high incomes rather than self-realization. The Education Evaluation System has gradually simplified in a disapproving way, and young people are equal to nothing but an index on their transcripts. People who find themselves embroiled in this ever-spiraling situation feel progressively anxious about score and time, which corrodes the very foundation of Chinese education.

scholarly journals An Empirical Study on the Countermeasures of Implementing 5G Multimedia Network Technology in College Education

2021 ◽  
Vol 2021 ◽  
pp. 1-14
Author(s):  
Ke Li ◽  
Sang-Bing Tsai
Keyword(s):  
Physical Education ◽  
Heterogeneous Network ◽  
Evaluation System ◽  
Evaluation Process ◽  
Representation Learning ◽  
Attention Mechanism ◽  
Teaching Model ◽  
Education Evaluation ◽  
Network Representation ◽  
Multimedia Network

Aiming at the problem of 5G multimedia heterogeneous multimodal network representation learning, this paper proposes a collaborative multimodal heterogeneous network representation learning method based on attention mechanism. This method learns different representations for nodes based on heterogeneous network structure information and multimodal content and designs an attention mechanism to learn weights for different representations to fuse them to obtain robust node representations. Combining the general process of exploring the college physical education model and the characteristics of the multimedia network classroom environment, this article constructs the process of exploring the college physical education teaching model of the multimedia network classroom. Through the research and practice of the inquiry college physical education teaching model in the multimedia network classroom, it is verified that the implementation of the inquiry college physical education teaching in the multimedia network classroom can effectively influence and increase the students’ interest in learning and stimulate the students’ inner learning motivation. Through the guidance and training of teachers, a variety of disciplines can be used to carry out college physical education in multimedia network classrooms, so that the integration between courses can be truly realized, with the aim that all courses can share the excellent results brought by the development of modern education technology. More educators understand, accept, and participate in the practice of college physical education based on multimedia network classrooms and better serve the education of college physical education. The construction of the college physical education evaluation system should be combined with the characteristics of the 5G multimedia network era. The evaluation process includes data collection, data analysis, result output, and result feedback. Each link is an indispensable part of the college physical education evaluation process. Based on the relevant knowledge of the 5G multimedia network, the evaluation indicators determined in this study can basically reflect the various elements of the physical education process in colleges and universities. The distribution of index weight coefficients is more scientific and reasonable. Compared with the current system, the college physical education evaluation system constructed by exploration has a certain degree of objectivity and scientificity. Therefore, it is feasible to apply the 5G multimedia network to the evaluation of college physical education.

scholarly journals Responsive Dashboard as a Component of Learning Analytics System for Evaluation in Emergency Remote Teaching Situations

Sensors ◽  
2021 ◽  
Vol 21 (23) ◽  
pp. 7998
Author(s):  
Emilia Corina Corbu ◽  
Eduard Edelhauser
Keyword(s):  
Online Education ◽  
Learning Analytics ◽  
Evaluation System ◽  
Online Courses ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Educational Process ◽  
Study Objective ◽  
Teachers And Students ◽  
The Evaluation System

The pandemic crisis has forced the development of teaching and evaluation activities exclusively online. In this context, the emergency remote teaching (ERT) process, which raised a multitude of problems for institutions, teachers, and students, led the authors to consider it important to design a model for evaluating teaching and evaluation processes. The study objective presented in this paper was to develop a model for the evaluation system called the learning analytics and evaluation model (LAEM). We also validated a software instrument we designed called the EvalMathI system, which is to be used in the evaluation system and was developed and tested during the pandemic. The optimization of the evaluation process was accomplished by including and integrating the dashboard model in a responsive panel. With the dashboard from EvalMathI, six online courses were monitored in the 2019/2020 and 2020/2021 academic years, and for each of the six monitored courses, the evaluation of the curricula was performed through the analyzed parameters by highlighting the percentage achieved by each course on various components, such as content, adaptability, skills, and involvement. In addition, after collecting the data through interview guides, the authors were able to determine the extent to which online education during the COVID 19 pandemic has influenced the educational process. Through the developed model, the authors also found software tools to solve some of the problems raised by teaching and evaluation in the ERT environment.

Re-framing accountability and learning through evaluation: Insights from the Italian higher education evaluation system

Evaluation ◽  
2020 ◽  
Vol 26 (2) ◽  
pp. 147-165
Author(s):  
Rosaria Lumino ◽  
Dora Gambardella
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Education Evaluation ◽  
Mutual Relationship ◽  
Multiple Forms ◽  
Evaluation Practices ◽  
Cultural Codes ◽  
Analytical Potential ◽  
Interpretative Framework

Although the relation between accountability and learning is a key issue in the field of evaluation, the existing conceptualizations include significant gaps and shortcoming. This article seeks to bridge some of the identified gaps, overcoming the dichotomy between learning and accountability and the overemphasis on accountability, and offering a more nuanced account of various forms of positive and negative learning. We propose a theory-informed reconceptualization of both accountability and learning in order to develop an interpretative framework that recognizes their plurality and brings them together through evaluation. To make visible the analytical potential of our reconceptualization, we present the Italian higher education evaluation system as a source of illustrative examples. Our analysis confirms that accountability and learning are inextricably interconnected and that multiple forms of learning can be envisaged by taking into account the mutual relationship among organizational arrangements, evaluative practices and cultural codes. We argue that such kind of analysis allows to remove the taken-for-granted aspects of evaluation practices, challenging the often-implicit assumptions about their virtues as well as their weaknesses in order to see what evaluation actually does in a particular situation.

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