scholarly journals Construction and Application of OBE-based Multiple Formative Assessment System in the “Micro-lecture + PAD Class”

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Lingling Lou
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Evaluation System ◽  
Formative Evaluation ◽  
Curriculum Evaluation ◽  
Teaching Quality ◽  
Assessment System ◽  
Learning Ability ◽  
Positive Role ◽  
Effective Measure

To construct a scientific and effective curriculum assessment system of higher education is an effective measure to improve classroom teaching quality, a powerful guarantee to enhance students’ classroom participation and enthusiasm, and an important way to achieve fair learning evaluation. Based on a brief introduction of OBE and a comprehensive review of the current research situation of formative assessment, this paper analyzes the existing problems in the curriculum evaluation of higher education, constructs an OBE-based multiple formative evaluation system, and tries to apply it in the “micro-lecture + PAD class”. Finally, the author carries out a controlled experiment and makes a quantitative analysis of the relevant data obtained in the experiment. The results of the study show that the OBE-based multiple formative assessment system plays a positive role in promoting students’ academic performance, improving their autonomous learning ability, and enhancing their self-confidence.

scholarly journals Resultados generales de la puesta en práctica de 29 casos sobre el desarrollo de sistemas de evaluación formativa en docencia universitaria

2017 ◽  
Vol 4 (1) ◽  
pp. 87 ◽  
Author(s):  
Juan Carlos Manrique Arribas ◽  
Cristina Vallés Rap ◽  
Juan Manuel Gea Fernández
Keyword(s):  
Formative Assessment ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
University Teaching ◽  
Independent Learning ◽  
Important Conclusion ◽  
Learning And Teaching ◽  
La Red ◽  
The University

Resumen: El siguiente trabajo muestra los resultados de 29 experiencias de innovación en docencia universitaria, en las que se ha aplicado un sistema de evaluación formativa. Han participado en el estudio 7 áreas de conocimiento de 4 universidades, con un total de 1.770 alumnos y 29 profesores. El marco de referencia lo constituye la Red de Evaluación en Docencia Universitaria, centrada en investigar el potencial de la evaluación formativa para mejorar el proceso de enseñanza- aprendizaje del alumnado universitario. La metodología empleada en esta Red de profesorado es la investigación-acción y el estudio de casos. Entre los resultados obtenidos en el estudio destacan las siguientes ventajas: a)-aprender formas alternativas de evaluación, b)-permitir mayor implicación y motivación del alumnado y c)-facilitar la adquisición de competencias de aprendizaje autónomo. Se observan algunos inconvenientes como: a)-mayor carga de trabajo para el profesor y el alumno y b)-falta de costumbre del profesorado y alumnado en la aplicación de este modelo de evaluación formativa. Sin embargo, la relación entre la carga de trabajo para el profesor y el alumno está en consonancia con el requerimiento que establece el nuevo crédito ECTS de los nuevos grados según los datos obtenidos. Los resultados extraídos permiten afirmar que la evaluación formativa supone un medio adecuado para que el alumnado alcance las competencias que exigen las titulaciones, sirviendo también como elemento dinamizador del proceso de enseñanza-aprendizaje que permite buenos resultados académicos así como la motivación de los alumnos y profesores. Overall results of the implementation of 29 cases on the development of formative assessment in higher education Abstract: In this paper we show the overall results after having implemented 29 innovative experiences in university teaching, based on the application of formative assessment systems. This implementation covers 7 areas of knowledge, 4 universities, 1,770 students and 29 teachers. The framework is the University Formative Evaluation Network, formed by university professors who focus on researching the potential of formative assessment to improve student learning and teaching process. The methodology used is “action research” and case studies. The results show that this evaluation system has many advantages: a) it allows learning new practice of assessment, b) greater involvement and more student motivation and c) it facilitates the acquisition of independent learning skills. It also presents some drawbacks, such as increased workload for the teacher and student, and a traditional lack of practice of teachers in the application of this model. However, the relationship between workload for the teacher and the student is in line with the requirement set by the new ECTS credit of the new degrees. The most important conclusion we have reached is that formative assessment is a very appropriate means to achieve the competencies required by the degrees, and it develops a dynamic process of teaching and learning that improves academic performance and students and teachers’ motivation.

scholarly journals Development Assessment of Higher Education System Based on TOPSIS-Entropy, Hopfield Neural Network, and Cobweb Model

Complexity ◽  
2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Xian-Bei Liu ◽  
Yu-Jing Zhang ◽  
Wen-Kai Cui ◽  
Li-Ting Wang ◽  
Jia-Ming Zhu
Keyword(s):  
Neural Network ◽  
Higher Education ◽  
Evaluation System ◽  
Hopfield Neural Network ◽  
Teaching Quality ◽  
Entropy Method ◽  
Higher Education System ◽  
Cobweb Model ◽  
Depth Analysis ◽  
Development Assessment

This paper first extracted 11 indicators from four aspects of infrastructure, educational equity, teaching quality, and scientific research level and established a multidimensional higher education evaluation system. After that, according to TOPSIS and the entropy method, a comprehensive score of the development of higher education was obtained, and a comprehensive index of higher education was proposed. According to the level of the score, we divide the development status into 5 categories, and use discrete Hopfield neural network for verification. In addition, we applied the model to many countries and chose Vietnam to conduct an in-depth analysis of the model, including reforming policies and evaluating policy effects based on cobweb model. Finally, we found that the application of the model is very universal, but in reality the reform is very difficult.

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4293 ◽  
2019 ◽  
Vol 16 ◽  
pp. 143-151
Author(s):  
John English ◽  
Tammy English
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals Features of assessment of primary school students in the context of updated educational content

2021 ◽  
Vol 101 (1) ◽  
pp. 13-18
Author(s):  
S. Abildina ◽  
◽  
K. Kopbalina ◽  
V. Musina ◽  
A. Beisenbayeva4 ◽  
...  
Keyword(s):  
Primary School ◽  
Formative Assessment ◽  
Formative Evaluation ◽  
Evaluation Criteria ◽  
Assessment System ◽  
Primary School Students ◽  
School Students ◽  
Educational Motivation ◽  
System Assessment

The article discusses the issue of transition of Kazakhstan secondary education to the updated content, reveals the main categories of the updated assessment system: assessment, criterial assessment, formative assessment. One of the goals of assessment is the formation and maintenance of students' motivation for purposeful learning. The introduced criterion assessment system is aimed at developing a student, increasing his motivation to learn. The role of formative assessment, evaluation criteria, feedback for each student and his parents becomes important. The authors formulate a number of features of the introduction of formative evaluation of the learning outcomes of primary school students. The article presents the results of a survey to identify the level of educational motivation of pupils in primary classes in the context of the implementation of criterion assessment. Based on a theoretical analysis of the sources, the results of the survey, the authors draw conclusions. The authors emphasize that the formative assessment conducted in primary school is aimed at working with each student, identifying the achievements of younger students and determining the level of skills and abilities, as well as systematically measuring the educational progress of students, which allows them to more accurately and objectively evaluate the achievements of each child. promotes the growth of the child, taking into account the interests and abilities of the student

scholarly journals Combining Summative and Formative Evaluation Using Automated Assessment

10.28945/4294 ◽  
2019 ◽  
Keyword(s):  
Formative Assessment ◽  
Formative Evaluation ◽  
Summative Assessment ◽  
Assessment System ◽  
Assessment Process ◽  
Automated Assessment ◽  
Large Classes ◽  
Science Courses ◽  
Computer Science Courses ◽  
Wide Range

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

scholarly journals Teaching Quality Assessment System Based on Support Vector Machine Technology

2016 ◽  
Vol 11 (11) ◽  
pp. 4
Author(s):  
Wen-xue Huang ◽  
Xin Gao ◽  
Ning Wang ◽  
Yan-chao Yang ◽  
Ying Yan
Keyword(s):  
Support Vector Machine ◽  
Quality Assessment ◽  
Evaluation System ◽  
Teaching Quality ◽  
Assessment System ◽  
Support Vector ◽  
Teaching Management ◽  
Pulsed Gtaw ◽  
Index Value ◽  
Quality Evaluation System

A scientific, objective and accurate assessment of teaching quality is helpful in finding the relevant problems. So a highly accurate, quick and easy-to-implement teaching quality assessment system is necessary to build. The index value of the pulsed GTAW pool dynamic process by support vector machine inference and support vector machine neural networks is implemented in the teaching quality evaluation system. The teaching quality assessment system was tested on 30 teachers in a college. The results show that the assessment system is increasingly evidence-based. And the system can improve teaching quality and teaching management implementation.

Comprehensive Evaluation for Undergraduate Teaching Management Level in Institutions of Higher Education

2011 ◽  
Vol 201-203 ◽  
pp. 2917-2921
Author(s):  
Wei Sun ◽  
Yan Li
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Comprehensive Evaluation ◽  
Fuzzy Comprehensive Evaluation ◽  
Teaching Quality ◽  
Undergraduate Teaching ◽  
Mathematical Basis ◽  
Teaching Management ◽  
Management Level ◽  
Fierce Competition

Today's higher education has been international and universities confront increasingly fierce competition for survival. Therefore, it is significant to evaluate the teachers’ teaching management level for universities and to build the reasonable and fair teaching evaluation system. Based on widely investigating and studying lots of related literature, this article builds the index system which reflects the undergraduate teaching management level of higher education on the characteristic of undergraduate teaching management. This article focuses on the study of teaching quality evaluation of university teachers by the analytic hierarchy process (AHP) and fuzzy comprehensive evaluation. This model have rigorous logical reasoning and mathematical basis, they offer a new method for the teachers’ teaching management evaluation of universities.

scholarly journals Applying Fuzzy Fault Tree Method to Evaluate the Reliability of College Classroom Teaching

2021 ◽  
Vol 12 ◽  
Author(s):  
Liangliang Wang ◽  
Mingfang Fan ◽  
Feng Zhang
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Evaluation Model ◽  
Fault Tree ◽  
Teaching Quality ◽  
Classroom Teaching ◽  
College Classroom ◽  
Quality Of Higher Education ◽  
Solid Foundation

The evaluation of classroom teaching quality is closely related to the development of higher education as a scientific and effective evaluation system that can provide a solid foundation for formulating educational policies. Therefore, an evaluation model of classroom teaching quality in colleges and universities is established based on the fuzzy fault tree theory with “classroom teaching failure” as the top event to effectively evaluate the reliability of college classroom teaching and optimize the teaching strategies. In consideration of the lack of availability and dynamics of classroom teaching data, fuzzy numbers are used to describe the probability of underlying events. In addition, the top event probability of the fuzzy fault tree is calculated by the double-layer Monte Carlo method (MCM), which analyzes the classroom teaching effect based on the fuzzy fault tree reasonable. In summary, the quantitative evaluation system of classroom teaching quality based on fuzzy fault trees can evaluate classroom teaching more comprehensively and dynamically and help to improve the teaching quality of higher education.

scholarly journals The Analysis of the Problems in Business English Teaching Assessment System and Suggestions for Improvements

2019 ◽  
Vol 12 (8) ◽  
pp. 44
Author(s):  
Guo Guihang ◽  
Zhou Chen
Keyword(s):  
Teaching Quality ◽  
Assessment System ◽  
Business English ◽  
Effective Measure ◽  
College English ◽  
English Teaching ◽  
Stage Of Development ◽  
Teaching Assessment ◽  
Initial Stage ◽  
New Business

As an undergraduate program, Business English is still in the initial stage of development in China. It is a new inter-disciplinary and applied discipline, the teaching of which is practical and diverse. Teaching assessment is an important part of the curriculum teaching because it is beneficial for the teacher to obtain feedback, improve teaching quality and maintain the teaching foundation. It is an effective measure for students to find the most suitable learning methods, correct learning habits and enhance learning efficiency. Teaching assessment plays a macro-control role in the implementation of teaching activities and can ensure the realization of teaching effects. Most of the current assessments of Business English teaching is in line with the language test mode of college English. Their assessment of the students’ Business English ability is conducted from the perspectives of using vocabulary, syntax and text. They only detect one of the students’ comprehensive abilities, namely, language ability while ignoring the assessment of application ability and professional literacy as well as other capabilities. This paper conducts a questionnaire survey on sophomores, juniors, seniors, and students who have graduated majoring in Business English at Guangdong University of Foreign Studies and Hubei University, aiming at finding out problems in the current assessment system for Business English teaching. Based on the analysis of the problems, suggestions for establishing a new Business English teaching assessment system are proposed.

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