本文選題：遠(yuǎn)程教育 + 在線形成性評價��； 參考：《首都師范大學(xué)》2007年碩士論文

【摘要】： 遠(yuǎn)程教育質(zhì)量保證一直是備受遠(yuǎn)程教育機構(gòu)重視的問題。中央廣播電視大學(xué)自1999年教育部批準(zhǔn)開展“中央廣播電視大學(xué)人才培養(yǎng)模式改革和開放教育試點”項目以來，一直把形成性考核作為遠(yuǎn)程開放教育教學(xué)質(zhì)量保證體系的重要組成部分；作為強化素質(zhì)教育，加強教學(xué)過程管理，反饋學(xué)習(xí)信息，改進(jìn)課程考核方式方法的重要措施。 網(wǎng)絡(luò)技術(shù)為進(jìn)一步提高形成性評價中反饋的有效性和及時性提供了可能性。國外研究機構(gòu)對應(yīng)用網(wǎng)絡(luò)技術(shù)幫助解決反饋的有效性等方面進(jìn)行了一些相關(guān)研究。國內(nèi)的遠(yuǎn)程教育院校也開始嘗試在線形成性評價的實驗研究，如中央廣播電視大學(xué)(簡稱中央電大)開展的基于網(wǎng)絡(luò)的課程形成性考核等，但對這種評價形式的有效性與時效性的研究未查得相關(guān)文獻(xiàn)。 本研究結(jié)合中央電大開展的“宏微觀經(jīng)濟(jì)學(xué)”等6門課程的基于網(wǎng)絡(luò)的課程形成性考核(簡稱形考)試點項目，，提取中央電大基于網(wǎng)絡(luò)的形成性測評系統(tǒng)平臺2005年9月1日—2006年2月28日期間(中央電大05秋學(xué)期)的服務(wù)器日志數(shù)據(jù)，克服數(shù)據(jù)提取、數(shù)據(jù)轉(zhuǎn)換和數(shù)據(jù)統(tǒng)計與分析等研究階段的困難，將其作為院校數(shù)據(jù)，對教師評閱數(shù)量、時間及內(nèi)容進(jìn)行了分析，并結(jié)合訪談法和問卷法對在線形成性評價的有效性與時效性進(jìn)行研究。 中央電大根據(jù)前期分析結(jié)果對其形成性測評系統(tǒng)平臺進(jìn)行了升級改造，增加了形考任務(wù)完成統(tǒng)計、形考任務(wù)完成明細(xì)等功能，為教師提供了及時的教學(xué)情況反饋，同時也增強中央電大對輔導(dǎo)教師的監(jiān)控效果。主要研究結(jié)果有： (1)在線形成性評價可以進(jìn)一步提高評價的有效性。研究發(fā)現(xiàn)在線形成性評價的實施可以為學(xué)生提供持續(xù)、全面和有解釋的教師反饋，不僅可以根據(jù)學(xué)生的個別化需要提供有針對性的幫助，還可對某些共性問題進(jìn)行結(jié)構(gòu)化的反饋。在線形成性評價可以提供有效的個別化反饋，這不僅能實現(xiàn)書面評價的功能，而且進(jìn)一步提高了評價的有效性。 (2)在線形成性評價保證了評價的及時性。由于省卻了郵政信件往來的時間，與傳統(tǒng)書面作業(yè)相比，在線形成性評價的及時性得到很大提高。本研究進(jìn)一步證實網(wǎng)絡(luò)技術(shù)可以更好地保證評價的及時性。 (3)在線形成性評價可以提高教師的教學(xué)效率。在線形成性評價為教師提供了更為便捷多樣的反饋方式，為教師提供更為及時的教學(xué)反饋，提高了教師的評閱效率，提高教師的教學(xué)效率。 (4)在線形成性評價可以提高管理的質(zhì)量與效率。形成性測評系統(tǒng)平臺的監(jiān)控功能已經(jīng)比較完善，可以隨時監(jiān)控和檢查每個輔導(dǎo)教師的評閱情況，并提供教師評閱情況統(tǒng)計和學(xué)生完成情況統(tǒng)計的功能。 (5)在線形成性評價存在技術(shù)門檻，深入開展仍需要一個過程。它的實施效果依賴教師和學(xué)生的計算機和網(wǎng)絡(luò)技術(shù)的水平。技術(shù)障礙仍然是許多教師和學(xué)生參加基于網(wǎng)絡(luò)的形成性評價的困難之一。 建議下一步進(jìn)行如下的研究： (1)加強基于網(wǎng)絡(luò)的形成性考核的任務(wù)設(shè)計。提高基于網(wǎng)絡(luò)的形成性考核的有效性和可行性必須要加強任務(wù)的設(shè)計。主要從內(nèi)容的設(shè)計和減少抄襲的設(shè)計上進(jìn)行加強。 (2)加強教師的教學(xué)管理和教學(xué)支持。 (3)改進(jìn)形成性測評系統(tǒng)平臺的功能。主要建議進(jìn)行如下的改進(jìn)：任務(wù)提交截止日期的提醒。增加與電大在線學(xué)生學(xué)習(xí)平臺的鏈接。統(tǒng)計功能和查看評語功能的繼續(xù)完善。提高FAQ的有效性。
[Abstract]:The quality assurance of distance education has been a problem which has been paid much attention by the long - distance education institutions . Since 1999 , the Central Radio and Television University has carried on the formative assessment as an important part of the quality assurance system of remote open education since the Ministry of Education approved the project of " Training Mode Reform and Open Education Pilot " in the Central Radio and TV University .
As an important measure to strengthen quality education , strengthen teaching process management , feedback learning information and improve the methods of curriculum assessment .









The network technology provides the possibility for further improving the effectiveness and timeliness of feedback in formative assessment . The foreign research institutions have carried out some research on the application of network technology to help solve the effectiveness of feedback . The domestic distance education institutions also begin to try on the experimental research of online formative assessment , such as the network - based curriculum formative assessment carried out by the Central Radio and Television University ( CCTV ) , but no relevant literature has been found on the validity and timeliness of this evaluation form .









Based on the network - based curriculum formative assessment of six courses , such as macro - micro economics , this paper analyzes the data of server log , which is based on the network - based formative assessment system platform , which is based on the network - based formative assessment system platform of September 1 , 2005 to Feb . 28 , 2006 . It analyzes the quantity , time and content of the teacher ' s reading , data conversion and data statistics and analysis , and combines interview method and questionnaire method to study the effectiveness and timeliness of online formative assessment .









According to the results of the preliminary analysis , the Central Electric Power Plant has upgraded the platform of the formative assessment system , added the functions of completing the examination task to complete the statistics and completing the examination task , and provided timely feedback to the teachers , and meanwhile , the monitoring effect of the central electric power on the tutor is enhanced .









( 1 ) On - line formative assessment can further improve the effectiveness of the evaluation . It is found that the implementation of the online formative assessment can provide students with continuous , comprehensive and explained teacher feedback , which not only can provide targeted help according to the individual needs of the students , but also can carry out structured feedback on some common problems . The online formative assessment can provide effective individualized feedback , which not only can realize the function of written evaluation , but also improve the effectiveness of the evaluation .









( 2 ) On - line formative assessment ensures the timeliness of evaluation . The timeliness of online formative assessment is greatly improved as compared with traditional written work due to the time of postal correspondence . This study further confirms that the network technology can better guarantee the timeliness of evaluation .









( 3 ) On - line formative assessment can improve teacher ' s teaching efficiency . On - line formative assessment provides more convenient and varied feedback to teachers , providing more timely teaching feedback for teachers , improving teachers ' reading efficiency and improving teachers ' teaching efficiency .









( 4 ) On - line formative assessment can improve the quality and efficiency of management . The monitoring function of the formative assessment system platform has been improved . It is possible to monitor and check the review of each tutor at any time , and to provide the statistics of the teacher ' s review and the function of the student ' s performance statistics .









( 5 ) On - line formative assessment has a technical threshold , and a process is still needed . Its implementation depends on the level of computer and network technology of teachers and students . Technical barriers are still one of the difficulties for many teachers and students to participate in network - based formative assessment .









The next step is recommended as follows :









( 1 ) To strengthen the task design of network - based formative assessment . To improve the effectiveness and feasibility of network - based formative assessment , it is necessary to strengthen the design of the task .









( 2 ) To strengthen the teaching management and teaching support of teachers .









( 3 ) Improve the functionality of the formative assessment system platform . The main recommendations are as follows : reminders for the deadline for submission of tasks . Add links to the online student learning platform . Statistical functions and the continuous improvement of the function of viewing comments . Improve the effectiveness of the FAQ .

【學(xué)位授予單位】：首都師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G728

【引證文獻(xiàn)】

相關(guān)期刊論文 前2條

1 張睿;;學(xué)生自主學(xué)習(xí)低效與形成性考核的改進(jìn)[J];中國成人教育;2008年15期

2 楊婷婷;;我國開放教育形成性考核研究綜述[J];中國成人教育;2012年17期

相關(guān)碩士學(xué)位論文 前1條

1 劉納;基于數(shù)據(jù)挖掘技術(shù)的網(wǎng)絡(luò)學(xué)習(xí)形成性評價研究[D];華東師范大學(xué);2012年

本文編號：1868247