摘要
认知诊断评价如何能为学生、教师、政策制定者或其他利益相关者提供及时、差异化的反馈,以满足个性化需求,是教育评价领域的一个重要课题。以536名学生在10个分数减法题目上的作答反应为例,有针对性地探讨大数据背景下技术支持式认知诊断评价在个性化学习中的功能与价值,以期为推动相关实践与研究提供借鉴与参考。
How learners,educators,policy makers,and other stakeholders receive timely,differentiated feedback to meet individual learning needs,to improve education ecosystem and to inform future policy development,through technology-based cognitive diagnostic assessment is an important issue in educational assessment.To illustrate the function and value of technology-based cognitive diagnostic model for personalized learning in the context of big data,a subset of the fraction subtraction data containing a sample of 536 students to 10 items was analyzed.It provides a reference work for researchers and practitioners who are interested in personalized learning.
作者
李令青
韩笑
辛涛
刘彦楼
LI Lingqing;HAN Xiao;XIN Tao;LIU Yanlou(Qufu Normal University,Jining 273165,China;Beijing Normal University,Beijing 100875,China)
出处
《中国考试》
CSSCI
2019年第1期40-44,共5页
journal of China Examinations
基金
山东省社会科学规划研究项目"从教育机会到学习机会:教育公平评价的新视角"(18CJYJ16)
关键词
认知诊断评价
个性化学习
诊断报告
cognitive diagnostic assessment
personalized learning
diagnosis report
