摘要
论文讨论基于OBE的《审计学》过程性考核评价体系依托“N+1”模式,将出勤情况、课堂表现、章节测验、案例分析、线上视频学习等教学环节的测评分散到每个教学周,全过程跟踪量化学生的学习情况。实施后成效主要有学生自主学习能力提升、教学氛围活跃、成绩评价更加全面合理和教师实践教学能力有所提高等,实施困境多集中在教师工作量繁重、部分评价标准不够客观、课外任务得不到有效监控等。因此,本文提出建立考核改革的激励与约束机制、适当引入教师与学生共同评价制度、多举措加强课外任务质量监控等解决措施,以期进一步完善考核评价体系。
The paper discusses the OBE-based“Auditing”process evaluation system,which relies on the“N+1”model,and distributes the test scores of attendance,classroom performance,chapter tests,case analysis,online video learning and other teaching links to each In the teaching week,the whole process of tracking and quantifying the learning situation of students.After the implementation,the results mainly include the improvement of students'independent learning ability,active teaching atmosphere,more comprehensive and reasonable performance evaluation,and improvement of teachers'practical teaching ability.The implementation difficulties are mostly concentrated in the heavy workload of teachers,partial evaluation standards are not objective enough,and extracurricular tasks are not available.To effective monitoring and so on.Therefore,this paper proposes the establishment of an incentive and restraint mechanism for the assessment reform,the appropriate introduction of a joint assessment system for teachers and students,and multiple measures to strengthen the quality monitoring of extracurricular tasks,in order to further improve the assessment and evaluation system.
作者
张秋实
张彭生
Zhang Qiushi;Zhang Pengsheng(Pujiang College,Nanjing University of Technology,Nanjing 211100,Jiangsu)
出处
《江苏商论》
2021年第3期129-131,共3页
Jiangsu Commercial Forum
基金
“2019年南京工业大学浦江学院教育教学改革研究课题”(项目编号:2019JG012Y)的研究成果。
