摘要
新疆某高校于2018-2019年第二学期和2019-2020年第一学期在计算机信息技术基础课开展了分级教学和形成性评价教学。目的在于通过形成性评价教学提升教学质量,特别是在国语授课中缩小汉族与少数民族学生在高校计算机课终结性评价(如期末考试成绩)中存在的客观差距。借鉴Wilcoxon signed test统计原理,利用T-test统计方法在比较该课程期中与期末成绩排名百分位差异性的变化后,本文认为环节更多的形成性评价教学能缩小汉族与少数民族学生在终结性评价的差异,有利于教学质量的提升。
During the second semester at 2018-2019 and the first semester at 2019-2020,the college implemented an reform by leading the hierarchical teaching and formative assessment into the course of college fundamental computer and information tech⁃nology for promoting the quality of education,specially to narrow the gap at the summative performance,for example the score of fi⁃nal exam,between the ethnic minority and Han nationality.Considering the theory of Wilcoxon signed statistic test and comparing the score rank test by T-test,the paper proposed the procedure of multi-process formative assessment has narrowed the summative performance gap between the ethnic minority and Han nationality.It believed that multi-process formative assessment has the pro⁃moting function at college education.
作者
张瀚元
田翔华
森干
ZHANG Han-yuan;TIAN Xiang-hua;SEN gan(The Department of Computer Applied Technology at Medical Engineering and Technology College,XinJiang Medical University,Urumqi 830011,China)
出处
《电脑知识与技术》
2020年第18期161-163,共3页
Computer Knowledge and Technology
基金
面向培养医学生计算思维的《计算机与信息技术基础》课程教学改革研究,新疆医科大学教研课题(YG2017016)。
关键词
形成性评价
排名统计
大学计算机教学改革
少数民族学生教育
formative assessment
score rank test
the reform of the college computer course
the education of ethnic minority
