Research on Behavioral Examination Evaluation Method Based on Multi-Dimensional Objectives
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v6i5.4588
Abstract
Traditional examinations take the total score as the core evaluation index, which can only roughly reflect students' mastery of knowledge. The evaluation standard is single and lacks in-depth analysis, making it difficult to meet the needs of personalized learning for accurate grasp of students' individual situations. This paper proposes a behavioral examination evaluation method based on knowledge objectives, ability objectives, and quality objectives. By designing two types of multiple-choice questions (with and without correct answers), it examines different dimensional objectives respectively. Through analyzing students' choice behaviors, an analysis report covering the three-dimensional objectives is generated. This report can not only provide a basis for personalized teaching but also serve as the core evaluation basis for further education selection such as the college entrance examination and postgraduate entrance examination. By analyzing the matching degree between the report and admission requirements, screening and ranking can be realized, achieving precise matching between students' major applications and colleges' enrollment, thus providing a new direction for the reform of educational evaluation systems.
Keywords
personalized learning, examination evaluation method, characteristic portrait, behavioral analysis
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and Management，2019 (56): 192 -211.
[4] Hasibuan M S, Nugroho L E. Detecting learning style using hybrid model[C]//2016 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2016: 107-111.
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[7] Giovannella C. What can we learn from long-time lasting measurements of Felder-Silverman's learning styles?[C]//2012 IEEE 12th International Conference on Advanced Learning Technologies. IEEE, 2012: 647-649.
[8] Dunn R. Understanding the Dunn and Dunn learning styles model and the need for individual diagnosis and prescription[J]. Reading, Writing, and Learning Disabilities, 1990, 6(3): 223-247.
[9] Kolb D A. Experiential learning theory and the learning style inventory: A reply to Freedman and Stumpf[J]. Academy of management review, 1981, 6(2): 289-296.
[10] Myers I B. MBTI manual: A guide to the development and use of the Myers-Briggs Type Indicator[M]. Cpp, 2003.
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