促进知识表征的在线协作评价机制研究  

Research on the Mechanism of Online Collaborative Assessment that Promote Knowledge Representation

作　　者：马志强[1] 龙琴琴[1] 王靖[1] 王秋爽[2] 

机构地区：[1]江南大学教育信息化研究中心,江苏无锡214000 [2]吉林大学计算机公共教学与研究中心,吉林长春130000

出　　处：《远程教育杂志》2016年第4期93-101,共9页Journal of Distance Education

基　　金：国家社会科学基金"十二五"规划2014年度教育学青年课题"基于同伴互评的在线学习评价机制设计与应用研究"(课题编号:CCA140151)的研究成果

摘　　要：知识表征是在线协作学习关注的热点问题。已有研究试图通过同伴协作评价来促进知识表征水平的提升,然而对如何生成有效的协作评价量规尚缺乏足够的关注。针对上述问题,通过选取概念图作为知识表征方法,运用准实验研究、问卷调查及观察法,对促进知识表征的协作评价量规生成机制进行探索。主要研究结论认为:较之学习者生成评价量规,教师设置评价量规更能够促进知识表征水平的提升。评价量规描述的清晰程度能够影响学习者生成概念结构与概念连接的质量。最后,基于结论提出促进知识表征的评价量规生成策略及后续研究展望。Knowledge representation is a hot topic concerned by online collaborative learning. Existing researches have tried to promote students’ level of knowledge representation by peer-collaborative assessment. However, there still lack of sufficient con-cerns about the development of effective assessment criteria to promote students ’ level of knowledge representation. Therefore, based on knowledge representation of concept map, this study explored the rubrics formation mechanism of collaborative assessment which facilitate students’ level of knowledge representation by using quasi-experimental research method, questionnaire method and obser-vation method. The study concluded that compared to student collaborative developing assessment criteria, providing assessment crite-ria by teacher was a better way to promote students’ level of knowledge representation. What’s more, the clarity of description of as-sessment criteria influenced the quality of the structure and concept linking of students ’ concept maps. According to the conclusions, this study raised the strategies for developing collaborative assessment criteria which promotes students ’ level of knowledge represen-tation and proposed follow-up research prospects.

关 键 词：知识表征 同伴互评 概念图评价 在线学习评价 

分 类 号：G434[文化科学—教育学]