基于多层面Rasch模型的在线学生自评、师评和学生互评研究  

Research on Online Student Self-assessment,Teacher-assessment and Peer-assessment Based on Many-Facet Rasch Model

作　　者：郭婉瑢 蔡旻君[1] Guo Wanrong;Cai Minjun(School of Education and Technology,Northwest Normal University,Lanzhou,Gansu 730070)

机构地区：[1]西北师范大学教育技术学院

出　　处：《上海教育评估研究》2020年第1期22-26,31,共6页Shanghai Journal of Educational Evaluation

基　　金：2017年度甘肃省高等学校科研项目“大数据背景下应用Rasch分析模型优化网络学习行为的机制与策略研究”(2017B-88)

摘　　要：在线学习评价是检测学习质量的重要方式,在评价中加入自评和互评会使评价结果更具合理性。研究针对在线学习评价中自评、师评和同伴评价中的问题,基于Moodle平台,应用多层面Rasch模型探究学生自评、师评和同伴评价的一致性。研究结果表明,师评最为严厉,然后依次是同伴评价和自评;评价量规的制定需要有科学有效的方法,需要让学生参与其中;在线环境中评价应增加即时反馈,从而使评价促进学习。多层面Rasch模型使在线学习评价更具合理性,对评价标准和一致性的检验有重要意义。Online learning assessment is an important way to test the quality of learning.Adding self-assessment and peer assessment to the learning assessment can make the assessment result more reasonable.This study aims at the problems in self-assessment,teacher assessment and peer-assessment in online learning assessment.Based on the Moodle platform,the Many-Facet Rasch model is applied to explore the consistency of student self-assessment,teacher-assessment and peer-assessment.The results show that the teacher assessment is the most stringent,followed by peer-assessment and selfassessment.Second,the development of assessment gauges needs to be more scientific and effective,and students need to be involved.Finally,the assessment in the online environment should increase immediate feedback,so that assessment result can be promoted.The multi-level Rasch model makes online learning assessment more reasonable,and it is important to test the assessment criteria and consistency.

关 键 词：多层面RASCH模型 在线学习 形成性评价 

分 类 号：G424.7[文化科学—课程与教学论]