计算思维的有效教学:一种无偏见的替代方案,而不是仅仅使用学生对教学的评估 (SET)
Noemi V Mendoza Diaz1, Trinidad Sotomayor2
1College of Engineering and School of Education, Texas A&M University, College Station, TX, USA.
Heliyon
|September 4, 2023
概括
学生 学生 学生 学生 学生
科学领域:
- 工程教育 工程教育教育
- 教育评估的教育评估
- 计算思维 计算思维
背景情况:
- 学生对教学的评价 (SET) 是任期的标准,但显示了对少数群体的偏见.
- 传统的评估可能不能准确地反映所有学生群体的教学效率.
研究的目的:
- 分析传统SET之外的其他教学评估方法.
- 调查使用规范化的学习收益和最终成绩作为更公平的评估指标.
- 探索计算思维诊断对工程教学和学习的影响.
主要方法:
- 使用计算思维诊断 (CTD) 来指导在入门工程课程中的教育干预.
- 收集了四个课程部分88名学生的数据.
- 分析了SETs,最终成绩和正常化学习收益 (测试前和测试后) 之间的相关性.
主要成果:
- 规范化的学习收益与SETs有中等的相关性.
- 最终成绩与SET和正常化学习收益有很强的相关性.
- 基于CTD的干预显著改善了学生的学习.
- 在SET中的定性评论影响了整体评估.
结论:
- 标准化,仪器驱动的教学和评估方法可以减轻偏见,提高少数民族学生的成绩.
- 制定和实施客观的学习措施对于公平的学术评估至关重要.
- 鼓励采用这些改进的评估工具可以最大限度地减少高等教育中的偏见.
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