与计算机测试 (CBT) 成绩差相关的风险因素 - - 比较"没有/有COVID-19"的学生表现和背景
Juntendo Iji zasshi = Juntendo medical journal
|June 24, 2024
概括
由于在线学习的增加,学生的CBT成绩在COVID-19大流行期间有所改善. 然而,这种转变可能限制了有价值的课外经验,突出了对学生整体发展的复杂影响.
科学领域:
- 医学教育 医学教育
- 心理评估 心理评估
背景情况:
- 由于COVID-19大流行,全球学生需要转向在线学习.
- 评估这种过渡对标准化考试成绩的影响对于理解教育成果至关重要.
研究的目的:
- 为了比较学生在COVID-19大流行之前和期间的CBT (计算机测试) 的表现.
- 确定导致学生CBT成绩差的因素.
主要方法:
- 在2018年至2021年期间,对530名学生的CBT成绩进行了回顾性分析.
- 从大流行前期 ("没有COVID-19") 和大流行期间 ("有COVID-19") 的得分进行比较.
主要成果:
- 与大流行前时期 (495.7±85.9) 相比,COVID-19期间的平均CBT得分 (534.4±80.8) 显著更高.
- 糟糕的CBT得分 (低于400) 的发生率从大流行前的10.4%下降到大流行期间的5.9%.
- 较低的学业成绩,较晚的准备和缺乏实践考试与较低的CBT成绩的较高风险有关.
结论:
- 疫情期间在线家庭学习的增加可能对CBT成绩产生了积极的影响.
- 虽然成绩有所改善,但疫情限制了关键课外活动和体验的机会.
- 医学生的整体好处需要一个细微的评估,不仅仅是测试成绩.
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