arXiv 2006.147112020-06cs.CY

数字教育平台中学习评价的新方法

New Metrics for Learning Evaluation in Digital Education Platforms

Gabriel Leitão, Juan Colonna, Edwin Monteiro, Elaine Oliveira, Raimundo Barreto

备注：: 12 pages, 6 figures, 12 tables

摘要：

应用于教育的技术可以提供巨大的好处，并通过方便随时随地访问学习对象来克服挑战。然而，光有技术是不够的，因为它需要适当的规划和学习方法。使用技术可能会有问题，特别是在确定学习是否发生时。然而，如果学习没有发生，技术可以使它难以确定如何减轻这种缺乏学习.本文提出了一套新的度量标准，用于衡量学生在基于技术的教育平台中对内容的理解。一些指标取自文献“原样”，一些略有修改，而另一些则被添加。我们的假设是，我们不应该只关注传统的评分，因为它只计算命中/错误的数量，而不考虑学习的任何其他方面。我们将所有指标应用于在高中课堂上进行的评估，其中我们展示了特定的案例，以及指标，通过结合几个指标可以获得非常有用的信息。我们的结论是，建议的指标是有前途的测量学生的后天理解的内容，以及教师来衡量学生的弱点。

英文摘要：

Technology applied in education can provide great benefits and overcome challenges by facilitating access to learning objects anywhere and anytime. However, technology alone is not enough, since it requires suitable planning and learning methodologies. Using technology can be problematic, especially in determining whether learning has occurred or not. Futhermore, if learning has not occured, technology can make it difficult to determine how to mitigate this lack of learning. This paper presents a set of new metrics for measuring student's acquired understanding of a content in technology-based education platforms. Some metrics were taken from the literature "as is", some were modified slighty, while others were added. The hypothesis is that we should not only focus on traditional scoring, because it only counts the number of hits/errors and does not consider any other aspect of learning. We applied all metrics to an assessment conducted in a high school class in which we show specific cases, along with metrics, where very useful information can be obtained from by combining several metrics. We conclude that the proposed metrics are promising for measuring student's acquired understanding of a content, as well as for teachers to measure student's weaknesses.

机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。

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英文摘要：

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