[1]鲁剑萍,陈 洁,张翠娣.形成性评价在成人《健康评估》教学中的应用[J].医学信息,2020,33(07):7-9.[doi:10.3969/j.issn.1006-1959.2020.07.003]
　LU Jian-ping,CHEN Jie,ZHANG Cui-di.Application of Formative Evaluation in the Teaching of Adult Health Assessment[J].Medical Information,2020,33(07):7-9.[doi:10.3969/j.issn.1006-1959.2020.07.003]
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形成性评价在成人《健康评估》教学中的应用()

医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
33卷
期数:
2020年07期
页码:
7-9
栏目:
出版日期:
2020-04-01

文章信息/Info

Title:
Application of Formative Evaluation in the Teaching of Adult Health Assessment
文章编号:
1006-1959（2020）07-0007-03
作者:
鲁剑萍; 陈 洁; 张翠娣
（上海市中医医院护理部，上海 200071）
Author(s):
LU Jian-ping; CHEN Jie; ZHANG Cui-di
(Department of Nursing,Shanghai Traditional Chinese Medicine Hospital,Shanghai 200071,China)
关键词:
形成性评价; 终结性评价; 自主能力
Keywords:
Formative evaluation; Summative evaluation; Autonomy
分类号:
G423
DOI:
10.3969/j.issn.1006-1959.2020.07.003
文献标志码:
B
摘要:
目的 探讨形成性评价在成人《健康评估》课程中的应用效果。方法 选取2018年10月上海市某中医药大学成人继续教育学院2017级护理专升本4班125名学生设为研究组，5班121名学生设为对照组。对照组采用传统考核方法，研究组采用形成性评价方法，比较两组学生自主能力各维度得分、学生成绩、学生对课程满意度。结果 研究组组学生自主能力各维度得分及总分均优于对照组，差异有统计学意义（P＜0.05）；研究组考试成绩及成绩优良率高于对照组，差异有统计学意义（P＜0.05）；研究组学生对教学和考核形式、课程兴趣、掌握知识、评判性思维、创新意识满意度得分均高于对照组，差异有统计学意义（P＜0.05）；两组语言及沟通能力、团队合作能力满意度得分比较，差异无统计学意义（P＞0.05）。结论 形成性评价有助于提高学生的自主能力，提高教学效果及学生成绩，提升学生对课程的满意度。
Abstract:
Objective To explore the effect of formative evaluation in the course of Adult Health Assessment. Methods In October 2018, 125 students from 4 classes of the 2017 Junior College of Nursing Education of a School of Adult Continuing Education of a Traditional Chinese Medicine University in Shanghai were selected as the research group, and 121 students from 5 classes were set as the control group. The control group adopts traditional assessment methods, and the research group adopts formative assessment methods to compare the scores of students ’autonomy, student achievements, and students’ satisfaction with the courses.Results The scores and total scores of students’ autonomy in the study group were better than those in the control group, the difference was statistically significant (P<0.05); the test scores and the excellent and good rates of the study group were higher than the control group, the difference was statistically significant (P＜0.05); the students in the research group scored higher than the control group in the teaching and assessment forms, curriculum interest, knowledge, critical thinking, and innovation consciousness, the difference was statistically significant (P＜0.05); There was no statistically significant difference in the scores of language, communication and teamwork satisfaction between the two groups (P>0.05).Conclusion Formative evaluation can help improve students’ autonomy, improve teaching effectiveness and student achievement, and increase students’ satisfaction with the curriculum.

参考文献/References:

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更新日期/Last Update: 2020-04-01