How to use evaluation to promote students' learning in information technology

In the process of teaching and evaluation, both teaching aims and objectives play a key role, so we should first consider what information we expect to get from the evaluation when designing the evaluation and selecting the evaluation methods, whether it's knowledge, understanding, application, thinking ability, operation skills or attitude. Only in this way can we link assessment to the desired learning outcomes as directly as possible. Generally speaking, according to the different teaching objectives, we can use theoretical tests, computer-based assessment, student self-assessment, group mutual assessment, e-portfolio or observation and other methods for different aspects of evaluation, these methods, due to the different emphasis, the content and operational means reflected in the evaluation will also be different.

(a) Combination of theoretical tests and computer-based assessment to test the mastery of knowledge and skills

According to the objectives of the information technology class, not only to understand the concepts and features, but also to master the use of common information technology tools. This requires us to not only have theoretical tests but also skill tests in the actual teaching evaluation. Theory test is suitable for a large number of students in a short period of time to focus on the examination, mainly to test the students' mastery and understanding of the basic knowledge of information technology, but for the actual operational skills can not be well reflected, which requires us to test the students' computer skills in the usual computer. In fact, these two aspects are complementary to each other, for the on-line test not only examines the students' operational skills, but also deepens the understanding of textbook knowledge. In turn, the theory test is not only the assessment of basic knowledge, but also for the future operation of computer skills to provide a theoretical basis for the establishment of the knowledge base.

For example, in the teaching of algorithms and programming, not only the theoretical mastery of syntax and algorithms, but also requires the design of the program can be used in the specific environment of the authenticity. This requires that the combination of theory and practice, to give students a realistic environment to reflect the ability of students to find problems to solve problems, so as to summarize the general law of the application of algorithms and programming.

(2) Combination of student self-assessment and group mutual assessment, process evaluation

The new curriculum reform requires "comprehensive use of a variety of process evaluation methods, to comprehensively examine the process of developing students' information literacy." This means that the process evaluation is as important as the summative evaluation in actual teaching. So how to carry out process evaluation in actual teaching? Through theoretical research and practical operation, I think we can use students' self-assessment and group mutual evaluation method to carry out.

1, student self-assessment

Student self-assessment method can be provided by the teacher standards, so that students against the standards of their own learning attitudes, behavioral status and learning outcomes of self-evaluation, but also can be added to the classroom teaching of students feedback. Let them reflect on what they have learned in the learning process against the standards, what aspects are excellent, what aspects are still deficient, how to improve, and suggestions for teachers' teaching. This evaluation not only focuses on the differences between individual students, students' personality and creativity to get great development, but also for our teachers to provide the basis for future teaching. Table 1-1 is a self-assessment form given to students when I teach Flash animation class.

2, group mutual evaluation

Group mutual evaluation is based on cooperation and collaboration. Through the group mutual evaluation, not only let students know the importance of collaborative learning, develop the habit of collaborative **** into, but also from the horizontal to learn from each other, to complement each other's strengths and weaknesses. Group mutual assessment is suitable for large-scale tasks or works in the production of group members to have a clear division of labor, we need to divide and conquer to complete the task, and must be established in a certain context, requires a certain environmental support.

For example, let the students collaborate to produce a web page, which needs to collect materials, material processing, script writing, program organization and other aspects of the work, then we can use the form of group cooperation, through the group cooperation and mutual evaluation, to understand the process of students' production and the production of the group. Of course, the teacher and group members can consult in advance to develop a group mutual evaluation form. Table 2 is a group evaluation sheet in conducting a web design course.

(3) Establishment of e-portfolio for comprehensive process and outcome evaluation

E-portfolios are very useful in the actual teaching of information technology. E-portfolio can generally be divided into a results record bag to record the best work and a growth record bag to show the process of progress, depending on the purpose of the evaluation. In the teaching of information technology class, we can adopt one of them or a combination of both according to the teaching needs. The general objective of the information technology course is to enhance students' information literacy. This also means that enhancing students' information literacy is a long-term and sustainable process. We should not only pay attention to the teaching of each lesson in our normal teaching, but also establish a general development view of the course. We should not only pay attention to the present teaching, but also pay more attention to the accumulation of students' knowledge in the past; we should not only pay attention to the students' learning outcomes, but also pay attention to the development of students' methods and abilities in the process of achieving the learning outcomes. Therefore, I believe that the establishment of the e-portfolio can achieve the two into one, not only through the e-portfolio to see the results of student learning, but also through the e-portfolio to understand the process of student learning.

For example, in my usual teaching, I set up a tree catalog on the teacher's machine or server according to the class, and each student has a folder. Normally, students can manage the materials they have collected, their experiences in the learning process, and their own works in different categories to form a student electronic file bag.

In "Finished Works", students can put their best works in it as the basis for proving their achievements; "Collection of Materials" can collect pictures, URLs, music and other materials to provide information for large-scale assignments; Learning experience" can contain students' experience of learning, self-evaluation of their work, suggestions and comments on teachers' teaching, etc.; "Production work" includes students' on-line work, drafts of their work, revisions, etc.; "Other" can contain students' best work as a proof of their achievements. Other" can be put in the things that students are interested in. Teachers can understand the highest level of students according to the "finished works", and give guidance and comments appropriately, of course, other students can also participate in it, as a platform for communication and mutual learning. According to the comparison of the works within the "production works", to understand the stage of progress of students, and put forward the need to improve or work hard. According to the "Learning Experience", we know the students' usual learning situation and their suggestions to the teachers, which will help us to improve the teaching in time. For the "other" section of the understanding, you can see the individual student's hobbies, interests, in order to facilitate the targeting and tailored to the needs of the teaching.

Through the trial implementation of the e-portfolio, I found that students enjoy learning information technology class, and can see their own results, have a kind of success and confidence. I think this method is a bit complicated in operation and the workload of teachers is relatively high, but it is worth recognizing as a long-term and continuous assessment method.

(D) Using the Observation Method for Expressive Evaluation

The observation method focuses on students' study habits, qualities and attitudes, and mainly involves observing and recording students' interests, abilities, hobbies and emotions as they are shown in the learning process. For example, what students like, students' enthusiasm for IT classes, students' initiative in learning IT classes, whether students are on the computer according to the requirements, whether they play games during class, whether they love machines and equipment, whether they can solve simple hardware failures, classroom discipline, and completion of classroom tasks, etc., to form an impression as the usual performance evaluation. However, we should be aware that the impression obtained through observation may easily be incomplete or biased. This also requires us teachers to pay attention to the authenticity and validity of observation and to combine it with other evaluation methods to form scientific, reasonable and objective conclusions.

In short, the evaluation mechanism is indispensable to enhance students' information literacy, promote students' development, and improve the teaching level. We teachers can only get a win-win situation for teaching and learning if we keep exploring, practicing and improving, and reasonably use a variety of evaluation methods.