Web Teaching Evaluation Model

[Abstract] As a kind of educational method that is different from traditional education, the distance education of the Internet has received the attention and research of educators. However, at present, the question of how to correctly and effectively evaluate the quality and effectiveness of this new type of education is still a difficult point in distance education. At present, how to establish an effective evaluation model has become an important issue for distance educators. Based on the characteristics and requirements of the network teaching itself, this paper designs a teaching evaluation model under the network environment, and introduces the evaluation of network teaching from the aspects, such as the object, method, elements and process of evaluation.

[Abstract] As an educational mode widely different from traditional education, web-based instruction is widely related now. However, how to evaluate the instructional quality and effects of web-based instruction correctly and effectively is still a difficult problem. And it`s On an basis of the characteristic and demand of web-based instruction, the thesis is to design an evaluation model of web-based instruction and introduce its objects, method, essential factors , process, etc.

[Key words] network teaching evaluation, evaluation elements, evaluation model

In recent years, with the popularization of Internet applications, the network has entered millions of households and has gone deep into people's lives, learning, work, etc., and has increasingly become an important teaching method and teaching place. However, compared with traditional teaching, the network teaching quality assurance system is not perfect and sound. How to ensure the quality of online teaching and establish an effective online teaching evaluation model has become an important topic for distance educators.

From 2001 to 2001, the Ministry of Education had approved the establishment of an online education college in more than 40 colleges and universities across the country. However, it did not formulate policies on how to ensure the quality of online education. The Institute for Higher Education Policy issued a report in April 2000 titled "Online Education Quality: A Standard for the Successful Application of Remote Internet Education". However, these articles (reports) also Descriptively define the evaluation indicators of online teaching, but seldom involve in how to organize evaluation, how to obtain quantitative data, how to evaluate data to promote teaching, etc. At present, the evaluation module of the online teaching support platform often contains only testing and research, but lacks corresponding analysis and feedback, and cannot scientifically reveal the problems implicit in the teaching process under test scores and subjective evaluation. The foreign Virtual-U teaching platform is relatively comprehensive in evaluating teaching effects, including the qualitative and quantitative evaluation and management of homework and examinations. The domestic VClass teaching platform also includes the management and evaluation of homework and examinations, including the qualitative evaluation of the system, teachers, and learners. However, these platforms lack systemic considerations for the four elements of the teaching system, and the monitoring, feedback, and evaluation of the learning process are still a gap.

E-learning evaluation belongs to the sub-category of education evaluation, and has the meaning of three aspects of education evaluation (value judgment, evaluation development, and reference standard). However, compared with traditional teaching, online teaching also shows distinctive features. For example, the separation of teaching and learning activities in space and time, the realization of online teaching requires a reliable and secure network transmission system, and the learners’ learning is mainly independent learning. (Learners need some degree of self-control, usually adult learners), etc. Therefore, online teaching evaluation also shows its unique features:

(1) Pay attention to procedural evaluation and emphasize the real-time monitoring of the process of online teaching. Network evaluation focuses on the process of evaluation, using timely feedback information to guide, regulate, and even remediate network teaching and learning activities. The summative assessment takes full account of learners' behaviors, attitudes and practices in the learning process;

(2) Effectively evaluate the effectiveness of teaching and learning through the use of educational technology and the use of exploration, discovery, competition, collaboration, role-playing, and a series of tactical instructional effects; the students’ initiative, self-control, and learning effects in learning Evaluate

(3) Wide range of evaluation targets, not only evaluation of students, teachers, teaching content and media (network teaching support platform), but also comprehensive evaluation of learning support and service systems.

(4) to achieve a seamless combination of online teaching evaluation system and network teaching support system, using the support system of teaching activity recording function to collect evaluation information, to achieve dynamic evaluation and dynamic control of online teaching;

(5) Make full use of the technological advantages of the Internet, shorten the evaluation cycle, and timely feedback evaluation results to facilitate timely adjustment of teaching and learning, and reduce the technical requirements of school management departments to evaluate students and teachers, and reduce costs.

E-learning evaluation model should be based on different evaluation objectives and different types of evaluations for different evaluation objects. Therefore, it is necessary to formulate evaluation indicators and elements suitable for network teaching evaluation, and to fully evaluate the process and effect of learning and teaching. To promote learning in a network environment.

Based on the characteristics of online teaching evaluation, we set up the following online teaching evaluation model, which includes students, teachers, learning materials, online teaching support system, learning support and service system in five aspects of evaluation, each of which includes a number of sub-item evaluation.

From the above model, it can be seen that the evaluation of online teaching relies on the implementation of the online teaching evaluation system. The evaluation factors include qualitative indicators and quantitative indicators. The evaluation methods include process evaluation (formative evaluation) and summative evaluation, and more attention is paid to the formation. The role of sexual assessment in promoting and promoting learning, and guaranteeing quality are not only a result, but also a process.

First, the evaluation method

According to the task of the evaluation work and the time of occurrence, the evaluation can usually be divided into formative evaluation and summative evaluation. For online teaching, in order to facilitate the provision of learning objectives, content, and strategies that are suitable for learner characteristics, it is also necessary to perform diagnostic evaluations for learners.

Diagnostic assessment, ie preschool evaluation, refers to the assessment of the learner’s cognitive, emotional, and technical conditions prior to the start of a course and a learning unit in order to adapt the teaching to the needs and context of the learner. . The results of the evaluation will serve as a basis for the selection of instructional design, teaching content, and teaching methods. It will also serve as a basis for learners to formulate learning goals and plans, and to select learning methods and content. In the diagnostic evaluation of online teaching, the learner's existing knowledge and ability are measured according to the evaluation goal. The knowledge background, learning conditions, learning requirements, learning attitude, etc. of the learner are understood by the questionnaire, and based on the measured data. Statistics of the questionnaire and the evaluation results are given. In this way, students can be grouped according to the evaluation results in teaching, and different students can be provided with their own learning resources, teaching design according to the characteristics of different learners, and selecting appropriate teaching schedules, strategies and methods. This evaluation method is only for learners.

The formative evaluation refers to the continuous evaluation of teaching activities in order to make teaching activities better during the course of a certain teaching activity. It can timely understand the effect of the stage teaching, the progress of student learning, and the problems that exist, so that Feedback, adjust and improve teaching in a timely manner. Constructivism believes that we should focus on the analysis and evaluation of the learner's learning process, support and encourage the cultivation of innovative thinking and ability, so as to correctly evaluate the learner's final learning effect. Since formative evaluation is carried out in the formation phase, every effort must be made to improve it (Blum). The formative assessment of online teaching is based on such principles. It focuses on tracking and feedback on the online teaching system in the process of real-time teaching and learning. It discovers problems in a timely manner, feeds back the evaluated objects, and formulates remedial measures to implement remedial programs. loss. While tracking the test, it also pays attention to the learner's initiative, attitude, learning progress, etc., and gives descriptions, reminders, and suggestions. After the teaching program is released, the teacher collects feedback information to evaluate it in order to determine the teaching value and social value of the teaching program, whether it achieves the intended purpose and teaching effect, what are the advantages, where are the deficiencies, and the next The study of the stage gives incentives, tips and guidance, and proposes adjustments and suggestions for improvement in teaching. At the same time, emphasis is placed on improving the teaching system. The perfection of the teaching system is a continuous process. Only by continuously improving the performance of the teaching system can we meet the needs of learners and network teaching will be continuously developed.

The summative evaluation generally refers to the evaluation of the learning results of this stage after the teaching of a certain stage is completed. The purpose is to assess the degree of achievement of the teaching objectives, check the pros and cons of the teaching work, assess the students’ final results, and grasp the final results of the teaching activities. Gives the final evaluation of teaching and learning. In online teaching, the summative evaluation will give the final evaluation and conclusion to the learner's learning activities and the teacher's teaching situation, involving the students' graduation, graduation, award evaluation, etc., and the teacher's evaluation.

Second, the evaluation elements

Educational evaluation includes evaluation of learners’ development and changes and various factors that constitute changes. From a macro perspective, it is an evaluation of the entire education system, including education management at all levels, education management systems, educational input, and division construction. School level and other aspects; from the micro-teaching system point of view, we should start from the students, teachers, teaching content and media elements. However, in online teaching, learners no longer directly obtain information from teachers, but autonomously conduct various learning activities in the online teaching support platform. To ensure that learners can successfully learn and achieve success, we must not only consider the above The four elements also have a relatively complete learning support system and learning service system.

1. Evaluation of learners

The learner is the main body of learning. The main purpose of the network teaching is to provide learners with the ways, resources and methods of learning, so that the students acquire knowledge and skills, cultivate students’ cognition and metacognitive strategies, and ultimately gain development. Therefore, the The evaluation of learners is the main content of online teaching evaluation. Online teaching focuses on the learners' attitude and meaning construction process. On the one hand, they truly understand the student's learning process, on the other hand, they make evaluations and feedbacks, and provide tips and suggestions. . Specifically, it includes the following items:

(1) Degree of interaction

At present, many online teachings only use network technology as a textbook relocation. The learning materials on the Internet are a large number of texts and pictures. The task of the learner is to read a large amount of materials and then go on to design exercises for teachers or To take the exam, this kind of online learning is only for the learners to browse and practice the materials. The network technology is only the spokesperson of the textbooks, which is extremely unfavorable to the development of the learner's cognitive and emotional domains. The research and practice of distance education have fully demonstrated that interaction is very important for the motivation and retention of learning motivation and the success of distance learning. In fact, the continuous development and maturation of network-related technologies such as email, BBS, chat rooms, and video conferencing have made the interaction in the network environment quite convenient. In teaching design, these tools should be considered to promote learners and learners and learners. Interaction with teachers, learners and learning materials. The evaluation of the level of learner interaction can be achieved by recording learners' use of various communication tools in the online teaching support platform to assist learning, such as providing information to system learners based on information published in the discussion forum (speaking) and total data. The information of the process, the parameters of his active participation in the teaching activities, and the parameters of his learning attitude provide learner pairs based on the number of speeches in the chat room and the amount of data in the speech.