A method and system for evaluating students' comprehensive quality

Abstract

The invention discloses a method and system for evaluating the comprehensive quality of students, and relates to the technical field of educational systems. The system comprises a target setting module, a preliminary evaluation module, an adjustment and inspection module, a comprehensive evaluation module and a comparison and calibration module. The technical key points are as follows: according to the comparison between the scores of students in various subjects and the corresponding standard lines, a personalized learning plan is formulated, and then based on the student's own factors, teacher factors and classmates factors, a comprehensive communication index that accurately reflects the communication ability is comprehensively obtained, and after comparison, a target adjustment strategy is implemented to help students improve their academic performance and communication ability, promote their all-round development, and facilitate subsequent dynamic evaluation of their comprehensive quality; from the initial stage of the semester, through the mid-term stage, and finally to the final stage, evaluation and adjustment are performed after each stage, so as to realize a comprehensive and comprehensive evaluation process for each student.

Description

Technical Field

[0001] The present invention relates to the technical field of educational systems, and in particular to a method and system for evaluating the comprehensive quality of students. Background Art

[0002] The comprehensive literacy assessment in this education system refers to a comprehensive assessment of students' performance in multiple aspects. The specific content and instructions of the comprehensive literacy assessment of students include: Subject knowledge: assess students' mastery of various subjects, including Chinese, mathematics, science, society, etc.; this can be done through exams, tests, homework, etc.; Learning ability: examine students' learning methods, learning attitudes, learning habits and learning autonomy, for example, whether students are good at asking questions, exploring, and cooperative learning, and whether they have the willingness and ability to learn actively; Creativity and innovation: encourage students to show unique thinking and creative expression; this can be evaluated through artwork, scientific experiments, writing, etc.; Communication and collaboration skills: measure students' performance in communicating, cooperating and working in teams with others; including oral expression, written expression, listening skills, cooperative spirit, etc.

[0003] The existing application publication number is CN117808354A, and its name is a method for evaluating the comprehensive quality of students. Its disclosed technical solution is: S1, academic performance evaluation; S2, learning motivation evaluation; S3, thinking ability evaluation; S4, innovation ability evaluation; S5, social responsibility evaluation; S6, comprehensive quality evaluation; S7, comprehensive quality evaluation; S8, using the student comprehensive quality evaluation report for student learning guidance and personalized development planning; S9, providing students with targeted counseling and training plans based on the results of the student comprehensive quality evaluation; S10, monitoring the improvement of the student comprehensive quality evaluation results, and providing feedback and adjustments. Although the evaluation method covers multiple aspects such as academic performance evaluation, learning motivation evaluation, thinking ability evaluation, innovation ability evaluation, social responsibility evaluation, and comprehensive quality evaluation, making the evaluation of students more comprehensive and conducive to a comprehensive understanding of students' learning status and personal qualities, it does not conduct a comprehensive evaluation of students over an entire period of time, and no corresponding adjustments are given during the period, which cannot meet the needs of dynamic evaluation.

[0004] In combination with the above documents and existing technologies, when conducting a comprehensive quality assessment of students, it is necessary not only to consider the students' grades, hands-on ability and the teachers' scores on the students' various abilities. Although various factors can be quantified and calculated, it is only for a certain period. For example, under the semester system, students need to be comprehensively assessed at the end of each semester. If only a comprehensive quality assessment is conducted without making adjustments or guidance to students in the semester, the final comprehensive quality assessment results will only be poor or maintain the status quo, and dynamic adjustments cannot be made, thereby failing to make a more accurate and effective assessment of each student's comprehensive quality ability. Summary of the invention

[0005] 1. Technical issues to be resolved

[0006] In view of the deficiencies in the prior art, the present invention provides a method and system for evaluating the comprehensive quality of students, which starts from the initial stage of the semester, passes through the mid-term stage, and finally reaches the final stage. Evaluation and adjustment are performed after each stage, thereby achieving a comprehensive and comprehensive evaluation of each student. According to the actual situation of the students, teaching resources are reasonably allocated to improve teaching efficiency and quality. By comparing the comprehensive evaluation estimate with the comprehensive evaluation estimate of the previous year, the effectiveness of the evaluation system can be monitored and adjusted, solving the problems raised in the background technology.

[0007] (II) Technical solution

[0008] To achieve the above objectives, the present invention is implemented through the following technical solutions:

[0009] A comprehensive literacy assessment system for students, comprising:

[0010] The goal setting module obtains the average scores of the corresponding students in each subject in the previous year at the beginning of the semester, and compares each average with the preset standard line. If the average score of any subject does not reach the corresponding standard line, the goal setting strategy is implemented;

[0011] Obtain the communication data set of the corresponding student in the previous year, and generate the communication comprehensive index I of the corresponding student based on the preprocessed communication data set, compare the communication comprehensive index I with the preset index threshold, and execute the target adjustment strategy under the condition that the communication comprehensive index I does not exceed the index threshold;

[0012] The preliminary evaluation module obtains and calculates the average of each student's mid-term scores and the average scores of each subject in the previous semester in the middle of the semester, and compares the average with the corresponding standard line of each subject, extracts the number of subjects that do not meet the standard and the number of repeated subjects that do not meet the standard among the corresponding students, and combines the corresponding student's comprehensive communication index I in the previous semester to generate the corresponding student's preliminary evaluation estimate ;

[0013] Adjust the inspection module to correspond to the students' preliminary assessment estimates Compared with the preset standard threshold, the initial evaluation estimate If the threshold is exceeded, the regular inspection strategy is executed; if the initial evaluation estimate If the standard threshold is not exceeded, an early warning signal is issued and the frequency conversion inspection strategy is executed;

[0014] The comprehensive evaluation module obtains and calculates the average of the final and midterm scores of each student at the end of each semester, and compares the average score of each subject with the corresponding standard line. It also obtains the number of subjects that do not meet the standard and the number of subjects that do not meet the standard repeatedly. Combined with the corresponding student's comprehensive communication index I in the next semester, it generates the estimated value of the corresponding student's comprehensive evaluation ;

[0015] Compare the calibration module and estimate the comprehensive evaluation value of the current corresponding student Compared with the previous year's comprehensive evaluation estimate For comparison, the current estimated comprehensive assessment value of the corresponding students Does not exceed the estimated value of the comprehensive evaluation of the previous year When the student is in the learning state, the calibration strategy is implemented to calibrate the student for individual teaching.

[0016] Furthermore, the target setting strategy implemented is:

[0017] According to the difference between the average score of the subjects that did not reach the standard and the corresponding standard, a weekly review plan is formulated according to the pre-built rule engine. The formula for the weekly review time of the corresponding subject is:

[0018]

[0019] In the formula, represents the weekly review time for the corresponding subject, k represents the corresponding subject, Indicates the basic learning time, Represents the first error correction factor, ranging from 0 to 1. It represents the average score of the corresponding subject in the previous year. Indicates the passing line for the corresponding subject.

[0020] Furthermore, the communication data set of the corresponding student in the previous year includes: the number of times the corresponding student spoke in class in the previous year, the teacher's score and the classmate's score; the process of preprocessing the communication data set is: dimensionless processing the number of times the corresponding student spoke in class in the previous year, the teacher's score and the classmate's score.

[0021] Furthermore, the formula for generating the corresponding student's comprehensive communicative index I is as follows:

[0022]

[0023] In the formula, They represent the number of times the corresponding student spoke in class last year, the teacher's rating, and the classmate's rating. The weight coefficients are: .

[0024] Furthermore, the target adjustment strategy implemented is:

[0025] According to the numerical difference between the comprehensive communication index I and the index threshold, the students who are judged to have substandard communication ability are ranked, and a ranking table is generated and output. In the ranking table, the students with larger numerical differences are ranked higher, and the students in the ranking table are questioned and named;

[0026] The calculation formula for the numerical difference is: numerical difference = index threshold - comprehensive communication index I.

[0027] Furthermore, the average of each student's mid-term score and the average score of each subject in the previous semester is calculated based on the formula:

[0028]

[0029] In the formula, It represents the average of the corresponding student's mid-term score and the average score of each subject in the previous semester. Indicates the midterm score of the corresponding subject. It indicates the average score of the corresponding subject in the last semester.

[0030] Further, generate the preliminary evaluation estimate of the corresponding students The formula is as follows:

[0031]

[0032] In the formula, They represent the number of subjects that failed to meet the standard for the first time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the corresponding student spoke in class last semester, the teacher's rating, and the classmate's rating. The weight coefficients are: , , Represents the first constant correction coefficient, whose value is 1.

[0033] Furthermore, the regular inspection strategy is:

[0034] Regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is a preset fixed value;

[0035] The frequency conversion check strategy is:

[0036] Also, regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is based on fixed values ​​and preliminary assessment estimates. As well as the standard threshold, the frequency of the frequency conversion check is obtained by:

[0037]

[0038] In the formula, Indicates the fixed value preset in the regular inspection strategy. Represents the second error correction factor, ranging from 0 to 1. Represents the standard threshold, int is the rounding function.

[0039] Further, generate the estimated value of the comprehensive evaluation of the corresponding students The formula is as follows:

[0040]

[0041] In the formula, They represent the number of subjects that failed to meet the standard for the second time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the student speaks in class, the teacher's rating, and the classmate's rating in the next semester, respectively. The weight coefficients are: , , Represents the second constant correction coefficient, whose value is 1.

[0042] A comprehensive quality assessment method for students, comprising the following steps:

[0043] S1. At the beginning of the semester, obtain the average scores of the corresponding students in each subject in the previous year, and compare each average with the preset standard line. If the average score of any subject does not reach the corresponding standard line, implement the goal setting strategy;

[0044] Obtain the communication data set of the corresponding student in the previous year, and generate the communication comprehensive index I of the corresponding student based on the preprocessed communication data set, compare the communication comprehensive index I with the preset index threshold, and execute the target adjustment strategy under the condition that the communication comprehensive index I does not exceed the index threshold;

[0045] S2. In the middle of the semester, obtain and calculate the average of each student's mid-term scores and the average scores of each subject in the previous semester, and compare the average with the corresponding standard line of each subject again, extract the number of non-standard subjects and the number of repeated non-standard subjects among the corresponding students, and combine the corresponding student's comprehensive communication index I in the previous semester to generate the corresponding student's preliminary evaluation estimate ;

[0046] S3. Estimated value of the initial assessment of the corresponding students Compared with the preset standard threshold, the initial evaluation estimate If the threshold is exceeded, the regular inspection strategy is executed; if the initial evaluation estimate If the standard threshold is not exceeded, an early warning signal is issued and the frequency conversion inspection strategy is executed;

[0047] S4. At the end of the semester, obtain and calculate the average of the final and midterm scores of each student in each subject, and compare the average score of each subject with the corresponding standard line. Secondarily obtain the number of subjects that do not meet the standard and the number of repeated subjects that do not meet the standard. Combined with the corresponding student's comprehensive communication index I in the next semester, generate the corresponding student's comprehensive evaluation estimate ;

[0048] S5. Estimated value of the comprehensive assessment of the current corresponding student Compared with the previous year's comprehensive evaluation estimate For comparison, the current estimated comprehensive assessment value of the corresponding students Does not exceed the estimated value of the comprehensive evaluation of the previous year When the student is in the learning state, the calibration strategy is implemented to calibrate the student for individual teaching.

[0049] (III) Beneficial effects

[0050] The present invention provides a method and system for evaluating the comprehensive quality of students, which has the following beneficial effects:

[0051] According to the comparison between the students' scores in each subject and the corresponding standard line, a personalized learning plan is formulated. Then, based on the students' own factors, teacher factors and classmates' factors, a comprehensive communication index that accurately reflects the communication ability is obtained. After comparison, the goal adjustment strategy is implemented to help students improve their academic performance and communication ability, promote their all-round development, and facilitate the subsequent dynamic evaluation of their comprehensive quality.

[0052] Through preliminary assessment of students' comprehensive literacy, corresponding strategies are implemented again according to the comparison of the assessment results, and the frequency of supervision or inspection of students' review plans is selectively adjusted according to the preliminary assessment results. If the preliminary assessment shows that the comprehensive literacy does not meet the standards, the frequency of regular inspections is changed. This can ensure effective supervision of students and conduct targeted inspections to save manpower and time costs.

[0053] From the initial stage of the semester, through the midterm stage, and finally to the final stage, evaluation and adjustment are carried out after each stage, so as to achieve a comprehensive and comprehensive evaluation of each student, reasonably allocate teaching resources according to the actual situation of the students, improve teaching efficiency and quality, and compare the comprehensive assessment estimate with the comprehensive assessment estimate of the previous year to monitor and adjust the effectiveness of the evaluation system, which further facilitates the subsequent evaluation of students' comprehensive literacy. BRIEF DESCRIPTION OF THE DRAWINGS

[0054] Figure 1 It is a schematic diagram of the module structure of a comprehensive quality assessment system for students in the present invention;

[0055] Figure 2 The present invention is an overall flow chart of a method for evaluating the comprehensive quality of students. DETAILED DESCRIPTION

[0056] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0057] Example 1: Please refer to Figure 1 ,This embodiment provides a comprehensive literacy assessment system for students;

[0058] The development ideas of this system are:

[0059] Mainly for students, we evaluate the comprehensive quality of each student from two aspects: learning and communication skills;

[0060] In terms of learning, the grades of each subject need to be quantified, and communication skills need to be quantified from the perspective of the students themselves, the teaching's consideration of the students, and the mutual consideration between classmates. From the initial stage of the semester, through the mid-term stage, and finally to the final stage, evaluation and adjustment are carried out after each stage, so as to achieve a comprehensive and comprehensive evaluation of each student. At present, the only way is usually to comprehensively evaluate the comprehensive quality of students based on the final summary, which is difficult to meet the evaluation needs. For students at different stages, while completing the targeted evaluation of students, it is also necessary to correct the comprehensive quality of students in stages, so as to ensure that the comprehensive quality of the vast majority of students meets the requirements;

[0061] Software Design:

[0062] The assessment system includes:

[0063] The goal setting module obtains the average scores of the corresponding students in each subject in the previous year at the beginning of the semester, and compares each average with the preset standard line. If the average score of any subject does not reach the corresponding standard line, the goal setting strategy is executed; if the average score of each subject reaches the corresponding standard line, the system does not respond.

[0064] Obtain the communication data set of the corresponding student in the previous year, and generate a communication comprehensive index I that can reflect the communication ability of the corresponding student to a certain extent based on the preprocessed communication data set, and compare the communication comprehensive index I with the preset index threshold. If the communication comprehensive index I exceeds the index threshold, it means that the communication ability of the corresponding student meets the standard, and no response action is taken; if the communication comprehensive index I does not exceed the index threshold, execute the target adjustment strategy;

[0065] When the comprehensive communication index I does not exceed the index threshold, it means that the corresponding student's communication ability does not meet the standard;

[0066] Among them, the average score of each subject of the corresponding student in the previous year represents the average score of all the same subject tests in the previous year; for example, 24 math tests were conducted in the previous year, and the scores of each math test were accumulated, and the sum was divided by 24 times, and the average value obtained was the average math score, for example: 85.5 points, the preset standard line is 90 points, which means that the average math score of the corresponding student does not reach the corresponding standard line;

[0067] The goal setting strategies implemented were:

[0068] According to the difference between the average score of the subjects that did not reach the standard and the corresponding standard, a weekly review plan is formulated according to the pre-built rule engine. The formula for the weekly review time of the corresponding subject is:

[0069]

[0070] In the formula, It indicates the weekly review time for the corresponding subject, and k indicates the corresponding subject, including but not limited to: Chinese, mathematics and English. Indicates the basic study time, which is set in advance. For example, as long as you make a review plan, the starting time for reviewing the corresponding subject each week is 3 hours. Indicates the first error correction factor, the value range is 0~1, set according to needs, usually 0.5, It represents the average score of the corresponding subject in the previous year. Indicates the passing score of the corresponding subject; generally speaking, the passing score is 80% of the full score. If the full score is 120, then 96 is the passing score, and if the full score is 100, then 80 is the passing score.

[0071] Error correction factor It can also help adjust the weekly review time for each subject. If three or more subjects fail to meet the standard, the error correction factor It needs to be reduced so that each subject can be arranged with a corresponding study time, avoiding the situation where the review time of the previously arranged subject is too long, resulting in the inability to continue to arrange the review of subsequent subjects, and ensuring the rationality of the review time arrangement;

[0072] The corresponding students' communication data sets from last year include:

[0073] The number of times the corresponding student spoke in class in the previous year, the teacher's rating, and the classmates' rating;

[0074] The number of times the corresponding students spoke in class in the previous year is obtained from the speech record table. In the scenario of answering questions in class, the teacher calls the students by the seat number on the desktop touch screen, and the students who are called make speeches according to the questions raised by the teacher. The touch screen records the number of times each student was called last year;

[0075] Teacher rating means that each teacher in the same class rates each student's communication ability. Each student is rated on a scale of 1 to 10 in the form of a survey record sheet. The better the score, the more the corresponding teacher recognizes the student's communication ability. Then, the sum of the scores of the same student is counted and divided by the number of teachers to get the teacher rating.

[0076] The peer rating and teacher rating are based on the same principle, except that the rating object is changed from the teachers to the classmates in the same class except the corresponding students.

[0077] The process of preprocessing the communication data set is as follows: the number of times the corresponding students spoke in class in the previous year, the teacher's rating, and the classmates' rating are dimensionless to remove the units of each data to facilitate subsequent calculation and processing;

[0078] The formula for generating the corresponding student's comprehensive communicative index I is as follows:

[0079]

[0080] In the formula, They represent the number of times the corresponding student spoke in class last year, the teacher's rating, and the classmate's rating. The weight coefficients are: ,and ;

[0081] As for the weight coefficient, the number of students speaking accounts for the largest proportion, which can exclude subjective factors and obtain the comprehensive communication index I based on objective and real data. The second is the teacher's score and the classmate's score in the subjective factors. This part of the subjective factors needs to be adjusted to ensure that the comprehensive communication index I meets both objective and subjective requirements, and then ensure the accuracy of its results;

[0082] The target adjustment strategy implemented is:

[0083] According to the numerical difference between the comprehensive communication index I and the index threshold, the students who are judged to have unsatisfactory communication ability are ranked, and a ranking table is generated and sent to the desktop end, which is the desktop touch screen mentioned above. The students with larger numerical differences in the ranking table are ranked higher, and the teacher asks questions and names the students in the ranking table;

[0084] The calculation formula for the numerical difference is: numerical difference = index threshold - comprehensive communication index I;

[0085] The larger the numerical difference is, the worse the corresponding student's communication ability is, so the corresponding student is ranked higher and needs to receive special attention from the teacher to ensure that he or she can get training and improve his or her communication ability.

[0086] Specifically, based on the comparison between students' scores in various subjects and the corresponding standard lines, personalized learning plans are formulated. Then, based on students' own factors, teacher factors, and classmates factors, comprehensive communication indicators that accurately reflect communication skills are obtained. After comparison, goal adjustment strategies are implemented to help students improve their academic performance and communication skills, promote their all-round development, and facilitate subsequent dynamic evaluation of their comprehensive qualities.

[0087] The preliminary evaluation module obtains the mid-term scores of each student and the average scores of each subject in the previous semester in the middle of the semester, calculates the average of each student's mid-term scores and the average scores of each subject in the previous semester, and compares the average with the corresponding standard line of each subject again, extracts the number of non-standard subjects and the number of repeated non-standard subjects among the corresponding students, and generates the preliminary evaluation estimate of the corresponding student in combination with the comprehensive communication index I of the corresponding student in the previous semester ;

[0088] Among them, mid-term refers to the middle stage of a semester;

[0089] The formula for calculating the average of each student's midterm score and the average score of each subject in the previous semester is:

[0090]

[0091] In the formula, It represents the average of the corresponding student's mid-term score and the average score of each subject in the previous semester. Indicates the midterm score of the corresponding subject. It represents the average score of the corresponding subject in the last semester;

[0092] It should be noted that the midterm score refers to the scores of each subject obtained during the midterm test, and the average score of each subject in the previous semester refers to the average of the test scores of all corresponding subjects from the beginning of the semester to before the midterm exam; the number of repeated non-standard subjects refers to whether there is overlap between the number of non-standard subjects obtained by the corresponding student in the goal setting module and the non-standard subjects obtained again after the second comparison this time. If there is overlap, the number of overlapping subjects is extracted; if not, the number of repeated non-standard subjects is 0;

[0093] Generate preliminary assessment estimates for the corresponding students The formula is as follows:

[0094]

[0095] In the formula, They represent the number of subjects that failed to meet the standard for the first time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the corresponding student spoke in class last semester, the teacher's rating, and the classmate's rating. The weight coefficients are: , ,and , Represents the first constant correction coefficient, which is set to 1. The purpose is to avoid The resulting sum is 0, which facilitates subsequent calculations and ensures that the formula is valid.

[0096] Adjust the inspection module to correspond to the students' preliminary assessment estimates Compared with the preset standard threshold, if the initial evaluation estimate If the initial evaluation estimate exceeds the standard threshold, it means that the comprehensive quality of the corresponding student meets the requirements under the current circumstances, and the system does not respond. If the threshold value is not exceeded, it means that the comprehensive quality of the corresponding student does not meet the requirements under the current circumstances, and a warning signal is issued to prompt the teacher to pay special attention to the student;

[0097] Regardless of the initial evaluation estimate Under the premise of whether the standard threshold is exceeded, the corresponding students' unsatisfactory subjects should be checked, and the goal setting strategy and goal adjustment strategy should be continued for the unsatisfactory subjects. It should be noted that the data range based on which the corresponding strategies are executed at this time is the data range of the previous semester, and the principle of strategy adjustment is the same, so it will not be elaborated here;

[0098] In the initial evaluation estimate If the standard threshold is exceeded, the regular inspection strategy is executed;

[0099] In the initial evaluation estimate If the standard threshold is not exceeded, the frequency conversion check strategy is executed;

[0100] Among them, the regular inspection strategy is:

[0101] Through home visits or inquiries, regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is a preset fixed value, for example: every two weeks, that is, once every 14 days;

[0102] The frequency conversion check strategy is:

[0103] Also, regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is based on fixed values ​​and preliminary assessment estimates. As well as the standard threshold, the frequency of the frequency conversion check is obtained by:

[0104]

[0105] In the formula, Indicates the fixed value preset in the regular inspection strategy. Indicates the second error correction factor, the value range is 0~1, set according to needs to avoid Exceed , Represents the standard threshold, int is the rounding function; it should be noted that the frequency of variable frequency inspection is calculated differently under different conditions. In the variable frequency inspection strategy, the inspection frequency needs to be reduced, for example: from the original fixed value of 14 days of regular inspection to 10 days of regular inspection.

[0106] Specifically, by conducting a preliminary assessment of students' comprehensive qualities, implementing corresponding strategies again based on the assessment comparison results, and selectively adjusting the frequency of supervision or inspection of students' review plans based on the preliminary assessment results, if the preliminary assessment shows that the comprehensive qualities do not meet the standards, changing the frequency of regular inspections can ensure effective supervision of students and conduct targeted inspections to save manpower and time costs.

[0107] The comprehensive evaluation module obtains and calculates the average of the final and midterm scores of each student at the end of each semester, and compares the average score of each subject with the corresponding standard line. It also obtains the number of subjects that do not meet the standard and the number of subjects that do not meet the standard repeatedly. Combined with the corresponding student's comprehensive communication index I in the next semester, it generates the estimated value of the corresponding student's comprehensive evaluation ;

[0108] Among them, the end of the semester indicates the moment when the semester has ended;

[0109] The average of the final and midterm scores of each student in each subject is the average of the final and midterm scores of the same student in a single subject, which is the required average score. For example, if the math midterm score of student A is 80 points and the final score is 90 points, then the average score of student A in math is 85 points.

[0110] The number of repeated failed subjects obtained for the second time indicates whether there is overlap between the number of failed subjects obtained by the corresponding student in the preliminary assessment module and the number of failed subjects obtained after the second comparison this time. If there is overlap, the number of overlapping subjects is extracted; if not, the number of repeated failed subjects is 0;

[0111] Generate a comprehensive assessment estimate for the corresponding student The formula is as follows:

[0112]

[0113] In the formula, They represent the number of subjects that failed to meet the standard for the second time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the student speaks in class, the teacher's rating, and the classmate's rating in the next semester, respectively. The weight coefficients are: , ,and , Represents the second constant correction coefficient, whose value is 1.

[0114] Compare the calibration module and estimate the comprehensive evaluation value of the current corresponding student Compared with the previous year's comprehensive evaluation estimate For comparison, if the current estimated comprehensive assessment value of the corresponding student Exceeding the estimated value of the comprehensive evaluation of the previous year , it means that the evaluation system is effective and no response action is taken; if the current estimated comprehensive evaluation value of the corresponding student is Does not exceed the estimated value of the comprehensive evaluation of the previous year , it means that the evaluation coefficient is invalid, and the calibration strategy is implemented to calibrate the student for individual training and teaching.

[0115] Specifically, from the initial stage of the semester, through the midterm stage, and finally to the final stage, evaluation and adjustment are carried out after each stage, so as to achieve a comprehensive and comprehensive evaluation of each student, reasonably allocate teaching resources according to the actual situation of the students, improve teaching efficiency and quality, and compare the comprehensive assessment estimate with the comprehensive assessment estimate of the previous year to monitor and adjust the effectiveness of the evaluation system, which further facilitates the subsequent evaluation of students' comprehensive qualities.

[0116] Example 2: Please refer to Figure 2 Based on Example 1, this embodiment also provides a method for evaluating the comprehensive quality of students, including the following specific steps:

[0117] S1. At the beginning of the semester, obtain the average scores of the corresponding students in each subject in the previous year, and compare each average with the preset standard line. If the average score of any subject does not reach the corresponding standard line, implement the goal setting strategy;

[0118] Obtain the communication data set of the corresponding student in the previous year, and generate the communication comprehensive index of the corresponding student based on the preprocessed communication data set, compare the communication comprehensive index with the preset index threshold, and execute the target adjustment strategy under the condition that the communication comprehensive index does not exceed the index threshold;

[0119] S2. In the middle of the semester, obtain and calculate the average of each student's mid-term score in each subject and the average score of each subject in the previous semester, and compare the average with the corresponding standard line of each subject again, extract the number of non-standard subjects and the number of repeated non-standard subjects among the corresponding students, and combine the corresponding students' comprehensive communication indicators in the previous semester to generate the preliminary evaluation estimate of the corresponding students;

[0120] S3, comparing the initial evaluation estimate of the corresponding student with the preset standard threshold, and executing the regular inspection strategy if the initial evaluation estimate exceeds the standard threshold; if the initial evaluation estimate does not exceed the standard threshold, issuing an early warning signal and executing the variable frequency inspection strategy;

[0121] S4. At the end of the semester, obtain and calculate the average of the final and midterm scores of each student in each subject, and compare the average of each subject with the corresponding standard line, obtain the number of subjects that do not meet the standard and the number of repeated subjects that do not meet the standard, and generate the estimated value of the comprehensive evaluation of the corresponding student in combination with the corresponding student's comprehensive communication index in the next semester;

[0122] S5. Compare the estimated value of the comprehensive assessment of the current corresponding student with the estimated value of the comprehensive assessment of the previous year. When the estimated value of the comprehensive assessment of the current corresponding student does not exceed the estimated value of the comprehensive assessment of the previous year, execute the calibration strategy to calibrate the student for individual teaching.

[0123] In the application, the several formulas involved are all calculated by removing the dimensions and taking their numerical values. The formula is a formula obtained by collecting a large amount of data and performing software simulation to obtain the most recent real situation. The formula is set by technical personnel in this field according to actual conditions.

[0124] The above embodiments may be implemented in whole or in part by software, hardware, firmware or any other combination thereof. When implemented using software, the above embodiments may be implemented in whole or in part in the form of a computer program product. A person of ordinary skill in the art may appreciate that the units and algorithm steps of each example described in conjunction with the embodiments disclosed herein may be implemented in electronic hardware, or in a combination of computer software and electronic hardware. Whether these functions are performed in hardware or software depends on the specific application and design constraints of the technical solution.

[0125] The units described as separate components may or may not be physically separated, and the components shown as units may or may not be physical units, and may be located in one place or distributed on multiple network units. Some or all of the units may be selected according to actual needs to achieve the purpose of the solution of this embodiment.

[0126] The above description is only a specific implementation manner of the present application, but the protection scope of the present application is not limited thereto. Any technician familiar with the technical field can easily think of changes or substitutions within the technical scope disclosed in the present application, which should be included in the protection scope of the present application.

Claims

1. A comprehensive literacy assessment system for students, characterized in that: The system includes: The goal setting module obtains the average scores of the corresponding students in each subject in the previous year at the beginning of the semester, and compares each average with the preset standard line. If the average score of any subject does not reach the corresponding standard line, the goal setting strategy is implemented; the implemented goal setting strategy is: According to the difference between the average score of the subjects that did not reach the standard and the corresponding standard, a weekly review plan is formulated according to the pre-built rule engine. The formula for the weekly review time of the corresponding subject is: In the formula, represents the weekly review time for the corresponding subject, k represents the corresponding subject, Indicates the basic learning time, Represents the first error correction factor, ranging from 0 to 1. It represents the average score of the corresponding subject in the previous year. Indicates the standard line of the corresponding subject; Obtain the communication data set of the corresponding student in the previous year, and generate the communication comprehensive index I of the corresponding student based on the preprocessed communication data set, compare the communication comprehensive index I with the preset index threshold, and execute the target adjustment strategy under the condition that the communication comprehensive index I does not exceed the index threshold; The communication data set of the corresponding student in the previous year includes: the number of times the corresponding student spoke in class in the previous year, the teacher's score and the classmate's score; the process of preprocessing the communication data set is: dimensionless processing the number of times the corresponding student spoke in class in the previous year, the teacher's score and the classmate's score; The formula for generating the corresponding student's comprehensive communicative index I is as follows: In the formula, They represent the number of times the corresponding student spoke in class last year, the teacher's rating, and the classmate's rating. The weight coefficients are: ; The target adjustment strategy implemented is: According to the numerical difference between the comprehensive communication index I and the index threshold, the students who are judged to have substandard communication ability are ranked, and a ranking table is generated and output. In the ranking table, the students with larger numerical differences are ranked higher, and the students in the ranking table are questioned and named; The calculation formula for the numerical difference is: numerical difference = index threshold - comprehensive communication index I; The preliminary evaluation module obtains and calculates the average of each student's mid-term scores and the average scores of each subject in the previous semester in the middle of the semester, and compares the average with the corresponding standard line of each subject, extracts the number of subjects that do not meet the standard and the number of repeated subjects that do not meet the standard among the corresponding students, and combines the corresponding student's comprehensive communication index I in the previous semester to generate the corresponding student's preliminary evaluation estimate ; The formula for calculating the average of each student's midterm score and the average score of each subject in the previous semester is: In the formula, It represents the average of the corresponding student's mid-term score and the average score of each subject in the previous semester. Indicates the midterm score of the corresponding subject. It represents the average score of the corresponding subject in the last semester; Generate preliminary assessment estimates for the corresponding students The formula is as follows: In the formula, They represent the number of subjects that failed to meet the standard for the first time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the corresponding student spoke in class last semester, the teacher's rating, and the classmate's rating. The weight coefficients are: , , It represents the first constant correction coefficient, and its value is 1; Adjust the inspection module to correspond to the students' preliminary assessment estimates Compared with the preset standard threshold, the initial evaluation estimate If the threshold is exceeded, the regular inspection strategy is executed; if the initial evaluation estimate If the standard threshold is not exceeded, an early warning signal is issued and the frequency conversion inspection strategy is executed; The regular inspection strategy is: Regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is a preset fixed value; The frequency conversion check strategy is: Also, regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is based on fixed values ​​and preliminary assessment estimates. As well as the standard threshold, the frequency of the frequency conversion check is obtained by: In the formula, Indicates the fixed value preset in the regular inspection strategy. Represents the second error correction factor, ranging from 0 to 1. Represents the standard threshold, int is the rounding function; The comprehensive evaluation module obtains and calculates the average of the final and midterm scores of each student at the end of each semester, and compares the average score of each subject with the corresponding standard line. It also obtains the number of subjects that do not meet the standard and the number of subjects that do not meet the standard repeatedly. Combined with the corresponding student's comprehensive communication index I in the next semester, it generates the estimated value of the corresponding student's comprehensive evaluation ; Generate the estimated value of the comprehensive assessment of the corresponding students The formula is as follows: In the formula, They represent the number of subjects that failed to meet the standard for the second time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the student speaks in class, the teacher's rating, and the classmate's rating in the next semester, respectively. The weight coefficients are: , , It represents the second constant correction coefficient, and its value is 1; Compare the calibration module and estimate the comprehensive evaluation value of the current corresponding student Compared with the previous year's comprehensive evaluation estimate For comparison, the current estimated comprehensive assessment value of the corresponding students Does not exceed the estimated value of the comprehensive evaluation of the previous year When the student is in the learning state, the calibration strategy is implemented to calibrate the student for individual teaching.

2. A method for comprehensive quality assessment of students, using the system in claim 1, characterized in that: The steps include: S1. At the beginning of the semester, obtain the average scores of the corresponding students in each subject in the previous year, and compare each average with the preset standard line. If the average score of any subject does not reach the corresponding standard line, implement the goal setting strategy; The goal setting strategies implemented were: According to the difference between the average score of the subjects that did not reach the standard and the corresponding standard, a weekly review plan is formulated according to the pre-built rule engine. The formula for the weekly review time of the corresponding subject is: In the formula, represents the weekly review time for the corresponding subject, k represents the corresponding subject, Indicates the basic learning time, Represents the first error correction factor, ranging from 0 to 1. It represents the average score of the corresponding subject in the previous year. Indicates the standard line of the corresponding subject; Obtain the communication data set of the corresponding student in the previous year, and generate the communication comprehensive index I of the corresponding student based on the preprocessed communication data set, compare the communication comprehensive index I with the preset index threshold, and execute the target adjustment strategy under the condition that the communication comprehensive index I does not exceed the index threshold; The communication data set of the corresponding student in the previous year includes: the number of times the corresponding student spoke in class in the previous year, the teacher's score and the classmate's score; the process of preprocessing the communication data set is: dimensionless processing the number of times the corresponding student spoke in class in the previous year, the teacher's score and the classmate's score; The formula for generating the corresponding student's comprehensive communicative index I is as follows: In the formula, They represent the number of times the corresponding student spoke in class last year, the teacher's rating, and the classmate's rating. The weight coefficients are: ; The target adjustment strategy implemented is: According to the numerical difference between the comprehensive communication index I and the index threshold, the students who are judged to have substandard communication ability are ranked, and a ranking table is generated and output. In the ranking table, the students with larger numerical differences are ranked higher, and the students in the ranking table are questioned and named; The calculation formula for the numerical difference is: numerical difference = index threshold - comprehensive communication index I; S2. In the middle of the semester, obtain and calculate the average of each student's mid-term scores and the average scores of each subject in the previous semester, and compare the average with the corresponding standard line of each subject again, extract the number of non-standard subjects and the number of repeated non-standard subjects among the corresponding students, and combine the corresponding student's comprehensive communication index I in the previous semester to generate the corresponding student's preliminary evaluation estimate ; The formula for calculating the average of each student's midterm score and the average score of each subject in the previous semester is: In the formula, It represents the average of the corresponding student's mid-term score and the average score of each subject in the previous semester. Indicates the midterm score of the corresponding subject. It represents the average score of the corresponding subject in the last semester; Generate preliminary assessment estimates for the corresponding students The formula is as follows: In the formula, They represent the number of subjects that failed to meet the standard for the first time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the corresponding student spoke in class last semester, the teacher's rating, and the classmate's rating. The weight coefficients are: , , It represents the first constant correction coefficient, and its value is 1; S3. Estimated value of the initial assessment of the corresponding students Compared with the preset standard threshold, the initial evaluation estimate If the threshold is exceeded, the regular inspection strategy is executed; if the initial evaluation estimate If the standard threshold is not exceeded, an early warning signal is issued and the frequency conversion inspection strategy is executed; The regular inspection strategy is: Regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is a preset fixed value; The frequency conversion check strategy is: Also, regularly check whether the corresponding students are reviewing the subject according to the weekly review plan in the goal setting strategy, and the frequency of regular checks is based on fixed values ​​and preliminary assessment estimates. As well as the standard threshold, the frequency of the frequency conversion check is obtained by: In the formula, Indicates the fixed value preset in the regular inspection strategy. Represents the second error correction factor, ranging from 0 to 1. Represents the standard threshold, int is the rounding function; S4. At the end of the semester, obtain and calculate the average of the final and midterm scores of each student in each subject, and compare the average score of each subject with the corresponding standard line. Secondarily obtain the number of subjects that do not meet the standard and the number of repeated subjects that do not meet the standard. Combined with the corresponding student's comprehensive communication index I in the next semester, generate the corresponding student's comprehensive evaluation estimate ; Generate a comprehensive assessment estimate for the corresponding student The formula is as follows: In the formula, They represent the number of subjects that failed to meet the standard for the second time and the number of subjects that failed to meet the standard repeatedly among the corresponding students, They represent the number of times the student speaks in class, the teacher's rating, and the classmate's rating in the next semester, respectively. The weight coefficients are: , , It represents the second constant correction coefficient, and its value is 1; S5. Estimated value of the comprehensive assessment of the current corresponding student Compared with the previous year's comprehensive evaluation estimate For comparison, the current estimated comprehensive assessment value of the corresponding students Does not exceed the estimated value of the comprehensive evaluation of the previous year When the student is in the learning state, the calibration strategy is implemented to calibrate the student for individual teaching.

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