Evaluation system and method based on student vocational ability

Abstract

The invention discloses an evaluation system and method based on vocational ability of students, and belongs to the technical field of education. The invention discloses a student vocational ability evaluation system and method. The system comprises a student information management module, a practical training management module, a multi-dimensional vocational ability evaluation module, a school-enterprise integrated post competency and vocational accomplishment evaluation module and a vocational development planning module. An evaluation-planning-promotion closed-loop system is constructed by integrating school status data, virtual simulation and entity practical training, enterprise tutor scoring, post ability knowledge graph and dynamic employment trend analysis. The method effectively solves the problems of single dimension, school-enterprise disjunction, lack of dynamics and the like of a traditional evaluation system, is suitable for comprehensive evaluation and precise cultivation of vocational ability of students in vocational colleges, and can remarkably improve employment competitiveness of the students and educational resource allocation efficiency.

Description

Technical Field

[0001] The present invention belongs to the field of educational technology, and particularly relates to a student vocational ability evaluation system and method. Background Art

[0002] Vocational ability evaluation is the core link of vocational education and directly affects the quality of talent cultivation. With the accelerating industrial upgrading, the demand for compound skilled talents by enterprises has increased sharply, and traditional evaluation methods are difficult to meet the precise and dynamic teaching needs.

[0003] Currently, the evaluation of students' vocational abilities in the field of vocational education generally has the following problems: the evaluation dimensions are single, and traditional methods mainly rely on academic performance and static certificates, making it difficult to comprehensively reflect core vocational abilities such as practical skills and job suitability; there is a serious disconnection between schools and enterprises, there is an information gap between enterprise needs and school training systems, and the evaluation criteria lag behind the speed of industrial upgrading; there is a lack of dynamic adjustment, and the existing evaluation system cannot optimize the training plan in real time according to industry changes and students' growth trajectories; there is a phenomenon of data islands, and data such as student status, training, and enterprise internships are stored separately, lacking systematic integration and in-depth analysis.

[0004] With the advancement of the "National Vocational Education Reform Implementation Plan", the vocational education evaluation system urgently needs to transform towards the direction of "integration of production and education, dynamic diagnosis, and precise cultivation". Summary of the Invention

[0005] In response to the above pain points, the present invention constructs an intelligent evaluation system covering the entire process of "data collection - ability assessment - planning and improvement" to achieve dynamic docking of vocational ability evaluation and industrial needs.

[0006] The present invention provides the following solutions:

[0007] A student vocational ability evaluation system, characterized by comprising: a student information management module, a training management module, a multi-dimensional vocational ability evaluation module, a school-enterprise integration-based job competence and vocational quality evaluation module, and a vocational development planning module;

[0008] The student information management module includes a basic information entry unit, a vocational goal unit, a learning experience unit, and a certificate information unit;

[0009] The training management module includes a training project library unit, an operation monitoring unit, and a training report generation unit;

[0010] The multi-dimensional vocational ability evaluation module includes an academic performance analysis unit, a training project assessment unit, a vocational qualification certification unit, and an enterprise internship evaluation unit;

[0011] The school-enterprise integration-based post competence and professional quality evaluation module includes an enterprise tutor scoring unit, a post competence analysis unit, and an industry standard docking unit;

[0012] The career development planning module includes a vocational interest assessment unit, an employment trend prediction unit, and a personalized path planning unit.

[0013] Preferably, the basic information entry unit obtains student information from the school's student status management system and the national public security identity information system, and conducts identity verification during entry to ensure the accuracy and authenticity of the information; the career goal unit allows students to enter their career directions and job expectations, that is, the industries they want to engage in and the specific job names; the learning experience unit collects students' learning and educational experiences, including the schools they attended, the majors they studied, the enrollment time and graduation time, and at the same time collects the vocational training experiences students participated in, that is, the names of training courses and training contents; the certificate information unit collects the vocational qualification certificate information obtained by students, including the certificate name, the issuing agency, the validity period, and the certificate level information.

[0014] Preferably, the training project library unit includes virtual simulation projects and physical operation projects. The virtual simulation projects use digital twin technology to build virtual factories, virtual projects, and virtual laboratories, allowing students to conduct training operations in a virtual environment without time and venue restrictions. The physical operation projects rely on the equipment and venues provided by the school, enterprises, and government to conduct training operations. The operation monitoring unit collects data of students during the training project library unit in real time through sensors and camera devices. The training report generation unit analyzes and summarizes the training process and results of students based on the data collected by the operation monitoring unit, and generates a report containing the training purpose, operation steps, result analysis, overall problems, and improvement directions.

[0015] Preferably, the course grade analysis unit analyzes the performance of students in different courses by collecting the grade scores of students in different courses in the school, finds out the students' strong and weak subjects. The training project evaluation unit comprehensively evaluates the practical skills of students based on the data collected by the operation monitoring unit on the operation standardization, accuracy, and proficiency of students in the training project, and at the same time combines the report output by the training report generation unit. The vocational qualification certification unit extracts the data entered by students in the certificate information unit and docks with the national certificate query system to verify whether students have obtained the corresponding vocational qualification certificates. The enterprise internship evaluation unit introduces real evaluations from enterprises and analyzes the performance of students in terms of work attitude, professional skills, and teamwork ability during the internship period through the real evaluations of enterprises.

[0016] Preferably, the enterprise mentor evaluation unit refers to enterprise experts scoring students' various ability indicators based on their performance during internship in the enterprise and their understanding of students' professional abilities. The enterprise mentor's scoring is more in line with the industry's recognition, and students can also improve themselves based on the enterprise mentor's scoring to better meet the company's actual recruitment needs. The job competency analysis unit builds a job competency requirement knowledge map by collecting industry recruitment information over the years and the latest national occupational standards released by the country, analyzes the match between the current students' existing abilities and the target positions, and generates a list of individual ability shortcomings and improvement plans based on the degree of match. The industry docking unit pays real-time attention to changes in industry trends and relevant national standards, and adjusts evaluation indicators and weights in a timely manner to ensure that the evaluation standards are synchronized with industry needs.

[0017] Preferably, the career interest assessment unit understands the students' career interest tendencies through questionnaires, and analyzes the current career types suitable for students based on the students' answers. The employment trend prediction unit analyzes the changes in demand for different positions in the future by collecting recent industry reports, corporate recruitment information and government policy and regulatory data. Based on the analysis results, the unit recommends in-demand skill courses and career directions with good employment prospects to students, and optimizes path planning. The personalized path planning unit generates a personalized learning path for students based on the results of the multi-dimensional career ability assessment module and the suggestions of the employment trend prediction unit. The learning path includes recommended courses, practical training projects and training activities to help students improve their career abilities in a targeted manner. At the same time, a learning progress feedback mechanism for students is constructed to dynamically adjust the learning path according to the students' actual situation, forming a closed-loop mechanism of "evaluation-planning-improvement" to help students obtain job opportunities.

[0018] A method for using a student professional competence evaluation system, the steps are as follows:

[0019] S1. The student information management module automatically obtains and verifies identity information from the school's student registration system and public security system. Students need to fill in their career goals, educational background, training experience, and professional qualification certificate details;

[0020] S2, the training management module provides two training methods: virtual simulation scene and physical operation. It records the operation data in real time through sensors and cameras, and automatically generates a training report containing operation normative analysis, problem summary and improvement suggestions;

[0021] S3, the multi-dimensional assessment module integrates course performance analysis, practical training operation evaluation, national certificate authenticity verification, and enterprise internship evaluation to form a comprehensive ability assessment report;

[0022] S4. In the school-enterprise integration-based post competence and professional quality evaluation module, enterprise experts are directly involved in scoring. By analyzing the matching degree between students' existing abilities and target positions through the post ability map, a list of personal ability shortboards is generated, and the evaluation criteria are adjusted in real time according to industry dynamics.

[0023] S5. In the career planning module, the career interest type is tested through a questionnaire. Combining industry trend reports and policy data, the employment prospects are predicted, a personalized learning path including recommended courses, practical training, and training is generated, and the ability improvement is dynamically adjusted according to the learning progress until a closed loop is formed.

[0024] Compared with the prior art, the advantages of the present invention are as follows:

[0025] (1) School-enterprise dual evaluation system: Introduce an enterprise tutor scoring mechanism. Through the post ability knowledge map, accurately match students' abilities with job requirements, solve the problem that traditional evaluations are divorced from industrial reality, and the industry standard docking unit tracks changes in policies and regulations in real time to ensure that the evaluation indicators are updated synchronously with the latest professional standards.

[0026] (2) Virtual-real integration training mode: The virtual simulation project uses digital twin technology to construct a virtual factory environment, breaking through time and space limitations. The physical operation project integrates government, industry, and enterprise resources to form a multi-level training system. The operation monitoring unit collects operation data through Internet of Things devices and generates a training report containing improvement suggestions through AI analysis.

[0027] (3) Personalized ability improvement closed loop: The career development planning module generates a dynamic learning path including recommended courses and practical training projects based on multi-dimensional evaluation results and employment trend predictions. The learning progress feedback mechanism realizes continuous optimization of "evaluation - planning - improvement" to form a positive cycle of ability improvement. Brief Description of the Drawings

[0028] Figure 1 It is a schematic structural diagram of the system according to an embodiment of the present invention;

[0029] Figure 2 It is a schematic flowchart of the method according to an embodiment of the present invention. Detailed Embodiments

[0030] Next, the technical solutions in the embodiments of the present invention will be clearly and completely described in conjunction with the accompanying drawings in the embodiments of the present invention. Obviously, the described embodiments are only a part of the embodiments of the present invention, rather than all the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative efforts fall within the protection scope of the present invention.

[0031] Embodiment 1

[0032] In this embodiment, a student vocational ability evaluation system includes: a student information management module, a training management module, a multi-dimensional vocational ability assessment module, a school-enterprise integration-based job competency and professional quality evaluation module, and a vocational development planning module.

[0033] The student information management module includes a basic information entry unit, a vocational goal unit, a learning experience unit, and a certificate information unit:

[0034] The basic information entry unit: Connects to the school's student status management system and the national public security identity information system, automatically obtains basic information such as the student's name and ID number, and verifies the authenticity of the information through face recognition or student status number.

[0035] The vocational goal unit: The student fills in the target industry through the interactive interface, such as intelligent manufacturing, and the specific job name, such as industrial robot engineer. The system provides a drop-down menu for industry classification, such as the "Classification of National Economic Industries" GB / T 4754-2022 standard.

[0036] The learning experience unit: Records the student's educational background, such as entering a certain university's mechanical engineering major in 2020 and graduating in 2024; and vocational training experience, such as an industrial robot operation training course, covering PLC programming and robotic arm control.

[0037] The certificate information unit: Enters the vocational qualification certificates obtained by the student, such as the third-level electrician certificate, issued by XX Vocational Skills Appraisal Center, with an expiration date until 2027, and automatically connects to the national vocational qualification certificate query system to verify the authenticity of the certificate.

[0038] The training management module includes a training project library unit, an operation monitoring unit, and a training report generation unit:

[0039] The training project library unit: Includes virtual simulation projects, constructs a virtual automobile production line scene based on digital twin technology, and students can perform operations such as equipment assembly and troubleshooting through VR devices, and the system simulates physical feedback in real time; also includes physical operation projects, relying on the school-enterprise co-built intelligent manufacturing training base, providing physical equipment such as industrial robots and PLC programmable consoles, and students can perform actual programming and debugging.

[0040] The operation monitoring unit: Monitors the operation force through pressure sensors and records the operation trajectory through cameras, and collects training data, such as the time and number of errors when students assemble parts in the virtual scene.

[0041] The training report generation unit: Automatically generates a report, including operation normality scores such as 90% completeness of assembly steps, summary of typical problems such as frequent electrical wiring errors, and improvement suggestions such as suggesting strengthening the training of reading circuit diagrams.

[0042] The multi-dimensional professional ability evaluation module includes an academic performance analysis unit, a training project assessment unit, a vocational qualification certification unit, and an enterprise internship evaluation unit:

[0043] Academic performance analysis unit: Import students' scores in each subject from the academic affairs system. For example, the score of "Mechanical Design Basics" is 85 points and the score of "Hydraulics and Pneumatics Technology" is 72 points, and visually display the advantages and disadvantages of the subject through a radar chart;

[0044] Training project assessment unit: Combine operation monitoring data and training reports to calculate the comprehensive score of practical skills. For example, the proficiency level of robot programming is B level;

[0045] Vocational qualification certification unit: Automatically screen certificates that have not passed the verification. For example, an invalid welder's certificate, and remind students to supplement materials;

[0046] Enterprise internship evaluation unit: Connect to the enterprise HR system to obtain evaluations during the internship, such as excellent work attitude and good teamwork, and generate an ability radar chart.

[0047] The school-enterprise integration-based job competency and professional quality evaluation module includes an enterprise tutor scoring unit, a job competency analysis unit, and an industry standard docking unit:

[0048] Enterprise tutor scoring unit: Enterprise tutors score students' internship performance through the mobile terminal. For example, the professional skill score is 8.5 points (out of 10), and the scoring standard is consistent with the industry talent white paper;

[0049] Job competency analysis unit: Based on industry recruitment data, such as industrial robot engineers need to master PLC programming and mechanical drawing, construct a knowledge graph, compare students' abilities to generate a shortcoming list, such as insufficient mechanical drawing ability and a matching degree of 70%, and recommend targeted courses;

[0050] Industry standard docking unit: Dynamically update evaluation indicators. For example, adjust the weight of industrial robot maintenance skills according to the new version of the "Occupational Standard for Intelligent Manufacturing Engineers".

[0051] The career development planning module includes a career interest assessment unit, an employment trend prediction unit, and a personalized path planning unit:

[0052] Career interest assessment unit: Analyze students' interest types through a career interest test questionnaire. For example, realistic - research type, and recommend matching positions such as automation equipment R & D engineers;

[0053] Employment trend prediction unit: Based on big data analysis, predict the job demand in the next 3 years. For example, the demand for industrial robot operation and maintenance positions is expected to increase by 30%, and recommend scarce courses such as industrial Internet of Things technology;

[0054] Personalized Path Planning Unit: Generate a dynamic learning plan, such as completing PLC advanced training in the first quarter of 2024 and participating in practical training for the intelligent warehousing project in the second quarter, and automatically adjust according to the learning progress. For example, if the practical training assessment fails, extend the training period to form a closed-loop of evaluation, planning, improvement, and re-evaluation.

[0055] A usage method of a student vocational ability evaluation system is as follows:

[0056] S1. The student information management module automatically obtains identity information from the school student status system and the public security system for verification. Students need to fill in career goals, educational backgrounds, training experiences, and details of vocational qualification certificates.

[0057] S2. The practical training management module provides two practical training methods: virtual simulation scenarios and physical operations. It records operation data in real time through sensors and cameras and automatically generates a practical training report containing analysis of operation standardization, problem summary, and improvement suggestions.

[0058] S3. The multi-dimensional evaluation module integrates curriculum performance analysis, practical training operation evaluation, verification of the authenticity of national certificates, and enterprise internship evaluation to form a comprehensive ability evaluation report.

[0059] S4. The school-enterprise integration-based post competency and professional quality evaluation module introduces direct scoring by enterprise experts, analyzes the matching degree between students' existing abilities and target positions through the post ability map, generates a list of personal ability shortboards, and adjusts the evaluation criteria in real time according to industry dynamics.

[0060] S5. The career planning module tests career interest types through questionnaires, predicts employment prospects by combining industry trend reports and policy data, generates a personalized learning path including recommended courses, practical training, and training, and dynamically adjusts according to the learning progress to form ability improvement until a closed-loop.

[0061] Example 2

[0062] Learning Path Optimization:

[0063] When the student completes the recommended course, the system automatically obtains the course completion score, such as 88 points, and immediately updates the ability map.

[0064] If a new skill requirement is detected for a certain job demand, such as the addition of "solid-state battery technology" in 2024, the system triggers a path adjustment and adds relevant micro-certification training.

[0065] For example, through the learning analysis model, it is predicted that the student currently needs 4 months to complete the goal, and the system recommends accelerating the practical training frequency, such as increasing the number of physical operations by 1 per week.

[0066] The foregoing has shown and described the basic principles, main features and advantages of the present invention. Those skilled in the art should understand that the present invention is not limited by the above embodiments, and the above embodiments and the descriptions in the specification are only preferred examples of the present invention and are not used to limit the present invention. Without departing from the spirit and scope of the present invention, the present invention will have various changes and improvements, and these changes and improvements all fall within the scope of the present invention claimed. The scope of the present invention claimed is defined by the appended claims and their equivalents.

Claims

1. An evaluation system for students' professional capabilities, characterized in that, Including: Student information management module, training management module, multi-dimensional vocational ability evaluation module, school-enterprise integrated post competence and professional quality evaluation module, career development planning module; The student information management module includes a basic information entry unit, a career goal unit, a learning experience unit, and a certificate information unit; The training management module includes a training project library unit, an operation monitoring unit, and a training report generation unit; The multi-dimensional vocational ability evaluation module includes a course performance analysis unit, a training project evaluation unit, a vocational qualification certification unit, and an enterprise internship evaluation unit; The school-enterprise integrated post competence and professional quality evaluation module includes an enterprise tutor scoring unit, a post competence analysis unit, and an industry standard docking unit; The career development planning module includes a vocational interest assessment unit, an employment trend prediction unit, and a personalized path planning unit.

2. The student vocational ability evaluation system according to claim 1, wherein: The basic information entry unit obtains student information from the school's student status management system and the national public security identity information system, and conducts identity verification during entry to ensure the accuracy and authenticity of the information; the career goal unit allows students to enter their career directions and job expectations, that is, the industries they want to engage in and the specific job names; the learning experience unit collects students' learning and educational experiences, including the schools attended, majors studied, enrollment time, and graduation time, and also collects students' vocational training experiences they have participated in, that is, the names of training courses and training contents; the certificate information unit collects students' vocational qualification certificate information, including the certificate name, issuing agency, validity period, and certificate level information.

3. The student vocational ability evaluation system according to claim 1, wherein: The training project library unit includes virtual simulation projects and physical operation projects. The virtual simulation projects use digital twin technology to build virtual factories, virtual projects, and virtual laboratories for students to conduct training operations in a virtual environment without time and site restrictions. The physical operation projects rely on the equipment and sites provided by the school, government, and enterprises for training operations. The operation monitoring unit collects data of students during the training project library unit process in real time through sensors and camera devices. The training report generation unit analyzes and summarizes the training process and results of students based on the data collected by the operation monitoring unit, and generates a report including training objectives, operation steps, result analysis, overall problems, and improvement directions.

4. A student vocational ability evaluation system according to claim 1, characterized in that: The academic performance analysis unit analyzes the students' performance in different courses through the school's collection of students' grades and scores, and finds out the students' strengths and weaknesses in the subjects. The practical training project evaluation unit evaluates the students' operational standardization, accuracy and proficiency in the practical training projects based on the data collected by the operation monitoring unit, and at the same time conducts a comprehensive evaluation of the students' practical skills in combination with the report output by the practical training report generation unit. The professional qualification certification unit extracts the data entered by the students in the certificate information unit and connects it to the national certificate query system to verify whether the students have obtained the corresponding professional qualification certificates. The enterprise internship evaluation unit introduces the real evaluation of the enterprise, and analyzes the students' performance in work attitude, professional skills and teamwork ability during the internship through the real evaluation of the enterprise.

5. The student professional competence evaluation system according to claim 1 is characterized by: The enterprise mentor evaluation unit refers to the enterprise experts scoring students' various ability indicators based on their performance during the internship in the enterprise and their understanding of the students' professional abilities. The enterprise mentor's scoring is more in line with the industry's recognition, and students can also improve themselves based on the enterprise mentor's scoring to better meet the company's actual recruitment needs. The job competency analysis unit builds a job competency requirement knowledge map by collecting industry recruitment information over the years and the latest national occupational standards released by the country, analyzes the match between the current students' existing abilities and the target positions, and generates a list of individual ability shortcomings and improvement plans based on the degree of match. The industry docking unit pays real-time attention to changes in industry trends and relevant national standards, and adjusts evaluation indicators and weights in a timely manner to ensure that the evaluation standards are synchronized with industry needs.

6. The student professional competence evaluation system according to claim 1 is characterized in that: The career interest assessment unit understands students' career interest tendencies through questionnaires, and analyzes the current career types suitable for students based on their answers. The employment trend prediction unit analyzes the changes in demand for different positions in the future by collecting recent industry reports, corporate recruitment information and government policy and regulatory data. Based on the analysis results, it recommends in-demand skill courses and career directions with good employment prospects to students and optimizes path planning. The personalized path planning unit generates personalized learning paths for students based on the results of the multi-dimensional career ability assessment module and the suggestions of the employment trend prediction unit. The learning path includes recommended courses, practical training projects and training activities to help students improve their career abilities in a targeted manner. At the same time, a learning progress feedback mechanism for students is established to dynamically adjust the learning path according to the actual situation of the students, forming a closed-loop mechanism of "evaluation-planning-improvement" to help students obtain job opportunities.

7. A method for evaluating students' vocational abilities, which is applied to the evaluation system according to any one of claims 1-6, characterized in that The following steps are involved: S1. The student information management module automatically obtains and verifies identity information from the school's student registration system and public security system. Students need to fill in their career goals, educational background, training experience, and professional qualification certificate details; S2. The training management module provides two training methods: virtual simulation scenarios and physical operations. It records operation data in real time through sensors and cameras, and automatically generates a training report that includes an analysis of operation standardization, problem summary, and improvement suggestions. S3. The multi-dimensional evaluation module integrates course performance analysis, training operation evaluation, verification of the authenticity of national certificates, and enterprise internship evaluation to form a comprehensive ability evaluation report. S4. The school-enterprise integration-based job competency and professional quality evaluation module introduces direct scoring by enterprise experts, analyzes the matching degree between students' existing abilities and target positions through a job ability map, generates a list of personal ability shortboards, and adjusts the evaluation criteria in real time according to industry dynamics. S5. The career planning module tests career interest types through questionnaires, predicts employment prospects by combining industry trend reports and policy data, generates a personalized learning path that includes recommended courses, training, and training, and dynamically adjusts according to the learning progress to form an ability improvement until it closes the loop.

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