Teaching quality evaluation system and method

Abstract

The invention relates to the technical field of education management, and discloses a teaching quality evaluation system and method, the evaluation system is composed of a knowledge point hierarchical management module, a teaching activity design and mapping module, a test question design and mapping module, a feedback module, a data analysis and report module and a feedback loop module. Knowledge points are divided into different levels including basic understanding, application ability, analysis ability and comprehensive ability, the system more comprehensively evaluates mastering conditions of students on different levels, clear evaluation standards and targets are set for each level, teachers and students are helped to clearly understand specific learning requirements, and the learning efficiency is improved. Teaching activities and evaluation are designed and implemented in a more targeted manner, it is ensured that students can achieve expected goals on all levels, and the beneficial effects that each knowledge point is subdivided into basic understanding, application ability, analysis ability and comprehensive ability, and different levels of each knowledge point are evaluated are achieved.

Description

Technical Field

[0001] The present invention relates to the technical field of education management, and in particular to a teaching quality evaluation system and method. Background Art

[0002] Teaching quality assessment is a key component of daily school work. Evaluating a teacher's teaching quality is a common challenge in school management. Currently, there are three main methods for evaluating teacher teaching quality: 1. Leadership evaluation, 2. Peer evaluation, and 3. Student evaluation. These methods primarily rely on subjective scoring based on feedback from diverse groups, lacking an objective evaluation system or a practical, implemented evaluation plan.

[0003] To address these technical issues, a teaching quality assessment method, published in the prior art with publication number CN 110991904 A, quantifies teaching quality using the final teaching quality metric R = (PKN + EKN) / TKN, where PKN = the number of process-evaluated knowledge points, EKN = the number of final-evaluated knowledge points, and TKN = the total amount of knowledge points in the syllabus. This method achieves objective evaluation of teaching quality, avoiding the subjective bias often found in current teaching quality assessments.

[0004] However, this method mainly focuses on the number and coverage of knowledge points, but does not take into account the depth and degree of understanding of the knowledge points. The depth of understanding of a knowledge point may be more important than its number. Simply calculating the number of knowledge points may not fully reflect students' actual mastery and the effectiveness of teaching. At the same time, this method depends on the degree of correlation between the design of teaching activities and test questions and the knowledge points in the syllabus. In practice, teaching activities and test question design are affected by many factors: teachers' teaching style and students' feedback. These factors lead to the degree of correlation between the actual situation and the syllabus. Summary of the Invention

[0005] Technical issues solved:

[0006] In response to the shortcomings of existing technologies, the present invention provides a teaching quality assessment system and method, which has the advantages of subdividing each knowledge point into basic understanding, application ability, analytical ability and comprehensive ability, and evaluating different levels of each knowledge point; using formative evaluation and summative evaluation to more comprehensively understand students' learning progress, etc., and solves the problems of the above technologies.

[0007] Technical solution:

[0008] To achieve the above-mentioned object, the present invention provides the following technical solutions: a teaching quality evaluation system, the evaluation system comprising a knowledge point hierarchy management module, a teaching activity design and mapping module, a test question design and mapping module, a feedback module, a data analysis and reporting module, and a feedback loop module;

[0009] The knowledge point level management module is used to define the basic understanding, application ability, analytical ability and comprehensive ability levels of knowledge points, refine the evaluation criteria and objectives of each knowledge point, and link the knowledge points with specific levels in the syllabus;

[0010] The teaching activity design and mapping module is used to design teaching activities, map them with the knowledge points in the syllabus, and analyze the matching degree between teaching activities and knowledge points;

[0011] The test question design and mapping module is used to design test questions, associate them with knowledge points in the syllabus, and analyze the matching effect between test questions and knowledge points;

[0012] The feedback module is used for formative evaluation, recording students' performance in classroom activities, homework, and projects, providing real-time feedback, and conducting summative evaluation. Through midterm and final exams, the number of process evaluation knowledge points (PKN) and the number of final evaluation knowledge points (EKN) are calculated.

[0013] The data analysis and reporting module is used to summarize the data from each module, including the mastery of knowledge points, teaching activities and the design effects of test questions, and generate analysis reports including the coverage of knowledge points, the depth of students' mastery and the interactivity of teaching;

[0014] The feedback loop module is used to collect students' feedback on teaching activities and test questions, understand students' understanding and experience of knowledge points, collect teachers' teaching and evaluation feedback, and adjust teaching strategies and designs.

[0015] Preferably, the knowledge point hierarchical management module ,in Represents the index of a knowledge point, and its evaluation level is defined as:

[0016]

[0017] in:

[0018] For the knowledge points; For the application capability level; For the analytical capability level; For the comprehensive ability level;

[0019] The evaluation criteria for each level: ,in Indicates the level number and the evaluation criteria are evaluated using functions To define:

[0020]

[0021] in, It is the level Specific evaluation criteria;

[0022] For knowledge points No. levels.

[0023] Preferably, the association expression between knowledge points and teaching syllabus in the knowledge point hierarchical management module is:

[0024] Assume that the corresponding level in the syllabus is Tik, where k represents the level number in the syllabus. The relationship between the knowledge point and the syllabus is expressed as follows:

[0025]

[0026] in, Boolean value , indicating whether the knowledge point meets the requirements of the corresponding level in the syllabus;

[0027] The hierarchical refinement target expression is: Set the target value of each level to :

[0028]

[0029] in, It's a level The target value expected to be achieved.

[0030] Preferably, the calculation expression for the matching degree between teaching activities and knowledge points in the teaching activity design and mapping module is:

[0031] Setting up teaching activities ,in Represents the index of teaching activities, including several knowledge points The importance of each knowledge point in teaching activities is expressed by weight. Indicates that the teaching activity is calculated using the following expression And knowledge points Matching degree:

[0032]

[0033] in: For teaching activities and knowledge points degree of matching;

[0034] For knowledge points In teaching activities The importance weights in , range is [0, 1].

[0035] Preferably, the teaching activity design and mapping module calculates all teaching activities and specific knowledge points The overall matching degree is expressed as follows:

[0036]

[0037] in: For all teaching activities and knowledge points Overall matching degree;

[0038] For the The importance weight of each teaching activity ranges from [0, 1].

[0039] Preferably, the calculation expression for the correlation between the test questions and the knowledge points in the test question design and mapping module is:

[0040] Setting test questions ,in Represents the index of the test question, including several knowledge points The importance of each knowledge point in the test is expressed by weight Relevance score is expressed as Indicates that the test questions and knowledge points The correlation is expressed by the following formula:

[0041]

[0042] in: For test questions and knowledge points degree of relevance;

[0043] For the Knowledge points in the test questions The importance weight in , range is [0, 1];

[0044] The overall matching degree between the test questions and the syllabus is expressed as follows:

[0045]

[0046] Among them: knowledge points in the syllabus The weight of , calculation questions Overall alignment with the syllabus, For test questions Overall alignment with the syllabus; For knowledge points Weight of importance in the syllabus.

[0047] Preferably, the calculation expression of the number of process evaluation knowledge points PKN in the feedback module is:

[0048]

[0049] Among them: records of classroom activities, homework, projects, etc. ,in Represents the index of the record, each record involves multiple knowledge points ; Evaluate the number of knowledge points for the process; is the size of the set, indicating the total number of knowledge points.

[0050] Preferably, the expression for the mastery of knowledge points in the data analysis and reporting module is:

[0051]

[0052] Among them: students , Indicates the student's index, knowledge point , Indicates the index of the knowledge point, the student's knowledge point Mastery score express; For knowledge points Overall understanding of is the total number of students;

[0053] Setting up teaching activities ,in represents the index of teaching activities, and the design effect score of teaching activities is , the overall score of the teaching activity design effect is expressed by the following formula:

[0054]

[0055] in: For the overall design effect of teaching activities;

[0056] For the The importance weight of each teaching activity ranges from [0, 1].

[0057] Preferably, the feedback expression of students on teaching activities in the feedback loop module is: in Indicates the index of students, teaching activities ,in Represents the index of teaching activities, students’ The feedback rating of , the average feedback score of teaching activities is expressed by the following expression:

[0058]

[0059] in: For teaching activities Average feedback rating.

[0060] A teaching quality evaluation method, comprising the following steps:

[0061] Step 1: Knowledge Point Level Management: Define the assessment levels for each knowledge point, including basic understanding, application ability, analytical ability, and comprehensive ability. Detail the assessment criteria and objectives for each knowledge point, and link these knowledge points to specific levels in the syllabus.

[0062] Step 2: Design and Mapping Teaching Activities: Design teaching activities and map them to the knowledge points in the syllabus, analyzing the degree of match between teaching activities and knowledge points;

[0063] Step 3: Test Question Design and Mapping: Design test questions and link them to the knowledge points in the syllabus. Analyze the matching effect between test questions and knowledge points to ensure that the test questions can effectively assess students' mastery of the knowledge points.

[0064] Step 4, Feedback Module: Collect and record students' performance in classroom activities, homework, and projects, conduct process evaluation, and conduct summative evaluation through mid-term and final exams, and count the number of process evaluation knowledge points and the number of final evaluation knowledge points;

[0065] Step 5: Data Analysis and Reporting: Summarize the data from each module, including the mastery of knowledge points, teaching activities, and the effectiveness of test question design, and generate an analysis report covering the coverage of knowledge points, students' depth of mastery, and teaching interactivity;

[0066] Step 6. Feedback loop module: Collect students’ feedback on teaching activities and test questions, understand students’ understanding and experience of knowledge points, collect teachers’ teaching and evaluation feedback, adjust teaching strategies and designs based on feedback, and optimize teaching effects.

[0067] Compared with the existing technology, the present invention provides a teaching quality evaluation system and method, which has the following beneficial effects:

[0068] 1. The present invention divides knowledge points into different levels: basic understanding, application ability, analytical ability and comprehensive ability, so as to systematically and comprehensively evaluate students' mastery of knowledge at different levels. Clear evaluation standards and goals are set for each level to help teachers and students clearly understand the specific requirements of learning. Teaching activities and evaluations are designed and implemented more targeted to ensure that students can achieve the expected goals at all levels. By analyzing the evaluation results of each level, teachers can identify the students' weak links at a certain level and adjust the teaching strategies accordingly. If students perform poorly in application ability, teachers will add relevant exercises and case analysis to strengthen teaching in this aspect, thus achieving the beneficial effect of subdividing each knowledge point into basic understanding, application ability, analytical ability and comprehensive ability, and evaluating different levels of each knowledge point.

[0069] 2. The present invention combines formative evaluation with summative evaluation: formative evaluation focuses on performance in the process and can capture students' progress and difficulties in the learning process, while summative evaluation focuses on results and provides final learning outcomes. The dual evaluation mechanism comprehensively reflects students' learning progress, ensuring that teaching evaluation is both process-oriented and result-oriented. The detailed feedback obtained through formative evaluation helps teachers identify the individual learning needs of each student, and the results of summative evaluation provide overall learning outcomes. The combination of this information enables teachers to provide more targeted personalized guidance, support students' individual learning needs and progress, and achieve the beneficial effect of using formative and summative evaluations to more comprehensively understand students' learning progress. BRIEF DESCRIPTION OF THE DRAWINGS

[0070] Figure 1 It is a schematic diagram of the structure of the present invention; DETAILED DESCRIPTION

[0071] The following will clearly and completely describe the technical solutions in the embodiments of the present invention in conjunction with the accompanying drawings. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. All other embodiments obtained by ordinary technicians in this field based on the embodiments of the present invention without making any creative efforts shall fall within the scope of protection of the present invention.

[0072] See also Figure 1 , a teaching quality evaluation system, the evaluation system consists of a knowledge point hierarchical management module, a teaching activity design and mapping module, a test question design and mapping module, a feedback module, a data analysis and reporting module and a feedback loop module;

[0073] The knowledge point level management module is used to define the basic understanding, application ability, analytical ability and comprehensive ability levels of knowledge points, refine the evaluation criteria and objectives of each knowledge point, and link the knowledge points with specific levels in the syllabus;

[0074] The teaching activity design and mapping module is used to design teaching activities, map them with the knowledge points in the syllabus, and analyze the matching degree between teaching activities and knowledge points;

[0075] The test question design and mapping module is used to design test questions, associate them with knowledge points in the syllabus, and analyze the matching effect between test questions and knowledge points;

[0076] The feedback module is used for formative evaluation, recording students' performance in classroom activities, homework, and projects, providing real-time feedback, and conducting summative evaluation. Through midterm and final exams, the number of process evaluation knowledge points (PKN) and the number of final evaluation knowledge points (EKN) are calculated.

[0077] The data analysis and reporting module is used to summarize the data from each module, including the mastery of knowledge points, teaching activities and the design effects of test questions, and generate analysis reports including the coverage of knowledge points, the depth of students' mastery and the interactivity of teaching;

[0078] The feedback loop module is used to collect students' feedback on teaching activities and test questions, understand students' understanding and experience of knowledge points, collect teachers' teaching and evaluation feedback, and adjust teaching strategies and designs.

[0079] Refined assessment levels: By dividing knowledge points into different levels, the system can more comprehensively assess students' mastery of different aspects. The refined assessment method helps to identify students' deficiencies at a certain level, thereby making targeted teaching improvements.

[0080] Setting specific standards: Setting clear assessment criteria and objectives for each level helps teachers and students clearly understand the specific learning requirements. This allows teaching activities and assessments to be designed and implemented more targeted, ensuring that students achieve the expected goals at each level.

[0081] Feedback-driven: By analyzing the assessment results at each level, teachers can identify students' weaknesses at a specific level and adjust their teaching strategies accordingly. For example, if a student performs poorly in application skills, the teacher can add relevant exercises and case studies to strengthen teaching in this area.

[0082] Optimizing teaching activities: Analyzing the matching degree between knowledge points, teaching activities, and test questions ensures that teaching activities and assessment tools effectively cover all levels of knowledge points. This precise matching helps improve the relevance and effectiveness of teaching activities, thereby enhancing overall teaching effectiveness.

[0083] Personalized support: Through detailed hierarchical assessments, teachers can better understand each student's specific learning situation and provide personalized support and guidance. This approach better meets students' learning needs and improves their learning experience and satisfaction.

[0084] Data-driven decision-making: Systematic, hierarchical assessments provide detailed data, which is used for analysis and reporting, helping education administrators develop scientific teaching improvement plans. Through data-driven decision-making, educational institutions can more accurately improve teaching quality.

[0085] Formative assessment: By recording and evaluating students' performance in class activities, assignments, and projects in real time, formative assessment provides timely feedback. This immediate feedback helps students understand their current learning status, identify and correct problems, and make targeted improvements.

[0086] Summative assessments: Summative assessments, such as midterm and final exams, provide final data on students' performance during the learning process. This data helps teachers understand students' overall mastery of the content throughout the learning cycle, thereby assessing teaching effectiveness and student learning outcomes.

[0087] Combining formative and summative assessment: Formative assessment focuses on process performance, capturing students' progress and difficulties in the learning process, while summative assessment focuses on outcomes, providing ultimate learning outcomes. This dual assessment mechanism comprehensively reflects students' learning progress and ensures that teaching evaluation is both process-oriented and outcome-oriented.

[0088] Feedback during the learning process: Feedback from formative assessment helps students identify their strengths and weaknesses, prompting them to reflect and adjust themselves during the learning process. This continuous reflection helps students continuously optimize their learning strategies and methods during the learning process.

[0089] While embodiments of the present invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations may be made to these embodiments without departing from the principles and spirit of the invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. A teaching quality evaluation system, characterized in that: The evaluation system consists of a knowledge point hierarchical management module, a teaching activity design and mapping module, a test question design and mapping module, a feedback module, a data analysis and reporting module, and a feedback loop module; The knowledge point level management module is used to define the basic understanding, application ability, analytical ability and comprehensive ability levels of knowledge points, refine the evaluation criteria and objectives of each knowledge point, and link the knowledge points with specific levels in the syllabus; The teaching activity design and mapping module is used to design teaching activities, map them with the knowledge points in the syllabus, and analyze the matching degree between teaching activities and knowledge points; The test question design and mapping module is used to design test questions, associate them with knowledge points in the syllabus, and analyze the matching effect between test questions and knowledge points; The feedback module is used for formative evaluation, recording students' performance in classroom activities, homework, and projects, providing real-time feedback, and conducting summative evaluation. Through midterm and final exams, the number of process evaluation knowledge points (PKN) and the number of final evaluation knowledge points (EKN) are calculated. The data analysis and reporting module is used to summarize the data from each module, including the mastery of knowledge points, teaching activities and the design effects of test questions, and generate analysis reports including the coverage of knowledge points, the depth of students' mastery and the interactivity of teaching; The feedback loop module is used to collect students' feedback on teaching activities and test questions, understand students' understanding and experience of knowledge points, collect teachers' teaching and evaluation feedback, and adjust teaching strategies and designs.

2. A teaching quality evaluation system according to claim 1, characterized in that: The knowledge point hierarchical management module ,in Represents the index of a knowledge point, and its evaluation level is defined as: in: For the knowledge points; For the application capability level; For the analytical capability level; For the comprehensive ability level; The evaluation criteria for each level: ,in Indicates the level number and the evaluation criteria are evaluated using functions To define: in, It is the level Specific evaluation criteria; For knowledge points No. levels.

3. A teaching quality evaluation system according to claim 2, characterized in that: The association expression between knowledge points and teaching syllabus in the knowledge point hierarchical management module is: Assume that the corresponding level in the syllabus is Tik, where k represents the level number in the syllabus. The relationship between the knowledge point and the syllabus is expressed as follows: in, Boolean value , indicating whether the knowledge point meets the requirements of the corresponding level in the syllabus; The hierarchical refinement target expression is: Set the target value of each level to : in, It's a level The target value expected to be achieved.

4. A teaching quality evaluation system according to claim 3, characterized in that: The calculation expression of the matching degree between teaching activities and knowledge points in the teaching activity design and mapping module is: Setting up teaching activities ,in Represents the index of teaching activities, including several knowledge points The importance of each knowledge point in teaching activities is expressed by weight. Indicates that the teaching activity is calculated using the following expression and knowledge points Matching degree: in: For teaching activities and knowledge points degree of matching; For knowledge points In teaching activities The importance weights in , range is [0, 1].

5. A teaching quality evaluation system according to claim 4, characterized in that: The teaching activity design and mapping module calculates all teaching activities and specific knowledge points The overall matching degree is expressed as follows: in: For all teaching activities and knowledge points Overall matching degree; For the The importance weight of each teaching activity ranges from [0, 1].

6. A teaching quality evaluation system according to claim 5, characterized in that: The calculation expression of the correlation between test questions and knowledge points in the test question design and mapping module is: Setting test questions ,in Represents the index of the test question, including several knowledge points The importance of each knowledge point in the test is expressed by weight Relevance score is expressed as Indicates that the test questions and knowledge points The correlation is expressed by the following formula: in: For test questions and knowledge points degree of relevance; For the Knowledge points in the test questions The importance weight in , range is [0, 1]; The overall matching degree between the test questions and the syllabus is expressed as follows: Among them: knowledge points in the syllabus The weight of , calculation questions Overall alignment with the syllabus, For test questions Overall alignment with the syllabus; For knowledge points Weight of importance in the syllabus.

7. A teaching quality evaluation system according to claim 6, characterized in that: The calculation expression of the number of process evaluation knowledge points PKN in the feedback module is: Among them: records of classroom activities, homework, projects, etc. ,in Represents the index of the record, each record involves multiple knowledge points ; Evaluate the number of knowledge points for the process; is the size of the set, indicating the total number of knowledge points.

8. A teaching quality evaluation system according to claim 7, characterized in that: The expression of the knowledge point mastery in the data analysis and reporting module is: Among them: students , Indicates the student's index, knowledge point , Indicates the index of the knowledge point, the student's knowledge point Mastery score express; For knowledge points Overall understanding of is the total number of students; Setting up teaching activities ,in represents the index of teaching activities, and the design effect score of teaching activities is , the overall score of the teaching activity design effect is expressed by the following formula: in: For the overall design effect of teaching activities; For the The importance weight of each teaching activity ranges from [0, 1].

9. A teaching quality evaluation system according to claim 8, characterized in that: The feedback expression of students on teaching activities in the feedback loop module is: in Indicates the index of students, teaching activities ,in Represents the index of teaching activities, students’ The feedback rating of , the average feedback score of teaching activities is expressed by the following expression: in: For teaching activities Average feedback rating.

10. A teaching quality evaluation method, characterized in that: The evaluation method is used in the evaluation system of claim 1, and the evaluation method comprises the following steps: Step 1: Knowledge Point Level Management: Define the assessment levels for each knowledge point, including basic understanding, application ability, analytical ability, and comprehensive ability. Detail the assessment criteria and objectives for each knowledge point, and link these knowledge points to specific levels in the syllabus. Step 2: Design and Mapping Teaching Activities: Design teaching activities and map them to the knowledge points in the syllabus, analyzing the degree of match between teaching activities and knowledge points; Step 3: Test Question Design and Mapping: Design test questions and link them to the knowledge points in the syllabus. Analyze the matching effect between test questions and knowledge points to ensure that the test questions can effectively assess students' mastery of the knowledge points. Step 4, Feedback Module: Collect and record students' performance in classroom activities, homework, and projects, conduct process evaluation, and conduct summative evaluation through mid-term and final exams, and count the number of process evaluation knowledge points and the number of final evaluation knowledge points; Step 5: Data Analysis and Reporting: Summarize the data from each module, including the mastery of knowledge points, teaching activities, and the effectiveness of test question design, and generate an analysis report covering the coverage of knowledge points, students' depth of mastery, and teaching interactivity; Step 6. Feedback loop module: Collect students’ feedback on teaching activities and test questions, understand students’ understanding and experience of knowledge points, collect teachers’ teaching and evaluation feedback, adjust teaching strategies and designs based on feedback, and optimize teaching effects.

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