摘要
形成性考核是指对学习者学习过程的全面测评,在病理学学习过程中,我们随机抽取一个班级,实验组30人,对照组29人,实验组完成形成性成绩测试,对照组正常授课。将两组学生所得的期末成绩进行对比分析,同时分别发放问卷进行调查了解学生对于学习病理的兴趣与学习效果自我评价。实验结果显示:实验组学生平均分高于对照组,两者相比有统计学差异(P<0.01)。同时将实验组学生形成性成绩与期末考试进行相关性分析,结果显示两者呈正相关(Spearman'srho=0.6443,Prob>|t|=0.0001)。调查问卷显示实验组学生对病理学学习兴趣浓厚,学习效果明显提高;教师亦反馈实验组学生更加注重平时的自主学习。形成性考核有力地提高了学生学习病理学的积极性,有效地提高了病理学学习的质量。
Formative assessment refers to a comprehensive evaluation of the study process. In the study of pathology, we selected a class randomly, 30 people for the experimental group, and 29 for the control group. People of the experimental group received formative assessment, another group received normal teaching. Final results from the two groups were analyzed. At the same time a questionnaire survey were conducted to understand students interest in studying pathologyl and the effects. The results showed that： average of the experimental group were higher than that of the control group, the difference was significant （P 〈0.01 ）, and there was a positive correlation between the formative assessment and the final results of the experimental group （Spearman＇s rho = 0.644 3, Prob〉 ｜ t｜ = 0.000 1）. The questionnaire showed that students in the experimental group were more interested in pathology study, and the learning was improved obviously. Teachers said students in the experimental group pay more attention to their usual self-study. Formative assessment strongly mproved students learning enthusiasm, and improved the quality of learning effectively
出处
《继续医学教育》
2010年第5期29-31,共3页
Continuing Medical Education
基金
徐州医学院院重点课题(Xjy0090196)
关键词
形成性考核
病理学
学习质量
Formative assessment, Pathology, Quality of learning
