The Inquiry And Application Of Process Assessment Model For Information Technology Learning

The most significant revision and improvement of the 2003 edition of the curriculum standards for the "General Senior Secondary Information Technology Curriculum Standards" promulgated at the end of 2017 is the addition of newly developed academic quality standards.The curriculum reform aimed at improving students’ core literacy has focused on the assessment of students’ learning process and students’ learning quality and has given unprecedented attention to the assessment for students’ learning,especially the process assessment.Therefore,this study attempts to research the process assessment of Information Technology and explores the Information Technology Process Assessment Model with both theoretical and practical guidance capabilities.Therefore,this study will construct the Information Technology Process Assessment Model in two steps: the first step is to explore the Information Technology learning process;the second step is to develop a process assessment plan suitable for the Information Technology learning process,and finally form a complete Information Technology Process Assessment Model.The construction process of the above Information Technology Process Assessment Model refers to two research questions: First,how to interpret the Information Technology learning process? Second,how to design and develop a process assessment activity that is appropriate to the Information Technology learning process?For "How to Interpret the Information Technology Learning Process?" This study based on the educational rhythm theory and knowledge theory in the Process Education Philosophy,and we believe that the Information Technology learning process is also composed of three stages.These three stages correspond to the "stage of Romance," " stage of Precision" and " stage of Generalisation," and the components of these three stages correspond to the experience,knowledge and deeper experience in the knowledge theory.Based on this,the study combines the characteristics of Information Technology learning,and takes “Information Activities Experience,” “Information Activity Knowledge” and “Information Activity Deeper Experience” as the elements of the above three stages,and then proposes the relationship hypothesis between the three elements.Taking the "Information Credibility Evaluation" unit as an example,the test questionnaire was compiled based on the previous studies,and we test the relationship between the three elements by using the structural equation model and other test methods.The test results show that the Information Activity Experience has a significant positive impact on the Information Activity Knowledge;Information Activity Knowledge has a significant positive impact on the Information Activity Deeper Experience;Information Activity Experience has no significant direct impact on the Information Activity Deeper Experience.It is necessary to positively influence Information Activity Deeper Experience through Information Activity Knowledge as a mediator.In summary,the research finally expressed the Information Technology learning process as three stages of Information Activity Experience Enrich Stage,Information Activity Knowledge Refine Stage,and Information Activity Experience Deepening Stage.In response to "How to design and develop a process assessment activity that is appropriate for the Information Technology learning process?" This study proposes a process assessment program under the conceptual guidance of the assessment for learning,the feedback theory of learning,and the theory of extracting exercise effects.Together with the Information Technology learning process and other layers,it constitutes a "four-level-three-stage" Information Technology Process Assessment Model.To investigate the application effect of the model in teaching practice,we take the “Information Credibility Evaluation” unit as an example to carry out a single group of pre-and post-calibration experiments.The study used the SOLO classification framework and NVivo 11 qualitative analysis software to encode and analyze the preand post-test data.The data shows that the depth of students’ Information Activities Experience has significantly improved.To a certain extent,the research verifies the disciplinary applicability and application feasibility of the “four-level-three-stage” Information Technology Process Assessment Model.The complete research starts with the study of the learner’s learning process and finally achieves the effect of evaluating and promoting the learner’s learning process.The research process reflects the assessment concept of learner-oriented and student learning.The study combines theoretical deduction with empirical research to construct a "four-level-three-stage" Information Technology Process Assessment Model.The model provides principles,steps,and easy-to-use guidance for evaluating the objectives,tasks,and methods and tools to be achieved at each stage.It also reduces the difficulty for Information Technology teachers to apply process assessment from theory to practice.