| High school general technology is a comprehensive and practical subject,project-based learning has the characteristics of problem-oriented,real situation,independent inquiry,etc.,the use of project-based learning in general technology disciplines can better reflect the characteristics of general technology disciplines,stimulate students’ interest and motivation to learn.Under the policy guidance such as "breaking the five only" and theoretical and practical needs,the requirements of equal emphasis on process and results and dynamic evaluation are put forward for evaluation,and the author has found in practice that this is also an evaluation requirement that meets the characteristics of general technology project-based learning.Therefore,this study raises the research question: How to design and implement evidence-based assessment in high school generic technology project-based learning? The purpose of this research is to explore the method of design and implement of evidence-based evaluation for the core literacy of general technical subjects in high schools,which is the design and implement of evidence-based level evaluation method for front-line teachers,so as to help them evaluate the achievement of students’ core competencies in various aspects of subject core competencies from multiple angles in project-based learning,so as to guide teachers’ teaching and promote students’ learning.In this study,the core literacy of subjects is taken as the general technical project-based learning goal of high school,and the framework of general technical project-based learning objectives is constructed,and the evidence-based evaluation design model is constructed by drawing on evaluation triangle theory and evidence-centered design.Under the guidance of the goal framework and evidence-based evaluation design model,the project-based learning objectives of general technology are refined,the Delphi method and the analytic hierarchy process are used to construct the core literacy evaluation index system of high school general technical subjects,and an evidence-based level evaluation scheme is formulated.On this basis,taking the students from Class A,Grade two of F middle school as the research object,the general technology project-based course "The Smart Community" was designed,and the questionnaire survey method was used to formulate a variety of evidence such as the core literacy evaluation scale of high school general technical subjects and the project-based learning practice ability scale to form an evidence database,then the author analyzed the evidence to form explanatory conclusions,and conducted case analysis of evaluation practice.The statistical results show that the total score of the core literacy of the general technical discipline of the class is 0.77,and the scores of the five first-level indicators such as technical awareness,engineering thinking,innovative design,graphic expression,and Manufacturing capability are 0.76,0.79,0.73,0.76 and 0.81,respectively,indicating that the core literacy of the general technical discipline of the class is at the upper middle level and the scores of each dimension are relatively balanced.There was no statistical difference between boys and girls in all aspects of core literacy in general technical subjects.Based on the analysis of statistical results,the researcher put forward teaching improvement suggestions:(1)In project-based learning,the creation of situations should be strengthened,no matter the creation of situational atmosphere or the real situation;(2)Strengthen the training of students’ innovative thinking.At the same time,suggestions for the implementation of the evaluation are put forward:(1)Teachers need to have a strong sense of evidence and evidence collection ability;(2)Establish scoring system rules;(3)Share evaluation results. |
