| Deepening the reform of the education system,improving the mechanism for establishing moral education,and fundamentally solving the problem of education assessment are the needs of the country and the people.The General Plan for Deepening Educational Evaluation Reform in the New Era specifies the main measures to actively explore value-added assessment and proposes a new idea of value-added assessment reform that focuses on the real development and progress of learners.At present,the traditional teaching evaluation method,which is based on learners’ final grades,is still the mainstream of teaching evaluation,and it suffers from problems such as evaluation methods,evaluation content,and a single evaluation subject,neglecting the multiple functions of evaluation such as diagnosis,regulation,and motivation.It is contrary to the educational philosophy of student-centered,all-student-centered,and student-development-centered education in China’s quality education.Value-added assessment,which focuses on students’ development and promotes their progress,is a new trend in future educational assessment research and a developmental assessment approach that is in line with the spirit of quality education in China.However,most of the value-added assessment studies in China at this stage are still at the theoretical stage,and the existing empirical studies are rather vague in their interpretation of assessment results,which cannot effectively reflect the real learning situation of learners and make it difficult to bring into play the improvement and feedback functions of assessment.In order to expand the improvement and feedback functions of value-added assessment and to provide teachers with a value-added assessment model that can be used as a reference and can be operated.A multiple linear regression analysis is used to construct a value-added assessment model for learners,and then a new definition of value-added for learners is developed based on the results of value-added assessment,which to a certain extent remedies the problem of ambiguous interpretation of assessment results.Secondly,K-Means clustering and fuzzy cognitive diagnostic methods are used to identify learners’ behavioral categories and accurately diagnose learners’ knowledge mastery,effectively enhancing the diagnostic function of the teaching evaluation.Combined with the valid data of learners,we continue to explore the influence of learning behavior and cognitive development on learners’ value-added and development and use this as a basis to design a learning feedback mechanism so that value-added assessment can be applied to the whole process of learners’ learning and bring into play the functions of assessment such as regulation and improvement.The main research elements of this paper are as follows:(a)Constructing a learner value-added evaluation model based on process learning data The model was constructed using multiple linear regression analysis,and the value-added of 305 learners was calculated using the innovative inclusion of test time as an influencing factor.It was found that there are multiple possibilities for the results of learner value-added assessment,and a new definition and interpretation of learner value-added results were developed in conjunction with the nearest developmental zone theory.(b)The influence of learners’ learning behaviors on learner value-added was investigated.The study used the K-Means clustering method to classify learners into four basic categories,with good differentiation between the various categories of learners.The study found that learners with better learning behaviors and academic performance showed a significant positive valueadded trend.Learning efficiency had the greatest impact on the positive value added by learners.In addition,the study also explored the impact of learning behaviors on learning effectiveness using simple correlation analysis.(c)Exploring the impact of learners’ cognitive development on learners’ value-added.The study used a fuzzy cognitive diagnosis method to construct a dataset with test data from different stages of learners to diagnose the cognitive development of learners at different stages,i.e.,the state of knowledge mastery,and to visualize the structure of learners’ knowledge.The study found that the negative value-added learners and the positive value-added learners had similar cognitive status at the beginning of learning,and both were at a low cognitive level;however,after the learning process,the positive value-added learners would achieve a higher cognitive development level.(d)Design and build a learner-centered feedback mechanism.Based on the value-added assessment results,the behavioral diagnosis results,and the cognitive diagnosis results,the feedback mechanism for learner learning is precisely constructed.Different feedback processes and measures are adopted for learners with negative or ineffective behavioral diagnoses,with the aim of promoting teaching and learning and positive value-added learners.It provides a pedagogical application to expand the diagnostic and regulatory functions of value-added assessment.In conclusion,this paper is guided by the national idea of educational assessment reform and based on the advanced value-added assessment concept,constructs a value-added assessment model for learners,explores the influence of learning behavior and cognitive development on learners’ value-added,and uses this as a basis to build a learning feedback mechanism that acts on the whole process of learners’ learning.The aim is to provide innovative research ideas and application suggestions for the practical application of value-added assessment and to expand the feedback and improvement functions of valueadded assessment. |
