Project manager's hand and management skills on the computer UI, icons with tasks and delivery results planning schedules, budgets, team work strategies,
professionally establish an output-oriented evaluation mechanism, and implement continuous improvement based on the evaluation results. This is the basic requirement of engineering education professional certification . In this evaluation mechanism, the assessment of graduation requirements is the core of testing the effectiveness of talent training, and the assessment of course objectives is the basis for the assessment of graduation requirements. Therefore, the key to engineering education lies in its basic implementation stage, that is, the curriculum teaching activities implemented by professional teachers based on the "output-oriented" syllabus.
Engineering education professional certification requirements courses should have course goals that can effectively support the corresponding graduation requirements. The curriculum objectives indicate the level of ability that students should achieve after learning the course, and the curriculum teaching activities implemented by professional teachers should ensure the achievement of the curriculum objectives. So, how should professional teachers implement teaching activities to achieve curriculum goals and thus ensure the effectiveness and credibility of the assessment of the curriculum goal achievement? This is a key issue that majors need to solve in the process of applying for engineering education major certification.
In response to this issue, the Engineering Education Certification Standard (released on July 15, 2022) pointed out that "students' performance in the entire learning process should be tracked and evaluated, and formative evaluation should be used to ensure that students meet the graduation requirements when they graduate." Based on this requirement, it has become an important observation point for the current engineering education professional certification to determine whether the core courses promote the achievement of students' graduation requirements through formative evaluation, thereby ensuring that the quantitative assessment of the achievement of their course goals is true and credible.
Formative evaluation has become the norm in teaching and learning organizations of world-class universities. In recent years, the research and practice of formative evaluation teaching in domestic universities has gradually been carried out, and the formative evaluation methods and methods with Chinese characteristics are being formed. The PLA University of Science and Technology (now , PLA Army Engineering University ) is an early university in China that carried out related work. Among the school’s “ Electrical Engineering ” course scores, experiments, writing papers, quick tests before class, regular scores (including daily assignments, classroom performance and classroom tests), display of specialties of electrical and electronic design competitions, midterm exams, and final exams account for 15%, 15%, 10%, 15%, 5%, 10%, and 30% in turn. The above formative assessment forms cover the main aspects of the students' learning process, and the specific forms expressed in the subsequent literature are basically within this category. What is more meaningful is that some literature has not only improved teaching based on formative evaluation, pointing out "teaching" and "promoting learning", but also noting that the implementation of formative evaluation will inevitably lead to an increase in the workload of teachers in , which affects its sustainability, and pointing out that "networked assessment must be promoted to achieve automation of assessment management and information analysis." This is a practical experience and is also forward-looking.
In recent years, the emergence and continuous improvement of online teaching platforms such as Xuexitong, Yu Classroom, and Smart Tree can reduce teachers' workload to a certain extent and objectively promote the popularization of formative evaluation. A 2022 survey results show that 75% of teachers support the use of formative evaluations. Under this situation, theoretical and teaching practice research on formative evaluation is carried out to provide reference and guidance for its normal application, which has clear practical significance.
In recent years, the author has tried to implement formative evaluation in the teaching of the "Power Electronic Technology" courses of undergraduate electrical engineering and automation majors, timely discover students' learning problems, provide targeted corrections, and continuously improve teaching activities. The following is a description of the specific content of these attempts.
1 The correspondence between formative evaluation and course goals
Formative evaluation is part of the course teaching activities. Its design and implementation process should match the course goals and effectively support the achievement of relevant graduation requirements. Before discussing formative evaluation measures, the first thing to do is to clarify the course's learning goals, the support relationship between course learning goals and the professional graduation requirements, and the correspondence between formative evaluation and course learning goals. The objectives of the “Power Electronics Technology” course are as follows.
- Course Objective 1: Master the working principles, design analysis methods and control mechanisms of various basic power electronic converter circuits, and be able to comprehensively use the knowledge learned to analyze complex engineering problems in power electronic circuits and device design.
- Course Objective 2: Be able to comprehensively apply basic knowledge such as mathematics, circuits and power electronics technology to identify and express engineering problems in the field of power electronics technology.
- Course Objective 3: Master the basic structure of power electronic circuit , be able to identify key links in power electronic circuits according to specific technical requirements, design the main parameters in power electronic circuits, and analyze and evaluate the circuit working process to obtain effective conclusions.
- Course Objective 4: Master the experimental skills and debugging methods of basic power electronic circuits and devices. It can conduct experimental research on basic power electronic circuits, comprehensively use the learned knowledge to analyze problems arising in the experiment, and analyze and evaluate the input and output characteristics and performance of the circuit.
- Course Goal 5: Understand the important role of power electronic technology as an energy-saving and environmental protection technology in realizing the concept of environmental protection and sustainable development.
- Course Objective 6: Master and practice socialist core values , be able to use dialectical materialism and analyze power electronic technology problems, and promote the development of the spirit of craftsman in the great country who strives for excellence.
The correspondence between the above course objectives and major graduation requirements is shown in Table 1.
Table 1 Correlation between course objectives and graduation requirements
The formative evaluation described in this article includes six aspects: pre-class preview, after-class review, chapter study notes, homework, course experiments, and course reports. The sum of the assessment results of each link of formative evaluation is the course regular results, and the final exam results constitute the course assessment results.
Figure 1 shows the six formative evaluation links and the correspondence between the final exam and the course goals and graduation requirements. The lines in the figure represent the correspondence, and the online numbers are the weight values. Among them, after decomposition of the score values of the course experiment, they support course objective 4 and course objective 6 respectively. Figure 1 also reflects the support relationship between course goals and graduation requirements, indicating the support of the "Power Electronics Technology" course for related graduation requirements. A summary of the support of multiple courses on the same graduation requirement can evaluate the achievement of the graduation requirement.
Figure 1
Specific value of non-1 weight value in Figure 1 depends on the specific design of the relevant assessment link. Taking the final exam as an example, the difficulty and coverage of the test questions, whether the test questions are mainly knowledge-based questions, ability-based questions, and even the number of test papers and whether the teaching test is separated may be factors that need to be considered when determining their weight values to ensure the effectiveness of the assessment of the course objectives.
2 Specific measures for formative evaluation
Figure 2 shows the proportion of six formative evaluation links and final exam results in course assessment scores.
Figure 2
It should be noted that the score and proportion shown in Figure 2 are different from the weight values given in Figure 1 and belong to two different systems. The support relationship shown in Figure 1 is used to conduct quantitative evaluation of the achievement of course goals. The purpose is to provide a foundation and basis for teachers to continuously improve course teaching activities. The weight reflects the matching relationship between the specific evaluation link and the course goals. The scores shown in Figure 2 are used to determine the course assessment results. Students who study
pay attention to their course grades, but do not care about the achievement of course goals, so course grades have become one of the main means used by teachers to guide students to learn. Therefore, the teacher's determination of the score ratio shown in Figure 2 is to guide students and teachers to complete various learning tasks of the course together and achieve the course learning goals subtly, which usually reflects more the subjective factors of how students view the course assessment results.
The following briefly introduces the specific practices of each link of formative evaluation.
2.1 Pre-class preview
The morning before class, the teacher pushed the "pre-study courseware" to students' mobile through "Rain Classroom", explaining the textbook chapters to the next class, and requiring students to preview the relevant chapters of the textbook in advance in accordance with the guidance of the pre-study courseware, and sometimes they also need to consult relevant extracurricular materials. In the rain classroom, the completion time limit for pre-class preview is set to the 5 minutes before class, so that teachers can grasp the students' preview status before class and adjust the teaching focus or rhythm in a targeted manner.
Preview is a learning link that students complete independently. How to ensure the preview effect as much as possible is the primary issue that needs to be considered when designing preview courseware. The author's classroom teaching of "Power Electronic Technology" adopts a "problem-oriented" teaching method to teach course knowledge by raising questions, analyzing problems, and solving problems.
corresponds to it. In order to increase students' interest in preview, the author sets guided questions in the preview courseware and designs multiple-choice questions for the preview content, so that students can complete the preview while seeking answers. All multiple-choice questions and most questions in the preview courseware are basic, and students can get the correct answers as long as they carefully preview the textbooks. There are also a few questions that will go further, hoping to guide students to think before class so as to connect with the subsequent classroom teaching.
On the other hand, in order to consolidate the knowledge learned in the pre-study course and guide students to actively use existing knowledge to solve problems in pre-study or compare, analyze and evaluate, the pre-study courseware focuses on relating the knowledge not learned in this course with the knowledge students have existing, and link the knowledge of different courses to systematically make the knowledge to deepen understanding.
Figure 3 shows several pages of mobile phone screenshots of preview courseware. Some literature provides all the preview courseware content for the "Power Electronic Technology" course, and those who are interested can refer to it.
Figure 3 Preview courseware (mobile screenshot)
Pre-class preview session accounts for 10% of course assessment results, with a full score of 10 points. Scoring includes two parts: completing the score and answering questions. As mentioned above, pre-class preview is completed using the "Rain Classroom" platform. Rain Classroom will automatically determine whether each student has completed the preview task and record it according to the established rules. Each preview courseware contains one or two multiple-choice questions, and the total score of the questions is 1 point; Yu Classroom will automatically determine and record the scores of multiple-choice questions according to the standard answers preset by the teacher. At the end of the course, the total score of the pre-class preview session is
formula (1) In
formula (1): N is the total number of previews assigned by this course; Na is the number of previews completed by the student; Ca is the total score of the student's multiple-choice questions.
2.2 After-class review
The after-class review mentioned here comes from the engineering education CDIO (conceive, design, implement, operate) system. Research on memory ability during learning by foreign scholars shows that if students can carefully recall the knowledge taught by teachers in their minds within a short time after listening to the teacher's teaching, it can effectively extend the memory time and improve overall learning efficiency. In fact, such a process of recalling is also a process of turning the knowledge you just heard into what you think through students' own thinking. It is not only digestion and absorption, but also picking up the missing and thinking deeply to verify it. It is a necessary step in learning. The specific form of
after class review is that 5 minutes after class, students will receive the subjective question "After class review" pushed by Yu Classroom on their mobile phones as shown in Figure 4, and will be completed on the same day. This question requires students to recall the teaching content after class, then draw a graph to describe the logical relationship of what they have learned in today's classroom in their own words. The specific form of the graphics can be " mind map ", "flow chart", or self-created graphic form that students think is more suitable for expressing their own understanding and ideas. After the student completes the review, submit the drawn pictures in the rain classroom.
Figure 4 After-class review subjective questions pushed by Yu Classroom
There are two points to be explained here. First, students are required to review what the teacher says, rather than recommending review according to the textbook. The reason is that what teachers teach in the classroom is knowledge reorganized by teachers, which is more conducive to improving students' learning efficiency.The second is the form of drawing the figure. In order to make the after-class review well-documented and well reflect the results of students' review, students are required to draw a graph. Knowledge in engineering courses is often highly logical, and mind maps that students are more familiar with are not entirely suitable for expressing such knowledge relationships. The question mentions mind maps, which are just telling students what to do, and encourage students to take more appropriate ways to express what they think.
after-class review session accounts for 10% of course assessment results, with a full score of 10 points. The full score for each after-class review is 1 point. The teacher reviews the pictures submitted by the students, gives targeted comments and gives scores. If the student fails to submit his homework on time, he will be 0 points. If the assignments submitted by students are similar to each other, the negative score will be calculated for both students who are similar to each other. After the course is over, the total score of the after-class review session is
formula (2) In
formula (2): N is the number of after-class reviews assigned by this course; Nb is the cumulative score of the student's after-class review.
2.3 Chapter Study Notes
After-class review is a reflection on a class, while chapter study notes are a reflection after completing a chapter study. This learning task is set up during the formative evaluation process. It is not only hoped that students will continue to write notes in college, but also hope that students can write their notes more deeply, write their own thoughts and understanding in their own words, and truly master the principles, design and analysis methods of basic power electronic circuits by writing notes, and provide a good foundation for independent solution of complex engineering problems. At the same time, students can also exercise their written expression skills and the ability to use critical thinking to acquire new knowledge. The implementation process of the
chapter study notes is that after the study of chapters 1, 2, 3, 4 and 7 of "Power Electronic Technology", the "Chapter X Study Notes" test questions are pushed to students' mobile phones through the rain classroom as shown in Figure 5, and the answering time limit is one week. After taking pictures of their handwritten notes, students upload pictures in the rain classroom to complete the answer.
Figure 5
test questions require students to think deeply about and summarize the learning content of this chapter, summarize the content of this chapter in their own words, and write out key points, difficulties, attention points and extracurricular content supplements, etc.; finally, give out the problems that cannot be solved in learning, and explain what thoughts have been made to solve these problems, what methods have been used, what materials have been checked, and whether they have discussed with classmates. Although the problem-oriented teaching process provides a foundation for students' thinking, students still need to think deeply in order to better complete notes in their own words. The reason why students are not required to take notes in the fifth and sixth chapters of
course is not that these two chapters are not important, but because during the lecture period of Chapters 5 and 6, major homework and course experiments will be arranged. Considering the amount of time students take in learning, notes will no longer be assigned to ensure learning results. After the Chapter 7 teaching period, students will enter the exam season and no longer assign notes.
At the beginning of the course, many students still write chapter notes in the way of "read the book, take notes while reading, and finish reading", and the notes are written into reduced textbooks. In order to guide students to gradually master thinking methods, in addition to further strengthening problem-oriented classroom teaching methods and paying attention to idea guidance, teachers give targeted comments on each student’s notes, guiding students to achieve curriculum goals step by step.
Through the guidance of teachers and the gradual attempt of students, more and more notes reflect students' thinking, and more and more students can write notes in their own language.
To address the problem of reducing the textbooks for some students' study notes, limiting the number of pages of notes when assigning learning notes tasks, plays a certain role in urging students to improve their learning methods.
study notes account for 20% of course assessment results, with a full score of 4 points per note. After the course is over, the sum of the scores of all notes for each student is the total score of the study notes.
2.4 Homework
Traditional after-school assignments are often selected from exercises listed in the textbook, which remains unchanged all year round, and are mostly imitation-based and knowledge-based questions. Students only need to memorize rotely to deal with it, which is not conducive to ability cultivation.The homework aims at the course goals, expands depth and improves the challenge. While increasing the amount of training, it also has the difficulty of jumping in line with the requirements of the course goals. For specific major assignment topics, please refer to relevant documents. The arrangement of
major homework is also pushed to students' mobile phones through rain classroom, with a time limit of 3 to 5 days and completed by students' group. The major homework segment accounts for 15% of the course assessment results, and each major homework scores are 5 points. After the course is over, the sum of the scores of all three major assignments is the total score of the major assignments.
2.5 Course Experiment
The practical teaching link of the course plays an important role in achieving the course goals. The "Power Electronic Technology" course includes two practical teaching links: course experiment and course design. Among them, the course design is designed separately and does not fall into the category of formative evaluation of this course.
In order to strengthen the cultivation of abilities, guide students to face reality, think more, and practice diligently, so that students can forge their abilities in solving practical engineering problems, the author has completely reformed the content and organizational form of course experiments. Putting aside the plug-in panel-type experimental bench, the teacher designed the experimental circuit that matches the course goals by himself and made the experimental circuit board as an experimental device.
Student experiment starts with reading the experimental guide, familiarizing yourself with the circuit schematic, and hand-soldering the circuit board, then debugging the circuit board and conducting research-based power electronics technology experiments on their own circuit board. Through the experimental process of independent research and study, students can cultivate their qualities of active exploration and practice and their craftsman spirit of keeping excellence, and promote students to transform from passive learning to active learning with the goal of ability cultivation. The organization form of the
course experiment is that students complete free grouping in the rain classroom, and then each group spends three weeks of spare time to complete the three course experiments in a fully open laboratory and write an experimental report according to the experimental report outline provided by the teacher.
"Power Electronic Technology" course setting 3 must-have experiments. The course experiments account for 15% of the course assessment results, with a full score of 5 points for each experiment. After the course is over, the sum of the three experimental results is the total score of the experimental session. The
course experiment and the aforementioned homework were completed in groups. When the author tried to implement formative evaluation, he recorded the group scores as the grades of each student in the group, that is, the grades of each group member were the same. During the implementation process, it was found that some students did not do experiments or scored by hitchhike. In response to this situation, in order to encourage all students to actively participate in group learning, the "contribution degree" of students' self-evaluation + mutual evaluation was introduced into the homework completed in the group. The scores of each member of the group are determined by the group's scores and personal contribution.
2.6 Course Report
formative evaluation specific methods should match the course objective requirements. A matching formative evaluation method should be designed based on the specific course goals and the connotation requirements of graduation requirements. As mentioned earlier, the "Power Electronics Technology" course goals need to support two non-technical graduation requirements 7 and 8. For course objective 5 used to support graduation requirement 7, the specific requirements are limited to the "understanding" level, and writing course reports is one of the optional formative evaluation methods.
Specifically, after the teacher briefly teaches the support role of the United Nations Sustainable Development Goals and power electronic technology, students are assigned to write a course report in accordance with the requirements of the following questions based on the reading teacher's information provided and the information they read.
Power electronics technology is an energy-saving and environmentally friendly technology, which plays an important role in achieving environmental protection, sustainable development, and carbon peak /carbon neutrality (dual carbon) goals. Please write a technical report on how to use power electronics technology to promote the achievement of the "United Nations Sustainable Development Goals" and "Dual Carbon Goals".
report titles can be: 1) Power electronics technology and wind power generation ; 2) Power electronics technology and solar power generation/photovoltaic power generation; 3) Power electronics technology and battery energy storage; 4) Students have their own questions, but the topic and the content of the report must meet the following writing requirements.
Writing requirements: 1) The content of this report should include a discussion on the United Nations Sustainable Development Goals 7, Goal 13 and my country's "dual carbon goals", and thus lead to the above-mentioned discussion topics such as wind power, battery energy storage; 2) The content of this report should focus on the application of power electronic technology in the fields specified in the topic, and on the structure, design, working process, and usage effects of practical application circuits.
course report stage accounts for 5% of course assessment results, with a full score of 5 points. The teacher reviews the reports submitted by students and uses the achievement of course objective 5 as the main basis for scoring.
3 Preparation and implementation of formative evaluation
Formal evaluation is the design of course teaching and learning activities, reflecting the feasible and credible process of achieving curriculum goals. In order to effectively achieve curriculum goals through course teaching activities, it is necessary to provide students with the necessary foundation and prerequisites for completing the learning tasks corresponding to each formative evaluation link, so that students can complete the learning tasks and achieve their learning goals after "jumping". Otherwise, if we only emphasize that the design of the formative evaluation link is consistent with the curriculum goals, but we cannot ensure that students complete their learning tasks through appropriate teaching preparation and implementation processes, such "formal evaluation" will lose its meaning.
mentioned above that problem-oriented pre-class preview and classroom teaching provide a basis and model for thinking for students who require them to “write in their own words” after-class reviews and chapter study notes. Among the six links of formative evaluation, the experimental link of independent study and study courses is the biggest difficulty for students. Therefore, whether students can provide sufficient foundation and support for successfully completing the experimental tasks, make sufficient preparations before the experiment, and pay attention to the details in the implementation process, becomes the key to whether the formative evaluation mentioned above can take root.
In order to make the realization of experimental learning goals possible, the author's pre-experiment preparation activities and implementation process considerations are as follows:
1) In order to fully meet the ability training requirements in the course goals, the teacher designed the experimental circuit diagram and experimental content themselves.
2) Write an experimental guide to fill the gap between classroom knowledge and practical application. In view of the fact that the course teaching content is mainly power electronic main circuit and lacks knowledge of driving control circuits, the experimental preview content is greatly expanded to fill the gap between course knowledge and practical application, so that students can understand and master the necessary circuit design skills.
3) Must-made and optional experimental content. Taking into account the individual differences of students, select content is set to encourage students to pursue excellence and practice teaching according to their aptitude. For the necessary experimental content, the experimental instruction manual provides more detailed and guiding experimental steps. For the selection of experimental content, the method of "asking questions" is used to guide students to think and verify. For example, the experimental guide for course experiment 1 "Single-phase Voltage Inverter Circuit" gives three optional contents, and some of the instructions are described as follows.
"In order to ensure the normal operation of the circuit, the experimental circuit includes a dead-band generation circuit unit, and dead-band is added to the control signal. Therefore, the control signal actually applied to the gate of MOSFET has a high-level continuous electrical angle of slightly less than 180°, which is a little different from the ideal '180° conductive control method'. What impact will this difference in the control signal have on the load voltage waveform? Under different load conditions such as resistance and resistance sense, theoretical analysis is performed first, and then the actual measurement of the waveform is used to verify the theory. On the analysis results. When
is actually measuring waveforms, because we are concerned about the 'the possible impact of dead zones', we need to focus on the rising and falling edges of each related voltage waveform. Therefore, it is recommended to adjust the time knob of oscilloscope to 250ns/grid~1μs/grid. Such waveforms can also be used to analyze the switching dynamic process of power electronic devices. "
4) Design a special "hands training circuit board" as shown in Figure 6, providing special "hands training components" for students to practice hand welding skills of electronic components.
Figure 6 Practice circuit board (photo)
5) Integrated design of classroom teaching and practical teaching.Course Experiment 2 "Buck Chopper Circuit" hopes to cultivate students' parameter design and experimental debugging capabilities of power electronic main circuit. For this purpose, it has set up relevant homework and supplemented the knowledge of filter frequency domain characteristics related to parameter design in the classroom.
6) Independent cultivation of teamwork, critical thinking, innovation, problem solving, and communication skills. The experimental process completed by group collaboration is a good opportunity to cultivate students' five abilities, but students often don't know how they should do it to show a certain abilities. To solve this problem, the teacher gave an evaluation scale for these five abilities, clearly wrote "How can I do it", and sent it to students for reference before the experiment begins. The scale divides the performance of each ability into four levels from good to bad. For example, the evaluation scale of "team cooperation" ability is shown in Table 2.
Table 2 "Teamwork" capability evaluation scale (partial)
7) Hardware conditional support. The experiment will be arranged in a fully open laboratory, providing a complete set of experimental instruments, tools and free-to-use chips and electronic components.
8) Free time arrangement. The completion time node for each experiment is limited, and the specific time is not specified, and time coordination is paid to provide students with sufficient study time.
9) Teacher guidance during the experiment emphasizes inspiration, emphasizes teaching people to fish, and guides students to conduct inquiry-based independent learning. The implementation process requires attention to the expression and expression. It cannot interrupt students' independent research and study, but also provides timely and appropriate inspiration or guidance based on the characteristics of different students, and strives to stimulate and maintain students' desire for knowledge and practical interest.
4 Assistance on learning difficulties and teaching improvement based on formative evaluation
The purpose of formative evaluation is two aspects: First, observe and evaluate students' learning status during the course teaching process, promptly discover problems, and provide targeted corrections or assistance in a timely manner to ensure that students achieve curriculum learning goals; second, discover the ability shortcomings in curriculum teaching and learning design through evaluation, and make targeted and timely improvements to curriculum teaching and learning design.
From the perspective of helping students achieve their curriculum learning goals, compared with the "final evaluation" method that focuses on final exams, the advantage of formative evaluation lies in its timeliness. The adoption of formative evaluation is conducive to implementing "teaching according to the aptitude" for different students during the current learning process, so that the effect of teaching improvements will change from "future time" to "present time". Here, teaching students according to their aptitude is reflected in two aspects: one is to strengthen knowledge and abilities for students who have met the standards, and encourage the pursuit of excellence, as mentioned in the previous section; the other is to provide learning assistance to students who have not met the requirements.
Assistance with learning difficulties is an important measure that should be taken to ensure that students meet the graduation requirements when they graduate. During the formative evaluation process, the author team mainly adopted the following measures to assist learning difficulties:
1) Adjustment of teaching content. In response to common problems reflected in the class teaching process and after-class homework, adjust the teaching rhythm, content and teaching methods at any time.
2) Comments on after-class review, study notes, homework, and experimental reports. Point out the shortcomings and ways of improvement in a targeted manner, and guide students to gradually approach the goals and requirements. If there are multiple questions, only one should be mentioned at a time, and then the others should be mentioned after improvement.
3) One-to-one Q&A. Use rain classroom discussion areas, comments, private messages, QQ, WeChat and other online methods to achieve one-on-one Q&A tutoring anytime, anywhere.
4) Centralized tutoring. For students with the same or similar characteristics in the formative evaluation process, they can use the method of centralized Q&A to provide targeted lectures and tutoring for specific knowledge points and homework.
5) Gradient job. Use online question banks and other methods to assign targeted homework to students with learning difficulties. These homework questions are relatively simple, and are intended to urge and guide students with learning difficulties to keep up with the course learning rhythm of other students step by step.
6) Set up a teacher-student chat room. Teachers chat with students one-on-one to help students solve confusions in learning methods, graduation destinations, psychological disorders, etc., and guide students to return to a good learning state.
In terms of teaching improvement, the formative evaluation link design that matches the curriculum goals will facilitate teachers to discover students' shortcomings and implement targeted improvement measures. Taking the course experimental teaching activities as an example, the above course experimental teaching process has been implemented for three sessions. During each student experiment, shortcomings and deficiencies will be found. Some can be implemented immediately, while some improvement measures will be implemented in the next session. So far, the experimental instruction book has been improved from the first edition of the first student to the third edition, as shown in Figure 7. Corresponding to these teaching improvement measures, the achievement of curriculum goal 4 has also improved year by year, as shown in Figure 8.
Figure 7 Continuous improvement of experimental teaching activities
Figure 8 Changes in the achievement of course objective 4
5 Conclusion
This article introduces some explorations of the author in formative evaluation. Over the past few years, the specific methods and methods have been constantly changed through attempts, which has also shown its role in promoting and promoting students' learning. Times are changing, social needs are changing, students are changing, online teaching tools such as Yu Classroom are also constantly evolving through the running-in, and the methods of formative evaluation will continue to improve. No matter how the form changes, the goal of formative evaluation is always to be student-centered, and to effectively achieve output-oriented curriculum goals, thereby promoting the achievement of graduation requirements and providing talent support for national progress and social development.
This article was compiled from the 10th issue of "Electrical Technology" in 2022. The title of the paper is "Formal evaluation in the context of engineering education professional certification", and the author is Shi Jingzhuo.
