Construction and Practice of a Digital Evaluation Index System for Education and Teaching in the Era of Artificial Intelligence

DOI: https://doi.org/10.62517/jhve.202516601

Author(s)

Linshu Zhang, Yuping Yang, Kaimei Li

Affiliation(s)

Chongqing Polytechnic University of Electronic Technology, Chongqing, China

Abstract

Integrating the characteristics of vocational education courses and industry demands, this study refines the score proportions of three-dimensional course objectives and develops a task-based evaluation rubric that runs through the entire teaching process. By collecting data from students’ prior courses and related task performance and conducting Pearson correlation coefficient analysis, a scientific and rational value-added evaluation model is constructed. Using this model, students’ individual growth curves are generated for predictive analysis; through comparing predicted values with actual values, the effectiveness of value-added evaluation is defined. This approach effectively addresses problems common in many evaluation systems, such as vague competency indicators, difficulty in quantifying comprehensive qualities, limited participant roles, insufficiently holistic evaluation perspectives, lack of value-added levels, and unstable incentive mechanisms. The evaluation system and platform, applied across multiple institutions, demonstrate significant advantages in improving teaching efficiency and optimizing student learning experiences. They successfully facilitate innovation and upgrading in teaching models across various courses and effectively enhance the learning motivation of students with differing starting points.

Keywords

Regression Analysis; Residual Model; Value-Added Evaluation; Visualization

References

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