Situational Adaptive Teaching and Evaluation Design in University Classroom

DOI

10.2991/assehr.k.200826.046How to use a DOI?

Keywords

Situational adaptive teaching and evaluation, subject content, individual differences, learning theory, learning transfer, teaching objectives, test score interpretation

Abstract

Classroom situational adaptive teaching and evaluation requires the consistency among specific teaching situations, teaching activities and evaluation methods based on subject content. The basic concepts and requirements of classroom situational adaptive teaching and evaluation are: Teachers’ teaching activities should be guided by students’ evaluation and its results; evaluation has a strong impact on students’ learning, and teachers should use this influence; evaluation and teaching activities should be adapted to specific situations; a single type of evaluation is not applicable to all teaching objectives. In the design of situational adaptive teaching and evaluation, eight related factors must be taken into account, including the types of subject content, the embodiment of individual differences, the schools of learning theories, the types of learning transfer, the types of teaching objectives, the types of tests, the types of scores and the types of score interpretation.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Qizhi Zhang
AU  - Hongxiu Tan
AU  - Xianglan Mu
AU  - Lishen Wang
PY  - 2020
DA  - 2020/08/28
TI  - Situational Adaptive Teaching and Evaluation Design in University Classroom
BT  - Proceedings of the 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020)
PB  - Atlantis Press
SP  - 226
EP  - 232
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200826.046
DO  - 10.2991/assehr.k.200826.046
ID  - Zhang2020
ER  -