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Towards More Detailed Value-added Teacher Assessments: How Intervals can Help

机译:进行更详细的教师增值评估:间隔如何提供帮助

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Sometimes, the efficiency of a class is assessed by assessing the amount of knowledge that the students have after taking this class. However, this amount depends not only on the quality of the class, but also on how prepared were the students when they started taking this class. A more adequate assessment should therefore be value-added, estimating the added value that the class brought to the students. In pedagogical practice, there are many value-added assessment models. However, most existing models have two limitations. First, they model the effect of the class as an additive factor independent on the initial knowledge. In reality, the amount of knowledge learned depends on the amount of the initial knowledge. Second, the existing models implicitly assume that the assessment values are known exactly. In reality, we usually only know bounds on the assessment values. Thus, interval techniques provide, in our opinion, a more adequate way of processing these values. In this paper, we describe how the use of interval techniques can help us overcome both limitations of the existing value-added assessments.
机译:有时,通过评估学生参加本课程后所掌握的知识量来评估课程的效率。但是,这笔费用不仅取决于班级的质量,还取决于学生开始上这堂课时的准备程度。因此,应该增加附加值,评估班级带给学生的附加值。在教学实践中,有许多增值评估模型。但是,大多数现有模型都有两个局限性。首先,他们将班级的影响建模为独立于初始知识的累加因子。实际上,所学知识的数量取决于初始知识的数量。其次,现有模型隐含地假设评估值是已知的。实际上,我们通常只知道评估值的界限。因此,我们认为间隔技术提供了一种处理这些值的更适当的方法。在本文中,我们描述了区间技术的使用如何帮助我们克服现有增值评估的两个局限性。

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