摘要
目的:检验和分析在非全程PBL课程中对护理本科生的学习效果实施多元评价的必要性和合理性。方法:在课程实施的不同时间点,采取学生自评、学生互评、教师评价和卷面考核的方法,对48名护生进行学习效果评价。其中,成绩一由学生自评、学生互评、教师评价构成,为形成性评价;成绩二,即卷面考核成绩,为总结性评价。课程总评成绩为成绩一、成绩二与权重系数乘积之和。分析总评成绩、成绩一、成绩二之间的差异和关系。结果:成绩一呈负偏态分布,成绩二和总评成绩呈正态分布;成绩一、成绩二均与总评成绩相关非常显著,成绩一和成绩二之间无显著相关。结论:在非全程PBL教学模式下,为反映学生各方面的成长和发展,应采取形成性评价与总结性评价相结合的多元评价。但应注意提高形成性评价的准确性和可靠性。
Objectives：To test and analyze the necessity and rationality of a diversified evaluating program in exploring nursing students＇ learning achievements after a part-time PBL curriculum： Medical-Surgical Nursing. Methods：In accordance with the evaluating program,48 nursing students were assessed with 3 different scales including students＇ self-assessment, peer-assessment,and feachers＇ assessment and a written examination. Every student＇s final score （FS） was derived from two parts： the formative evaluation（FE） from self-assessment, peer-assessment and teachers＇ assessment; and the summative evaluation（SE） from the written examination. Correlation and discrepancy among FS,FE and SE were analyzed. Results：FE is with skewed distribution. Both SE and FS are normally distributed. FS is significantly related with FE and SE. There is no significant correlation between FE and SE. It has implied that FE and SE could evaluate different aspects of learning achievements. Conclusions ： The di- versified evaluation program integrating both FE and SE could systematically reflect the students~ learning achievements from the part-time PBL curriculum. However,the accuracy and reliability of the formative evaluation need to be taken into consideration.
出处
《中国高等医学教育》
2009年第1期28-30,共3页
China Higher Medical Education
关键词
非全程PBL课程
护理学生
学习效果
多元评价
part-time PBL curriculum
nursing students
learning achievements：diversified evaluation
作者简介
朱大乔，女，硕士，副教授，研究方向：护理教育。
