Research On The Design And Application Of College Students' Learning Performance Evaluation Model In Blended Course

As the artificial intelligence technology develops,the Internet + education integration is heading for the deep end.The blended course has become the main theme of the current college curriculum teaching.How to objectively and scientifically evaluate the students in the blended course? Besides academic achievement,what other indicators can be used to evaluate students' learning effect? These are problems that have been perplexed for a long time in the field of learning evaluation.In view of these problems,this study found that learning performance evaluation can continuously and effectively track students' learning process after sorting out and analyzing the relevant literature.In addition,it has advantages in revealing students' learning style problems and putting forward targeted learning suggestions for students.Therefore,the theoretical framework of college students' learning performance evaluation in blended course is constructed based on IEO model,input learning theory and Kirkpatrick four-level evaluation model.Then further studies about the learning performance evaluation are researched under the guidance of this theoretical framework.Firstly,this study establishes the original indicators of learning input and learning output through literature analysis.Learning input indicators include three primary indicators:behavioral input,cognitive input and emotional input,and nine secondary indicators:participation,persistence,interaction focus and so on.Learning output indicators are constructed based on Kirkpatrick four-level evaluation model,including four primary indicators of response layer,learning layer,behavior layer and result layer,and ten secondary indicators such as course satisfaction and teacher satisfaction.The initially constructed evaluation indicators are handed over to relevant experts in the field of educational technology for evaluation.After synthesizing the expert opinions,this study modifies and deletes some inappropriate evaluation indicators.Moreover,this study further defines the weight of each evaluation index by using analytic hierarchy process.Therefore,this study finally constructs the evaluation index system of college students' learning performance in blended course.Secondly,based on the learning performance evaluation indicators and the characteristics of blended course,this study determines the evaluation method of learning performance.Because blended course integrates online platform learning and offline classroom learning,the collection of learning data can be carried out through online platform and questionnaire survey.Data envelopment analysis has absolute advantages in the performance evaluation situation with multiple input and output indicators.Therefore,the method of data envelopment analysis is selected in the performance analysis.The learning report focuses on the learning process of students,which can show the learning performance information related to students.Visualization has the advantages of intuition and convenience.Therefore,the form of learning report is adopted in the feedback of results.Based on the above,a learning performance evaluation model of college students in blended course is finally constructed.The model is composed of three parts: learning data collection,learning performance analysis and performance result visualization.Finally,this study selected 42 undergraduates majoring in educational technology in a university in Shanghai to apply the learning performance evaluation model in order to verify the feasibility of the evaluation model.Through the analysis of the results,the study found that metacognitive strategies,management strategies,course interest and other indicators will significantly affect learners' learning performance.Based on this,this study further puts forward three suggestions to improve learning performance and enhance learning effect: 1.Flexibly using metacognitive strategies to promote learners' self-reflection;2.Improving the learning input at the initial stage of the course to stimulate the learning interest;3.Strengthening students' sense of self-efficacy to create good psychological expectations.