The domestic hotspots research of formative assessment based on the knowledge map analysis
10.3760/cma.j.issn.2095-1485.2018.10.008
- VernacularTitle:基于知识图谱的国内医学教育形成性评价研究现状与热点分析
- Author:
Meng QIN
1
;
Huijuan MAO
;
Lina WANG
;
Sheng LIU
;
Jianzi WEI
Author Information
1. 201203,上海中医药大学针灸推拿学院实验针推教研室
- Keywords:
Medicine education;
Formative assessment;
Mapping knowledge domains;
Cluster analysis;
Alscal analysis
- From:
Chinese Journal of Medical Education Research
2018;17(10):1006-1012
- CountryChina
- Language:Chinese
-
Abstract:
Objective To summarize and analyze the present situation, hotspot and development trend of the research and practice about the formative assessment in Chinese medical teaching reform by bibliometrics, and provide a quantitative method for the study of formative assessment. Methods We took 567 journals about formative assessment from CNKI database as the research object, making co-word clus-tering and multidimensional scaling analysis as the main research method, and using Bicomb co-word anal-ysis software and SPSS to complete content data statistics and analysis. Result The knowledge map of formative assessment research can be divided into 7 fields: field 1 shows that most studies are mainly focused on practical research, the effectiveness evaluation on application are mainly focused on the improve-ment of students' independent learning ability. The proportion of research in traditional Chinese medicine colleges or universities is increasing, researches of clinical teaching take an important position, and nursing educations are paying more attention as well. Field 2 and field 4 show the synchronization between assess-ment reform and teaching content/strategy reform. Field 3 presents the general situation of teaching evaluation research in higher vocational colleges. Field 5 shows the theme of exploring the establishment of a formative assessment system . Field 6 shows the differences and similarities between examination and assessment . Field 7 shows the overview of medical English courses. Conclusion In the future, we should actively carry out the construction and exploration of the formative assessment system that conforms to China's national conditions, and attach importance to the construction of the sharing platform. We should avoid duplication of research , attach importance to the study and understanding of theoretical connotation and strengthen training, supervision and management.
