基于全过程学习的形成性评价方案在卫生管理统计学中的实践
The Practice of Formative Evaluation Schemes Based on Whole-Process Learning in Health Management Statistics

目的：探索形成性评价方案的实施在促进学生全过程自主学习中的效果，建立科学合理的卫生管理统计学学业成绩评价体系。方法：选取新疆医科大学事业公共管理专业2017级学生，通过记分作业、学习笔记、期中无纸化考试和PPT小组讲演等形成性评价形式对学生学习卫生管理统计学的全过程进行追踪性动态性评价，及时向教学双方反馈学习效果信息，并将期末成绩与公共事业管理2016级学生、信息管理专业2017级学生期末成绩进行比较。结果：绝大多数学生能够全过程完成形成性评价方案中各项任务指标，公共事业管理专业2017级学生期末平均成绩73.57 ± 16.48，高于公共事业管理专业2016级学生期末平均成绩71.66 ± 12.45、信息管理专业2017级学生期末平均成绩72.45 ± 13.70；及格率91.11%，高于公管2016级88.45%和信管2017级90.15%。结论：形成性评价方案可以促进绝大多数学生坚持全过程学习，一定程度上提高学生学习效果。
Objective: To explore the effectiveness of the implementation of formative evaluation schemes in promoting students’ whole-process autonomous learning and to establish a scientific and reasonable academic performance evaluation system for health management statistics. Methods: Students from the Public Administration major of the 2017 class at Xinjiang Medical University were selected. The whole process of students’ learning in health management statistics was dynamically and continuously evaluated through formative evaluation forms such as graded assignments, learning notes, mid-term paperless examinations, and PPT group presentations. Feedback on learning outcomes was provided to both teachers and students in a timely manner, and the final results were compared with the end-of-term scores of students from the Public Administration major of the 2016 class and the Information Management major of the 2017 class. Results: The vast majority of students were able to complete all task indicators in the formative evaluation scheme throughout the process. The average final score of the Public Administration major 2017 class was 73.57 ± 16.48, which is higher than the average final score of 71.66 ± 12.45 for the Public Administration major 2016 class and 72.45 ± 13.70 for the Information Management major 2017 class. The pass rate was 91.11%, higher than the 88.45% for the Public Administration 2016 class and the 90.15% for the Information Management 2017 class. Conclusion: The formative evaluation scheme can promote the vast majority of students to persist in whole-process learning and improve their learning outcomes to a certain extent.