Csapó Benő, Molnár Gyöngyvér
MTA-SZTE Research Group on the Development of Competencies, University of Szeged, Szeged, Hungary.
Department of Learning and Instruction, University of Szeged, Szeged, Hungary.
Front Psychol. 2019 Jul 3;10:1522. doi: 10.3389/fpsyg.2019.01522. eCollection 2019.
The aims of this paper are: to provide a comprehensive introduction to eDia, an online diagnostic assessment system; to show how the use of technology can contribute to solve certain crucial problems in education by supporting the personalization of learning; and to offer a general reference for further eDia-based studies. The primary function for which the system is designed is to provide regular diagnostic feedback in three main domains of education, reading, mathematics, and science, from the beginning of schooling to the end of the 6 years of primary education. The cognitive foundations of the system, the assessment frameworks, are based on a three-dimensional approach in each domain, distinguishing the psychological (reasoning), the application, and the disciplinary (curricular content) dimensions of learning. The frameworks have been carefully mapped into item banks containing over a 1,000 innovative (multimedia-supported) items in each dimension. The online assessments were piloted, and the system has been operating in experimental mode in over 1,000 schools for several years. This paper outlines the theoretical foundations of the eDia system and summarizes how results from research on the cognitive sciences, learning and instruction, and technology-based assessment have been integrated into a working system designed to assess a large population of students. The paper describes the main functions of eDia and discusses how it supports item writing, constructing tests, online test delivery, automated scoring, data processing, scaling and the provision of feedback both for students and teachers. It shows how diagnostic assessments can be implemented in school practice to facilitate differentiated instruction through regular measurements and to provide instruments for teachers to make formative assessments. Beyond its main function (supporting development toward personalizing education), the eDia platform has been used for assessments in a number of areas from pre-school to higher education both in Hungary and in a number of other countries as well. The paper also reviews results from eDia-based studies and highlights how technology-based assessment extends the possibilities of educational research by making more constructs measurable.
全面介绍在线诊断评估系统eDia；展示技术的应用如何通过支持学习的个性化来助力解决教育中的某些关键问题；并为进一步基于eDia的研究提供一般参考。该系统设计的主要功能是从学校教育开始到小学六年结束，在教育的三个主要领域（阅读、数学和科学）提供定期诊断反馈。该系统的认知基础即评估框架，在每个领域都基于一种三维方法，区分学习的心理（推理）、应用和学科（课程内容）维度。这些框架已被精心映射到题库中，每个维度包含1000多个创新（多媒体支持）题目。在线评估进行了试点，该系统已在1000多所学校以实验模式运行数年。本文概述了eDia系统的理论基础，并总结了认知科学、学习与教学以及基于技术的评估研究结果如何被整合到一个旨在评估大量学生的工作系统中。本文描述了eDia的主要功能，并讨论了它如何支持题目编写、构建测试、在线测试交付、自动评分、数据处理、量表制定以及为学生和教师提供反馈。它展示了诊断评估如何在学校实践中实施，以通过定期测量促进差异化教学，并为教师提供形成性评估工具。除了其主要功能（支持向个性化教育发展）外，eDia平台还在匈牙利以及其他一些国家被用于从学前教育到高等教育的多个领域的评估。本文还回顾了基于eDia的研究结果，并强调基于技术的评估如何通过使更多结构可测量来扩展教育研究的可能性。
