Realizing Objective Absolute Evaluation Using Experimental Design for "Coding of Experiences"

到目前为止，还不可能用科学数据科学地衡量一个人的学术能力，或者换句话说，实现客观的绝对评价。作为回应，我们开发了一种新的测量方法，它不同于传统的评估方法，仅使用测试来测量学习的效果，还考虑了学习事件。也就是说，我们引入了一种方法，根据每个学习内容，在较长的时间内安排个人学习事件和测试事件，以了解这些事件何时以及如何发生，从而准确地测量孩子的学习效果。这种方法导致了一种新的教育评估方法，它是基于新的调度技术，并“整合学习和测试。“在我们的研究中，我们将这种新方法应用于学校环境中的操练学习情况，并向个别学生反馈操练学习的效果，这些效果即使在学习（微步骤）时也无法立即感知。我们还致力于提高儿童的学习动机。我们进行了长期的学习实验，目标是在高中学习和记忆英语单词，在小学阅读汉字等练习学习。日常学习效果的累积是轻微的，但我们以极高的精度科学地测量了这种累积，使我们能够说明个别学生学习水平的时间轴变化。此外，通过将这些效果的积累反馈给个别学生，我们成功地提高了他们的学习动机。目前还没有其他研究进行个别测量学习效果和反馈结果的学习援助。

Until now, it has not been possible to scientifically measure a person's academic skills using scientific data, or, in other words, to realize objective absolute evaluations. In response, we developed a new measurement method which, unlike conventional evaluation methods that measure the effects of learning using tests only, also takes learning events into consideration. That is to say, we introduced a method of scheduling individual learning events and test events for extended periods according to each content of study, to see when and how these events occur, thereby accurately measuring a child's learning effects. This approach leads to a new educational evaluation method that is based on the new scheduling technique and which "integrates learning and tests." In our study, we applied this new approach to drill learning situations at the school setting, and fed back to individual students the effects of drill learning that cannot be perceived immediately even with studying (micro-steps). We also aimed at boosting children's motivation for learning. We conducted long-term learning experiments targeting such drill learning as studying and memorizing English words in high school, and reading Chinese characters in elementary school. Accumulation of the effects of daily learning, which are slight, was measured scientifically with extremely high precision, enabling us to illustrate the timeline changes in an individual student's learning attainment levels. Moreover, by feeding back the accumulation of such effects to individual students, we succeeded in increasing their motivation for learning. There currently are no other studies that carry out learning assistance of individually measuring the learning effects and feeding back the findings.