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

到目前为止，还不可能用科学的数据来科学地衡量一个人的学术技能，换句话说，不可能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，与仅使用测试来测量学习效果的传统评估方法不同，它还考虑了学习事件。也就是说，我们引入了一种方法，根据学习的每一个内容，安排个人学习事件和长时间的测试事件，看看这些事件发生的时间和方式，从而准确地衡量孩子的学习效果。这种方法导致了一种新的教育评估方法，这种方法基于新的调度技术，并且“将学习和测试结合起来”。在我们的研究中，我们将这种新方法应用于学校环境中的演练学习情境，并向个别学生反馈即使通过学习也无法立即感知到的演练学习效果（微步骤）。我们还旨在提高孩子们的学习动机。我们针对高中阶段的英语单词学习和记忆、小学阶段的汉字阅读等操练式学习进行了长期学习实验。日常学习影响的累积，虽然是轻微的，但却被科学地以极高的精度测量出来，使我们能够说明单个学生学习成就水平的时间轴变化。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开展单独测量学习效果并反馈结果的学习辅助。

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.