融合证据推理和认知网络分析的学生信息素养高阶思维能力精准评价研究

信息素养评价是信息时代人才综合素质评价的核心内容。基于传统测评范式的学生信息素养评价局限于信息科学知识、操作技能等低阶认知能力评价，难以评价信息创造、计算思维等高阶思维能力，且无法揭示评价结果隐含的学生认知发展状态，不利于学生信息素养全面提升。本项目提出“以证据为中心的扩展设计”（EECD）的新型评价模式，并基于EECD开展以下研究：①构建学生信息素养高阶思维能力模型，建立基于虚实情境任务的数据采集框架，研究基于xAPI的学生信息素养高阶思维能力量化表征；②研究基于行为序列挖掘与互动话语分析的学生信息素养高阶思维能力特征变量提取技术；③研究基于特征变量与贝叶斯网络推理的学生信息素养高阶思维能力评价，构建学生信息素养高阶思维能力认知网络模型，揭示评价结果背后内隐的认知发展状态。研究成果有望破解学生信息素养高阶思维能力评价的难题，揭示学生信息素养高阶思维能力的认知发展规律，具有重要价值和意义。

Information literacy evaluation is the core of the comprehensive literacy evaluation of talents in the information age. The evaluation of student’ information literacy based on the traditional evaluation paradigm is limited to the evaluation of low-level cognitive abilities such as information science knowledge and operational skills, and it is difficult to evaluate higher-order thinking skills, such as information creation and computational thinking. In addition, traditional evaluation could not reveal students’ cognitive development state through the evaluation results, which might not be beneficial to the comprehensive promotion of students' information literacy. This program proposes the “Extended Evidence-Centered Extended Design” (EECD) evaluation model, and conducts the following research based on EECD: ①construct the model of students’ higher-order thinking skills of information literacy, establish data collection framework based on virtual and real situational tasks, and explore xAPI-based quantitative representation of students’ higher-order thinking skills of information literacy; ②investigate key techniques for extracting characteristic variables of students’ higher-order thinking skills of information literacy based on behavioral sequence mining and interactive discourse analysis; ③evaluate students’ higher-order thinking skills of information literacy based on characteristic variables and Bayesian network reasoning, construct cognitive network model of students’ higher-order thinking skills of information literacy, and reveal the implicit cognitive development state. The research results are expected to solve the problem of the evaluation of students' higher-order thinking skills of information literacy and reveal the cognitive development law of students' higher-order thinking skills of information literacy, which has significant value and meaning.