The Feedback of the Chinese Learning Diagnosis System for Personalized Learning in Classrooms

Xiaofeng You; Meijuan Li; Yue Xiao; Hongyun Liu

doi:10.3389/fpsyg.2019.01751

The Feedback of the Chinese Learning Diagnosis System for Personalized Learning in Classrooms

Front Psychol. 2019 Aug 8:10:1751. doi: 10.3389/fpsyg.2019.01751. eCollection 2019.

Authors

Xiaofeng You¹, Meijuan Li^{2

3}, Yue Xiao¹, Hongyun Liu^{1

4}

Affiliations

¹ Faculty of Psychology, Beijing Normal University, Beijing, China.
² Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
³ Beijing Academy of Educational Sciences, Beijing, China.
⁴ Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing Normal University, Beijing, China.

Abstract

Personalized learning is tailored to each student's strengths and needs. For personalized learning in the classroom, feedback is an essential part, which can provide useful guidance on how to improve learning and/or teaching. Based on the cognitive diagnosis theory, the Chinese Learning Diagnosis System (CLDS) offers timely feedback on student learning and teacher instruction. This study mainly describes the feedback of the CLDS in two parts. Part I introduces the feedback reports of the CLDS, and part II illustrates its application effectiveness in learning and teaching. Based on students' mastery of an attribute, teachers can modify their teaching contents and schedules, and students have the opportunity to remedy their learning by themselves. As to the application effectiveness of the CLDS, the experiment results show that students enrolled in the experimental school with CLDS in 2012 had a significant improvement in their self-efficacy and achievement. Furthermore, most teachers pointed out that instructional time used for classroom unit tests was reduced by one third to one half, allowing them plenty of time to provide more detailed and individualized instructions to students.

Keywords: China; classroom; cognitive diagnosis; feedback; personalized learning.