基于在线问卷的口腔正畸学形成性评价作业文档归集系统：研发与应用

目的探讨易于部署的形成性评价作业文档归集系统的研发方法，并评估口腔正畸学教师对其接受程度。 方法基于在线问卷系统，利用Python语言开发问卷数据转换程序，优化形成性评价中作业电子文档的归集流程。对佛山科学技术学院附属口腔医院正畸学教研室教师开展培训，分别记录使用电子邮件系统、在线问卷系统和本归集系统收集10份作业文档的操作时间与点击次数，使用方差分析进行相互比较。同时发放问卷对接受培训教师既往使用在线问卷的情况进行调查，利用单因素及多因素回归调查各方法操作时间的影响因素。 结果本研究自2019年5月至2019年7月由佛山科学技术学院附属口腔医院正畸学教研室教师中按照便利抽样方式招募20位高校教师，其中男11人、女9人，年龄（37.8 ± 7.3）岁，均为口腔医学专业。全部教师参与培训并认真填写了问卷。在统一进行培训后，教师通过电子邮件[用时（10.40 ± 2.43）min，点击次数151.0 ± 70.6]、在线电子问卷[用时（5.91 ± 0.13）min，点击次数37.7 ± 10.5]与本系统[用时（3.99 ± 0.34）min，点击次数11.0 ± 1.7]进行10份作业文档的归集工作，单因素方差分析提示不同归集方法的平均时间差异具有统计学意义（F = 106.7，P<0.001），不同方法间点击次数差异也具有统计学意义（F = 64.9，P<0.001）。多重线性回归结果提示，既往收集电子文档的频次是本系统使用时间的独立预测因素（回归系数-0.34，P = 0.04）。 结论利用本系统收集电子作业文档操作更为简捷，效率也明显高于传统手段，近期进行过电子文档收集工作的教师更容易掌握本系统的使用。整体而言，接受培训的教师愿意将其应用于今后的教学工作中，改善口腔正畸学教学中形成性评价的工作流程。

Development and evaluation of formative assessment file collecting system for orthodontic education

ObjectiveTo develop and evaluate a file collecting system for formative assessment used by orthodontic teachers. MethodsData conversion tool was developed with Python which optimized file collecting process with on-line questionnaire. Teachers from the orthodontic department, Foshan Stomatological Hospital were recruited in our study, demonstrated how to use the file collecting system and then asked to collect 10 assignment files with e-mail, online questionnaire and our system, respectively. Time used and amount of mouse clicks for each methods were recorded and compared with analysis of variance. Then surveys were carried out to investigate the use of online questionnaire and predictors for time consumption in each method were investigated with simple linear regression and multivariable linear regression. ResultsDuring the period of May, 2019 to July, 2019, 20 teachers[11 male, 9 female, age (37.8 ± 7.3) years, all of them are dentist by profession] were recruited in our study. File collecting with e-mail took (10.40 ± 2.43) min, and (151.0 ± 70.6) clicks. With on-line questionnaire, it took (5.91 ± 0.13) min and (37.7 ± 10.5) clicks, while with our system, it only took (3.99 ± 0.34) min and (11.0 ± 1.7) clicks to finish. Differences in time consumption (F = 106.7, P<0.001) and clicks (F = 64.9, P<0.001) were statistically significant. Multi-variable regression showed that recent file collecting related experience was an independent predictor (β₁ = -0.34, P = 0.04) for time consumption with our system. ConclusionsOur system is superior in time consumption and simplicity when compared with traditional file collecting method, such as e-mail, and on-line questionnaire. This trend is especially prominent for teachers who recently carried out file collecting tasks. In general, our research provided a useful tool for assignment file collection in formative assessment.