DEEPENING PROCESS EVALUATION TO IMPROVE THE QUALITY OF COLLEGE PHYSICS TEACHING

This study explores the impact of process evaluation on learning outcomes through classroom quizzes. At the student level, using a learning engagement questionnaire to measure the learning engagement of engineering students in college physics, it was found that process evaluation is an effective way not only to check classroom learning outcomes, but also to enhance student emotional engagement. At the teacher level, by analyzing college physics test data using the Rasch model, it was found that process evaluation can not only help students correct learning misconceptions in a timely manner, but also help test-making teachers optimize test question banks. In addition, course teachers can continuously construct and revise teaching content based on test feedback, which improves the quality of teaching.