Research on the Evaluation of Primary and Secondary School Teachers’ Human-Machine Collaborative Teaching Ability in the Intelligent Era

Human-machine collaborative teaching has become an inevitable trend in educational reform in the intelligent era, but existing literature lacks evaluation research on primary and secondary school teachers’ human-machine collaborative teaching ability. Accordingly, following the research idea of “concept definition—system construction—scale development and revision application”, this paper first elucidates the connotation of human-machine collaborative teaching ability. Next, the evaluation system for teachers’ human-machine collaborative teaching ability is preliminary constructed. Two rounds of expert opinions consultation via the Delphi method are conducted to revise the evaluation indicators, and the evaluation system for teachers’ human-machine collaborative teaching ability including 4 first-level indicators, 11 second-level indicators, and 37 third-level indicators is ultimate formed. The analytic hierarchy process and expert ranking methods are adopted to determine the weight of each indicator. Subsequently, combined with actual teaching scenarios in primary and secondary schools, this paper develops the assessment tool named “assessment scale for primary and secondary school teachers’ human-machine collaborative teaching ability”. The scale is revised through Rasch model test and its secondary test. Results analyzing the ability differences among primary and secondary school teachers reveal that their overall human-machine collaborative teaching ability is at a lower-than-intermediate level. In response, this paper recommends that education administrative departments conduct precise diagnosis and implement stratified training to improve primary and secondary school teachers’ human-machine collaborative teaching ability. The evaluation system for teachers’ human-machine collaborative teaching ability constructed in this paper can provide a structured reference for assessing teachers’ professional ability in the intelligent era, and the developed assessment tool can provide reliable support for teachers’ professional development and educational administration decision-making.