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.
This study aimed to investigate the effect of fermented spent mushroom substrate from Pleurotus eryngii (SMPE) supplementation on production performance, meat quality and rumen bacterial community structure of Hu sheep. 120 2-month-old Hu sheep with average body weight [(13.50 ± 3.10) kg] were selected and randomly divided into 4 groups with 3 replicates per group and 10 sheep per replicate. The control group (RL1) was fed a total mixed ration (TMR), and group RL2, RL3 and RL4 were fed the basal diets supplemented with 15%, 30% and 45% fermented SMPE, respectively. The pretest period lasted for 10 days and the test period lasted for 150 days. The results showed that: (1) Difference (p < 0.05) was observed in average daily feed intake (ADFI) and feed conversion ratio (FCR) between RL2 and RL4 groups. The eye muscle area (EMA) and grade rule (GR) values in RL2 and RL3 were significantly higher than those in RL1 and RL4 groups (p < 0.05). (2) The contents of threonine, valerine, leucine, lysine, histidine, essential amino acids, flavor amino acids, aspartic acid, serine, glutamic acid and arginine of the longissimus dorsi muscle in RL2 and RL3 groups were significantly higher than RL1 and RL4 (p < 0.05). (3) A total of 1,202,445 valid sequences were obtained from rumen of Hu sheep fed different amounts of fermented feed, and the valid sequences were clustered into 9824 Operational Taxonomic Units (OTUs). (4) α diversity analysis showed that the richness and diversity of rumen bacterial communities in Hu sheep in RL1, RL2, RL3 and RL4 groups were significantly higher than RL0 (raw materials of fermented SMPE) group (p < 0.05). β diversity analysis showed that the bacterial community structure was the most different between RL0 and RL3. (5) At the genus level, compared with RL1, the relative abundance of Christensenellaceae R-7 in RL3 group decreased significantly by 33.59%, the relative abundance of Prevotellaceae UCG001 in RL2, RL3 and RL4 decreased significantly by 50.41%, 62.24% and 49.17%, respectively, and the relative abundance of Ruminococcaceae NK4A214 in RL2 group increased significantly by 35.01% (p < 0.05). In summary, the addition of fermented SMPE to TMR can significantly improve the production performance, meat quality and rumen bacterial community diversity and abundance of Hu sheep.
This article introduces the principles and features of a cognitive diagnosis assessment system known as the Chinese Learning Diagnosis System (CLDS). Key issues that have arisen in the development and application of the system are discussed. The CLDS, developed by Biyouxue which is an educational information technology company, provides immediate feedbacks on the effects of learning and teaching based on cognitive diagnosis theory and successfully integrates educational measurement into teaching process. 1 The CLDSThe CLDS aims to establish an ''immediate feedback system.'' Its implementation consists of five consequent components, as shown in Figure 1. Item DevelopmentIn the initial step, based on the curriculum framework, experts set the goals for learning units at different levels. Guided by Tatsuoka's (1983Tatsuoka's ( , 1995 rule space model, experts then identify the cognitive attributes, as well as the relationships among the attributes for each learning unit. These attributes and their relationships are used to assist item writing and test paper generation in the second phase. This design enables teachers to develop attribute-based items and to identify cognitive attributes for existing test items.
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