Compared with cognitive skills, non-cognitive skills cannot be accomplished through simple academic level tests. It is more through self- reported research and observation reports of others. These two methods are relatively easy to be proposed and tested, but they are easily affected by social expectations, response style and familiarity, resulting in deviations from the real results (Braun et al., 2001; He & Van de Vijver, 2015). Therefore, non-cognitive ability assessment is more challenging.
与认知技能相比，非认知技能不能通过简单的学术水平测试来完成。它更多的是通过自我报告的研究和他人的观察报告。这两种方法相对容易提出和测试，但容易受到社会期望、反应方式和熟悉程度的影响，导致与实际结果存在偏差(Braun et al.， 2001;He & Van de Vijver, 2015)。因此，非认知能力评估更具挑战性。
{"title":"Exploration of the Non-Cognitive Ability Assessment: The Scientific Value of the Survey on Social and Emotional Skills","authors":"Xiaoqiao Cheng","doi":"10.15354/sief.21.co017","DOIUrl":"https://doi.org/10.15354/sief.21.co017","url":null,"abstract":"Compared with cognitive skills, non-cognitive skills cannot be accomplished through simple academic level tests. It is more through self- reported research and observation reports of others. These two methods are relatively easy to be proposed and tested, but they are easily affected by social expectations, response style and familiarity, resulting in deviations from the real results (Braun et al., 2001; He & Van de Vijver, 2015). Therefore, non-cognitive ability assessment is more challenging.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122156109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Xingyuan Gao, Hongyan Chen, J. Wu, Jingzhong Huang
Task Performance is greatly significant in the field of education. The OECD defines Task Performance as the ability to function based on conscientiousness in the “Big Five” personality domains. People with high Task Performance tend to also have significant conscientiousness. In other words, they are more self-controlled, more responsible, and more persistent. As a result, they focus well on tasks and earn better grades. Task Performance includes self-control, responsibility, and perseverance.
{"title":"Task Performance: Report on the Study of Social and Emotional Skills of Chinese Adolescents (I)","authors":"Xingyuan Gao, Hongyan Chen, J. Wu, Jingzhong Huang","doi":"10.15354/bece.21.rp031","DOIUrl":"https://doi.org/10.15354/bece.21.rp031","url":null,"abstract":"Task Performance is greatly significant in the field of education. The OECD defines Task Performance as the ability to function based on conscientiousness in the “Big Five” personality domains. People with high Task Performance tend to also have significant conscientiousness. In other words, they are more self-controlled, more responsible, and more persistent. As a result, they focus well on tasks and earn better grades. Task Performance includes self-control, responsibility, and perseverance.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114160520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As one of the five dimensions of social and emotional ability, open-mindedness is derived from the openness factor of the "Big Five Personality", which describes one’s willingness to try and accept novel experiences. People with a high level of open-mindedness are more creative and artistic, while those with low level of openness are more obedient to tradition and pragmatic, but lack of innovation. According to the OECD research framework, open-mindedness includes tolerance, curiosity and creativity. This study is based on data collected from 10-year-old and 15-year-old students in Suzhou city participating in the OECD social and emotional ability assessment. It uses descriptive statistics, difference testing and regression analysis to present the performance of Suzhou students’ open-mindedness. This allows the study to provide reference for the accurate assessment of teenagers' social and emotional abilities, in addition to further developing the quality of education in China. The study presents data results from the following three parts: the first part presents the overall score of open-mindedness, the correlation between open-mindedness and other sub-abilities, and the age difference of open-mindedness (comparison between 10 and 15 years old group), gender difference, urban-rural difference, and the difference between general high and vocational high; the second part presents the factors influencing open-mindedness through regression analysis, including background variables, individual factors, family upbringing, teacher factors, and school factors; the third part presents the effects of tolerance, curiosity and creativity on academic achievement (Chinese, math, art), educational expectation, global consciousness, closeness to family, closeness to others, health, life happiness, life satisfaction, test anxiety and other life outcome variables of 10 and 15 year old students through regression analysis.
{"title":"Open-Mindedness: Report on the Study of Social and Emotional Skills of Chinese Adolescents (IV)","authors":"Zhifang Shao, Zhi Liu, Shuyu Yang, Jingzhong Huang","doi":"10.15354/bece.21.rp034","DOIUrl":"https://doi.org/10.15354/bece.21.rp034","url":null,"abstract":"As one of the five dimensions of social and emotional ability, open-mindedness is derived from the openness factor of the \"Big Five Personality\", which describes one’s willingness to try and accept novel experiences. People with a high level of open-mindedness are more creative and artistic, while those with low level of openness are more obedient to tradition and pragmatic, but lack of innovation. According to the OECD research framework, open-mindedness includes tolerance, curiosity and creativity. This study is based on data collected from 10-year-old and 15-year-old students in Suzhou city participating in the OECD social and emotional ability assessment. It uses descriptive statistics, difference testing and regression analysis to present the performance of Suzhou students’ open-mindedness. This allows the study to provide reference for the accurate assessment of teenagers' social and emotional abilities, in addition to further developing the quality of education in China. The study presents data results from the following three parts: the first part presents the overall score of open-mindedness, the correlation between open-mindedness and other sub-abilities, and the age difference of open-mindedness (comparison between 10 and 15 years old group), gender difference, urban-rural difference, and the difference between general high and vocational high; the second part presents the factors influencing open-mindedness through regression analysis, including background variables, individual factors, family upbringing, teacher factors, and school factors; the third part presents the effects of tolerance, curiosity and creativity on academic achievement (Chinese, math, art), educational expectation, global consciousness, closeness to family, closeness to others, health, life happiness, life satisfaction, test anxiety and other life outcome variables of 10 and 15 year old students through regression analysis.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129568164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yipeng Tang, Jie Zheng, Xiaoxue Sun, Jingzhong Huang
Collaboration is essential to social and emotional competence. Accordingly, collaboration has always been considered a key indicator and core accomplishment of students' development. People who excel at collaboration can successfully cooperate with others, reduce interpersonal conflict and achieve the final goal by maintaining a positive attitude. For children and adolescents, greater collaboration means more pro-social behaviors and fewer problem behaviors. Collaboration is also important for students' life development and is closely linked to some life outcome variables, such as educational expectations, health and well-being, according to the OECD. Based on evaluation data out of Suzhou, China, the study under review presents the evaluation results of teenagers' cooperation ability from different dimensions and levels. The authors present the research results from three aspects, including the predictive variable analysis of collaboration ability and the life outcome variable of collaboration ability. Analysis shows that the students’ empathy, trust, and cooperation capabilities differ depending on age, gender, urban & rural areas, and school types; correlation exists in the 15 kinds abilities of the “Big Five Personalities”. Through regression analysis from multiple aspects explored the prediction variables, the researchers explored the student's ability of collaboration and cooperation ability in the 5 major categories of life outcome variables. Specific research results are as follows:
{"title":"Collaboration: Report on the Study of Social and Emotional Skills of Chinese Adolescents (III)","authors":"Yipeng Tang, Jie Zheng, Xiaoxue Sun, Jingzhong Huang","doi":"10.15354/bece.21.rp033","DOIUrl":"https://doi.org/10.15354/bece.21.rp033","url":null,"abstract":"Collaboration is essential to social and emotional competence. Accordingly, collaboration has always been considered a key indicator and core accomplishment of students' development. People who excel at collaboration can successfully cooperate with others, reduce interpersonal conflict and achieve the final goal by maintaining a positive attitude. For children and adolescents, greater collaboration means more pro-social behaviors and fewer problem behaviors. Collaboration is also important for students' life development and is closely linked to some life outcome variables, such as educational expectations, health and well-being, according to the OECD. Based on evaluation data out of Suzhou, China, the study under review presents the evaluation results of teenagers' cooperation ability from different dimensions and levels. The authors present the research results from three aspects, including the predictive variable analysis of collaboration ability and the life outcome variable of collaboration ability. Analysis shows that the students’ empathy, trust, and cooperation capabilities differ depending on age, gender, urban & rural areas, and school types; correlation exists in the 15 kinds abilities of the “Big Five Personalities”. Through regression analysis from multiple aspects explored the prediction variables, the researchers explored the student's ability of collaboration and cooperation ability in the 5 major categories of life outcome variables. Specific research results are as follows:","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130038084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Communicative ability is embodied as "extroversion" in the Big Five Personality Test. Extroversion is an extremely important concept in personality psychology and a more common personality trait. Typically, it includes boldness, self-confidence, liveliness, enthusiasm, optimism, and being. In studying adolescents’ social and emotional abilities, the OECD designed a communication competence evaluation framework based on “extroversion” in the “Big Five Personality” model based on the physical and mental development characteristics of 10-year-old and 15-year-old adolescents. In the OECD evaluation framework, there are three sub-dimensions of communicative competence: happy group, courage and vitality. This study is based on the evaluation data of Suzhou City in China and presents the evaluation results of the communicative ability dimension of the youth social and emotional ability survey in various ways. The data results are presented in the following three parts. The first part uses descriptive statistics to illustrate the overall score of communicative ability, the correlation coefficient of communicative ability and other sub-abilities, and the differences of each ability in age, gender, urban and rural areas, and school categories. The second part uses factors that affect the ability to communicate through multiple regression analysis, including background variables, student variables, teacher variables, school variables, family variables, the impact of student happiness, courage and vitality. Finally, the third part uses multiple regression analysis of the 10-year-old and 15-year-old groups to determine the influence of happiness, courage and vitality on life outcome variables such as health and well-being.
{"title":"Communicative Competence: The Fifth Report of the Social and Emotional Competence Test of Chinese Adolescents","authors":"Jingzhong Huang, Qian Wang, Huan-huan Chen, Xin Gao","doi":"10.15354/bece.21.rp035","DOIUrl":"https://doi.org/10.15354/bece.21.rp035","url":null,"abstract":"Communicative ability is embodied as \"extroversion\" in the Big Five Personality Test. Extroversion is an extremely important concept in personality psychology and a more common personality trait. Typically, it includes boldness, self-confidence, liveliness, enthusiasm, optimism, and being. In studying adolescents’ social and emotional abilities, the OECD designed a communication competence evaluation framework based on “extroversion” in the “Big Five Personality” model based on the physical and mental development characteristics of 10-year-old and 15-year-old adolescents. In the OECD evaluation framework, there are three sub-dimensions of communicative competence: happy group, courage and vitality. This study is based on the evaluation data of Suzhou City in China and presents the evaluation results of the communicative ability dimension of the youth social and emotional ability survey in various ways. The data results are presented in the following three parts. The first part uses descriptive statistics to illustrate the overall score of communicative ability, the correlation coefficient of communicative ability and other sub-abilities, and the differences of each ability in age, gender, urban and rural areas, and school categories. The second part uses factors that affect the ability to communicate through multiple regression analysis, including background variables, student variables, teacher variables, school variables, family variables, the impact of student happiness, courage and vitality. Finally, the third part uses multiple regression analysis of the 10-year-old and 15-year-old groups to determine the influence of happiness, courage and vitality on life outcome variables such as health and well-being.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121695654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The previous view of education quality paid more attention to the appearance of cognitive ability: test scores. However, a lot of practice and research have proved that the level of cognitive ability cannot completely predict the development of an individual in school and society. The non-cognitive abilities of individuals represented by communication, cooperation, emotional management, etc. can help improve students’ cognitive level and regulate students’ learning motivation; help students achieve better academic performance and achievement; Income has an impact, which ultimately affects the individual’s happiness. These kind of specific abilities other than cognitive abilities, which have a profound and lasting impact on individual adaptation and social development, are core abilities that individuals gradually form in the process of growth and development, and are also called “social and emotional abilities”. The term was promoted by the “Social and Emotional Learning” (SEL) promoted by UNICEF worldwide, and the Study on Social and Emotional Skills (SSES) implemented by the Organization for Economic Cooperation and Development (OECD).
{"title":"Non-Cognitive Abilities: The Indispensable Contributor to Adolescents’ Development","authors":"Jijun Yao","doi":"10.15354/bece.21.ed031","DOIUrl":"https://doi.org/10.15354/bece.21.ed031","url":null,"abstract":"The previous view of education quality paid more attention to the appearance of cognitive ability: test scores. However, a lot of practice and research have proved that the level of cognitive ability cannot completely predict the development of an individual in school and society. The non-cognitive abilities of individuals represented by communication, cooperation, emotional management, etc. can help improve students’ cognitive level and regulate students’ learning motivation; help students achieve better academic performance and achievement; Income has an impact, which ultimately affects the individual’s happiness. These kind of specific abilities other than cognitive abilities, which have a profound and lasting impact on individual adaptation and social development, are core abilities that individuals gradually form in the process of growth and development, and are also called “social and emotional abilities”. The term was promoted by the “Social and Emotional Learning” (SEL) promoted by UNICEF worldwide, and the Study on Social and Emotional Skills (SSES) implemented by the Organization for Economic Cooperation and Development (OECD).","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127610329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Editorial Office Best Evidence in Chinese Education
In the long history of educational development, many representative figures have emerged, and many representative works and expositions have been circulating. These characters and discourses have had a huge impact on the development of education. Plato’s Utopia, Comenius’s Large Teaching Theory, and Dewey’s Democracy and Education were representative of them.
{"title":"Classic Reflection in Best Evidence in Chinese Education","authors":"Editorial Office Best Evidence in Chinese Education","doi":"10.15354/bece.21.e026","DOIUrl":"https://doi.org/10.15354/bece.21.e026","url":null,"abstract":"In the long history of educational development, many representative figures have emerged, and many representative works and expositions have been circulating. These characters and discourses have had a huge impact on the development of education. Plato’s Utopia, Comenius’s Large Teaching Theory, and Dewey’s Democracy and Education were representative of them.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126947164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Success for All (SFA) is a school improvement project promoted by the team of Professor Robert Slavin of Johns Hopkins University. This paper reviewed the development process of SFA and analyzed its characteristics. By comparing with China’s “New Basic Education” project, we summarized the reference value of SFA for China, and further discussed the possible path of China’s evidence-based school improvement.
{"title":"Success for All: Professor Slavin and the Improvement of Evidence-Based Schools and Its Enlightenment to China","authors":"Longjun Zhou, Hui Gu","doi":"10.15354/BECE.21.OR35","DOIUrl":"https://doi.org/10.15354/BECE.21.OR35","url":null,"abstract":"Success for All (SFA) is a school improvement project promoted by the team of Professor Robert Slavin of Johns Hopkins University. This paper reviewed the development process of SFA and analyzed its characteristics. By comparing with China’s “New Basic Education” project, we summarized the reference value of SFA for China, and further discussed the possible path of China’s evidence-based school improvement.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130599349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on China’s provincial panel data from 1990 to 2017 and the improved Lucas, Nelson & Phelps model, the Spatial Dubin Model is used to test the spatial effects of higher education and human capital quality. The results showed that high-level human capital, characterized by higher education and urban labor income index, indirectly promoted local economic growth through technological innovation. There was also a “local-neighborhood” synergy effect. The neighborhood effect was manifested in that it affected the economic development of neighbors by promoting technological catch-up. After considering the quality factor, both the local and neighborhood effects were enhanced. From a regional perspective, higher education in the Yangtze River Delta, where the level of economic development is relatively high, was manifested as a spatial spillover effect of technological innovation and the neighborhood effect in the northeastern Bohai Rim and the Pearl River Delta was manifested as a technological catch-up.
基于1990 - 2017年中国省级面板数据和改进的Lucas, Nelson & Phelps模型，运用空间杜宾模型检验了高等教育与人力资本质量的空间效应。结果表明，以高学历和城市劳动收入指数为特征的高水平人力资本通过技术创新间接促进了地方经济增长。还有“本地-邻里”协同效应。邻里效应表现为通过促进技术追赶来影响邻居的经济发展。考虑质量因素后，局部效应和邻域效应均得到增强。从区域角度看，经济发展水平较高的长三角地区高等教育表现为技术创新的空间溢出效应，环渤海东北部和珠三角地区高等教育表现为技术追赶效应。
{"title":"The Impact of Higher Education and Human Capital Quality on “Local-Neighborhood” Economic Growth","authors":"Ran Zhao, Yuhong Du","doi":"10.15354/BECE.21.AR22","DOIUrl":"https://doi.org/10.15354/BECE.21.AR22","url":null,"abstract":"Based on China’s provincial panel data from 1990 to 2017 and the improved Lucas, Nelson & Phelps model, the Spatial Dubin Model is used to test the spatial effects of higher education and human capital quality. The results showed that high-level human capital, characterized by higher education and urban labor income index, indirectly promoted local economic growth through technological innovation. There was also a “local-neighborhood” synergy effect. The neighborhood effect was manifested in that it affected the economic development of neighbors by promoting technological catch-up. After considering the quality factor, both the local and neighborhood effects were enhanced. From a regional perspective, higher education in the Yangtze River Delta, where the level of economic development is relatively high, was manifested as a spatial spillover effect of technological innovation and the neighborhood effect in the northeastern Bohai Rim and the Pearl River Delta was manifested as a technological catch-up.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132735800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators and 31 secondary indicators. Finally, using the questionnaire survey data of 13 cities in Province W as an example, the EAP indicator method was used to carry out on the evaluation of ICT development level. The study drew the following conclusions: EAP indicator method can objectively assess the development level of ICT; the overall development level of ICT in the 13 cities in Province W is average and above, and most of them are level II. When using the EAP indicator method to assess the development level of ICT, experts do not need to determine the indicator's weight. Also, this method presents the evaluation results more concisely and intuitively, so it can be promoted as an essential method of evaluating on the development level of ICT in education.
{"title":"Evaluation of the Development Level of Information and Communications Technology in Education Based on the Entire-Array-Polygon Indicator Method: Taking the Questionnaire Survey Data of 13 Cities in Province W as an Example","authors":"Danxia Xing, Chun Lu","doi":"10.15354/BECE.21.AR013","DOIUrl":"https://doi.org/10.15354/BECE.21.AR013","url":null,"abstract":"The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators and 31 secondary indicators. Finally, using the questionnaire survey data of 13 cities in Province W as an example, the EAP indicator method was used to carry out on the evaluation of ICT development level. The study drew the following conclusions: EAP indicator method can objectively assess the development level of ICT; the overall development level of ICT in the 13 cities in Province W is average and above, and most of them are level II. When using the EAP indicator method to assess the development level of ICT, experts do not need to determine the indicator's weight. Also, this method presents the evaluation results more concisely and intuitively, so it can be promoted as an essential method of evaluating on the development level of ICT in education.","PeriodicalId":390047,"journal":{"name":"Best Evidence in Chinese Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132201736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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