Table 3 Academic performance scale.
From: A whole learning process-oriented formative assessment framework to cultivate complex skills
Test Modules | Key Indicators | Items | Score | |
---|---|---|---|---|
Comprehensive Academic Performance (100′) | Knowledge Mastery | Concepts of Robot Programming and Application | q1 | 2′ |
The Three-Tier Architecture of Industrial Robot Program | q2 | 2′ | ||
Concept and Application of Robot Command | q3–q6 | 2′*4 | ||
The Correspondence Relationship Between Program Parameters and Robot Motion Process | q7–q8 | 1.5′*2 | ||
Schema Construction | Process of Creating Program Framework | q9–q10 | 2′*2 | |
Process of Creating the Main Program | q11–q16 | 2′*6 | ||
Process of Program Initialization | q17–q20 | 2′*4 | ||
Process of Programming Robot Trajectory Motion | q21–q24 | 2′*4 | ||
Process of Programming Robot Path-Finding | q25–q26 | 2′*2 | ||
Process of Robot Program Optimization | q27–q28 | 2′*2 | ||
Rule Automation | Creating and Managing Program Module Rules | q29–q30 | 1.5′*2 | |
Creating and Managing Routines | q31–q34 | 1.5′*4 | ||
Tracking Movement Program Coding Rules | q35–q39 | 1.5′*5 | ||
Robot Initialization Program Coding Rules | q40–q43 | 1.5′*4 | ||
Robot Home Point Path-Finding Program Coding Rules | q44–q46 | 1.5′*3 | ||
Main Program Coding Rules | q47–q54 | 1.5′*8 | ||
Speed Optimization Rules | q55–q56 | 1.5′*2 | ||
Turning Motion Optimization Rules | q57–q58 | 1.5′*2 |