A STUDY ON THE INFLUENCING FACTORS AND MECHANISMS OF MULTIDIMENSIONAL EVALUATION SYSTEMS ON UNDERGRADUATE DEEP LEARNING EFFECTS
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Abstract
In 21st-century higher education, fostering deep learning is essential for developing critical thinking, creativity, and lifelong learning. This study examined the impact of the Multidimensional Evaluation System (MES) on undergraduates’ deep learning, identified key influencing factors, and provided implementation recommendations. A mixed-methods design included a survey of 801 students and interviews with 10 instructors. CFA confirmed a seven-dimensional deep learning construct with 43 indicators (GFI = .958, AGFI = .953, RMSEA = .000, RMR = .020). Overall deep learning was high (M = 3.680), especially in creative thinking, problem-solving, lifelong learning, and thinking ability.
Qualitative findings indicated that MES promotes academic, cognitive, social, and emotional growth via project-based, peer/self-assessment, and performance tasks, supported by motivation, feedback, and collaboration. Challenges included unclear rubrics and limited teacher training. Recommendations include refining criteria, targeted professional development, and institutional support. The study validates a multidimensional deep learning model and offers practical strategies for achieving 21st-century educational goals.
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