Learning Evidence and Assessment Design for Traditional Chinese Medicine Cultural Education within an Inheritance-Integration-Innovation Framework: Digital Learning Tasks Using Central Plains Resources
DOI:
https://doi.org/10.54097/12kcac94Keywords:
Traditional Chinese Medicine Cultural Education, Three-Dimensional Framework, Central Plains Resources, University General Education, Learning EvidenceAbstract
Assessing a digital exhibit in traditional Chinese medicine (TCM) culture requires more than judging the finished slides. Teachers also need to know how students selected sources, interpreted them, and responded to criticism. This paper proposes an assessment design for university general education based on the inheritance-integration-innovation framework, evidence-centered design, and formative assessment. Six indicators specify the evidence to collect across three 90-minute units using Yaofang Cave materials from the Longmen Grottoes. The units move from source verification and annotation to exhibit design and revision. Individual explanations accompany group submissions, and an analytic rubric addresses cultural interpretation, digital resource use, and justified design decisions. A separate Funiu Mountain task examines performance with unfamiliar materials before feedback is provided. Subsequent revision is assessed separately. Cultural understanding and reasoned value reflection remain distinct from cultural identification throughout the design. The proposal sets out a procedure for classroom assessment; its feasibility and measurement properties still require testing.
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