Hulin Experimental Primary School used SEED to run three rounds of a skipping-rope activity, recording both physical skills and teamwork. Its interim report also identifies gaps in data analysis and assessment criteria.
Mid-term Report on the Design and Implementation of the “Rope Shadows Fluttering” Performance Evaluation Activity Based on the SEED Platform
Hulin Experimental Primary School, Heilongjiang
Abstract:This study focuses on how information technology can enhance the innovative evaluation of students’ overall qualities. Based on the SEED platform, the design and implementation of performance evaluation activities titled “Rope Skipping Performances” were carried out. During the intermediate stage, literature research, plan development, and baseline data collection for the pilot participants were completed. In the implementation phase, three rounds of activity sessions were conducted, and a curriculum plan integrating learning and evaluation was developed, along with a “three-dimensional, six-dimensional” evaluation model. Practical results show that the rate of students achieving the required level of rope skipping skills increased by 14%, and relevant indicators related to collaboration skills increased by an average of 35%. The SEED platform enables full digital management throughout the process. However, the study found that there are issues such as insufficient in-depth data analysis and needs for improvement in the evaluation system. In the next steps, further data analysis will be conducted, evaluation tools will be optimized, and interdisciplinary integration will be promoted.
Keywords:SEED platform; performance evaluation; integration of learning and assessment; comprehensive quality evaluation; skipping rope activity
1. Summary of the progress made on the project at each stage
(1) Completion of the research preparation phase (March–April 2025)
Literature research and theoretical construction: A systematic review of the literature on the integration of information technology and educational evaluation was conducted. The application logic of the SEED platform in this integration was analyzed in detail, and a special report titled “The Theoretical Basis and Practical Exploration of Information Technology in Enabling Student Evaluation” was prepared, providing theoretical support for the design of various activities.
Scheme design and tool development: Taking into account the suggestions from the project initiation report, the activity plan for “Jump Rope Dance” was refined. Three-dimensional evaluation criteria were defined, including “jump rope skills”, “collaboration ability”, and “overall quality”. Data collection templates were developed using the SEED platform, covering data on students’ performance, teacher evaluations, and parent feedback.
Pilot subjects and data baseline collection: Five classes from grades 5 and 6 of Hulin Experimental Primary School (220 students) were selected as the pilot subjects. Baseline data were collected using the SEED platform, including assessments of students’ basic skipping rope skills and their initial ability to solve collaborative problems.
(II) Progress in the research implementation phase (May–July 2025)
The “Rope Shadow Fluttering” activity was successfully implemented: Three rounds of “Rope Shadow Fluttering” activities were carried out, including individual skipping challenges, group creative skipping competitions, and school-home collaborative skipping tracking activities. A total of 207 students participated, with a participation rate of 94.5%.
Through the SEED platform, the entire process of the event can be managed digitally. Students submit video recordings of skipping rope exercises and reflections on the event through the platform; teachers conduct skill assessments and process evaluations online; parents can participate in parent-child check-in evaluations using mobile devices.
Development and implementation of a curriculum integrating learning and assessment: The “Rope Shadow Fluttering” curriculum was developed, which includes activity designs for 4 class periods (basic skill training, team collaboration tasks, creative presentations, and comprehensive evaluation). The accompanying material is the “SEED Platform Evaluation Guide”. Online activities titled “Little Life Expert” were also developed; these activities combine skipping rope skills with evaluations of daily habits, such as “skipping rope + household chores check-in” tasks. In total, 326 student practice videos were collected.
Data collection and preliminary analysis: 980 pieces of activity data were collected through the SEED platform, including the number of rope skipping attempts, scores regarding the correctness of movements, and records of group collaboration evaluations. 198 teacher evaluation forms and 175 parent feedback questionnaires were also collected. Preliminary analysis shows that the proficiency rate of students in rope skipping improved from 68% at the baseline to 82%. The average number of “effective communications” during group collaboration tasks increased by 35%. The satisfaction of parents with the activity was 91%.
(3) Progress in the establishment of the evaluation system
By drawing on the evaluation concepts of the SEED platform, a “three-dimensional and six-dimensional” evaluation model is established:
Ability dimensions: Skipping skills (technical proficiency, endurance); Collaboration skills (communication efficiency, contribution to tasks); Innovation skills (creation of new routines).
Evaluation subjects: student self-evaluation, peer evaluation, teacher evaluation, parent evaluation, data extraction from the platform, and presentation of activity outcomes.
The “Rope Shadow Fluttering” performance evaluation rubric was developed, which includes 12 specific evaluation criteria, such as “active coordination of the team rhythm during group rope skipping” and “the depth of reflection on activities submitted through the SEED platform”.
II. Specific practical cases: The “Group Rope Skipping Composition Competition” for Class 5(3)
(1) Background and objectives of the case
In response to the need to develop students’ teamwork skills in the fifth grade, a “Group Rope Skipping Composition Competition” was organized. Four-person teams were required to design choreography, conduct training, and record videos within two weeks, and then submit their works through the SEED platform for multi-dimensional evaluation. The main goal is to improve students’ teamwork abilities through rope skipping activities, and to assess the effectiveness of the SEED platform in performance-based evaluation.
(II) Implementation process
Preparation phase (May 10-15)
Teachers upload task packages on the SEED platform, which include the “Jump Rope Skills Database”, the “Group Composition Guide”, and the “Assessment Scale Sheet”. Students are divided into groups of 4 people each; online discussion groups are created through the platform, and roles are assigned (action design, training records, video production, and material organization).
Implementation phase (May 16–28)
The group submits training videos twice a week through the SEED platform, and the teachers provide online guidance on the movements. Parents record the family training activities using the “Parent-Child Check-in” function on the platform. Key date: On May 20, the group submitted the initial draft of the creative plans, and the teachers provided feedback and suggestions via the platform (e.g., “It is recommended to add interactive movement elements”).
Evaluation phase (May 29 – June 2)
Implementation of multi-dimensional evaluation:
Student self-evaluation: Fill out the “Reflection Form on the Creation Process” through the platform, and focus on describing “my contributions within the group”.
Peer evaluation: The groups watch the works’ videos through the platform and rate “creativity” and “cooperation efficiency” based on a scale.
Teacher evaluation: A comprehensive score is given by combining data from the training process (such as the number of video submissions, response time for modifications) with the quality of the final work.
Platform data: Automatically collect the students’ activity data on the platform (such as the number of posts in discussion areas, file downloads) as a basis for formative assessment.
(3) Implementation effectiveness
Ability improvement data: In the fifth-grade group creation plans, on average, 4.2 different movements were included (the baseline was 2.1). The number of effective communications during collaboration (such as discussions on optimizing movements) increased by 2.8 times compared to the initial state. 85% of the students who participated in the experiment mentioned in their reflections that they “learned to listen to the opinions of their teammates” and “actively adjusted their movements to fit the team’s needs”.
Effects of the SEED platform application: Data from the platform show that during this event, students logged into the platform 1.5 times per day on average, and a total of 148 training videos were uploaded. Teachers sent a total of 92 feedback comments using the platform’s annotation function, and the participation rate of parents in parent-child check-ins reached 88%.
(4) Highlights of the cases
Technology-enhanced evaluation process: The SEED platform enables digitalization of the entire process—from “event publication” to “process recording” and “multi-dimensional evaluation” to “data accumulation”—thus breaking the spatial and temporal limitations of traditional evaluations.
Diverse evaluation subjects: Parents participate in evaluations through mobile devices, thereby creating a collaborative evaluation network between schools and families. For example, a parent might leave a comment in the check-in system: “The child actively teaches his younger brother how to skip rope at home, and his sense of responsibility has improved significantly.”
III. Existing problems and next steps
(1) Existing problems currently
Insufficient in-depth data analysis: Currently, only descriptive statistics have been calculated (such as participation rates and compliance rates), while correlation analyses have not been conducted (e.g., the relationship between skipping rope skills and collaboration abilities). The big data analysis capabilities of the SEED platform (such as modeling student development trajectories) are not fully utilized.
The evaluation system needs to be improved: Parent evaluations are highly subjective (for example, some parents simply write “very good”), and there is a lack of standardized guidance. Student self-evaluations are not deep enough; more guiding questions are needed (e.g., “What do you think were the key factors that contributed to the success/failure of the group?”).
Differences in teachers’ evaluation abilities: Some teachers have inconsistent understandings of the evaluation criteria on the SEED platform (for example, they do not agree on the scoring criteria for “collaboration skills”). As a result, the reliability of the evaluation results needs further verification.
The scope of this activity is limited: currently, it is only being implemented in the fifth and sixth grades, and students in lower grades are not included. The main form of this activity is skipping rope; further integration with other subjects is needed (for example, using skipping rope techniques in mathematics for data analysis, or using it in language classes for narrative writing).
(II) Next research plan (August–September 2025)
1. Deepen data analysis and model development
Using tools such as SPSS to conduct correlation analyses, we aim to explore the mechanisms by which the “rope skipping activity” affects students’ overall qualities (such as physical health and interest in learning). Based on the data from the SEED platform, we attempt to construct a visual model of “rope skipping activity – skill development”, such as a growth curve for students’ collaborative abilities.
2. Optimize the evaluation system and tools
Develop a “Parent Evaluation Guide” to provide examples of specific evaluation scenarios (for example, “When a child actively adjusts the rhythm of skipping rope to match his teammates, it can be noted as ‘strong sense of collaboration’”). Create templates for students to conduct self-evaluations, and use question chains (such as “What was the biggest challenge you faced during group creation? How did you solve it?”) to enhance the depth of reflection.
3. Conduct specialized training for teachers
A workshop on “Interpretation of SEED Platform Evaluation Criteria” was organized, and standardized evaluation criteria were established through case studies. Training on “Performance-Based Evaluation Design” was provided to enhance teachers’ ability to manage process-based evaluations.
4. Expanding activities and integration with disciplines
Pilot the “jumping rope + mathematics” activity: Students record their jumping rope data and create line graphs to analyze changes in physical fitness. Develop a “jumping rope + Chinese” task: Students write “My Jumping Rope Growth Diary” and receive peer evaluations through the SEED platform. Gradually expand this activity to grades three and four; design “fun jumping rope challenges” suitable for younger students, and adjust the evaluation criteria accordingly (e.g., increasing the weight of “participation enthusiasm”).
5. Summary and promotion of achievements
Organize the mid-term research results and prepare the “‘Rope Shadow Fluttering’ Academic Evaluation and Integration Course Implementation Guide (Mid-term Version)”. This includes activity design templates, evaluation tools, and data collection procedures. Also, produce a 10-minute video explaining the innovative achievements of the research project, which includes examples of typical activities, comparative data on student development, and interviews with teachers, in order to prepare for the final evaluation.
IV. Supporting documents
(1) Examples of students’ achievements
Zhang Chengjun, a student in Grade 5 (3),’s reflection on the SEED platform: “During the group creation process, I initially tried to use the movements I designed myself. However, my teammates found them too difficult. After three revisions, we finally found a solution that everyone could follow. It turns out that teamwork requires mutual compromise.”
The video segments created by the groups in Grade 5 (2) class: They demonstrated the dance moves of “8-character skipping rope + formation changes”. The SEED platform’s evaluation showed that “the creativity was 4.5 points, and the smoothness of collaboration was 4 points”.
Mid-term conclusion
This project has completed the phased tasks from theoretical development to practical implementation. The application value of the SEED platform in performance evaluation has begun to become apparent, but further research is needed in areas such as data mining and detailed evaluation. In the next step, efforts will be focused on optimizing the system, ensuring the scientific and practical nature of the research results, and laying the foundation for the completion of the project and its dissemination.
Original link: https://aiedchair.bnu.edu.cn/news-citlab-2247627407-8-en/
