共查询到20条相似文献，搜索用时 15 毫秒
1.
This paper argues that practitioners and researchers in underdeveloped countries should organize themselves into teams to
find and share research and experience-based information about factors that influence the quality of teaching. The teams would
compile locally-developed knowledge about three topics: What teaching practices are most effective in classrooms? How do teachers
who use those practices learn them? How and what should teacher training institutions teach teachers so that they will use
effective practices? The paper briefly reviews published research to argue that the answers to the latter two questions are
not yet fully developed, and especially not for underdeveloped countries. 相似文献
2.
Siegel LS 《Journal of learning disabilities》1999,32(4):304-319
This article reviews issues related to the definition of learning disabilities in the context of the Guckenberger v. Boston University case. Four major questions are addressed: (a) Who is learning disabled? (b) How should learning disabilities be assessed? (c) Who is qualified to make a decision about whether or not an individual has a learning disability? and (d) What accommodations should be provided by a postsecondary institution and how should they be selected? Although these are complicated and difficult questions, it is possible to develop a simple, reasonable classification system for learning disabilities, and to conduct assessments based on a coherent and relevant set of achievement tests in which individuals who score below a cutoff are considered learning disabled. Scores on IQ tests are irrelevant and not useful and may even be discriminatory. The issues of decision making regarding learning disabilities and appropriate accommodations remain significant dilemmas for the field; resolution of these issues seems virtually impossible without agreement on appropriate procedures for the definition, identification, and assessment of learning disabilities. 相似文献
3.
What criteria should be applied to the evaluation of performance measures? How consistent are the results from performance measures and norm-referenced achievement tests? How can we ensure fairness and credibility in performance measurement? 相似文献
4.
How should we think about the concept of the testlet? How can testlets be better incorporated into test score analysis? Can there be a one‐item testlet? 相似文献
5.
Richard P. Phelps 《Educational Measurement》1996,15(3):19-27
How should amount of testing be defined? On average, how many hours does a U.S. student spend on testing? How does this compare with testing time in other countries? How do the type and purpose of testing vary from U.S. to other countries? 相似文献
6.
脑科学研究与学生素质培养 总被引：1，自引：0，他引：1
脑科学研究成果如何应用于教育改革以提高学生素质？如研究脑科学中关于人语言中枢发展的关键期与可塑性如何用于儿童语言的早期教育；用脑科学的研究成果用于教育中如何改善学生们的记忆问题；研究脑科学中关于“敏感化”用于培养学生们创造性的“直觉”思维问题；研究大脑神经最重要的对多重记忆的整合功能，用于培养学生们德、智、体、美全面发展问题。 相似文献
7.
Teaching About Communicating Assessment Results and Grading 总被引：2，自引：0，他引：2
Susan M. Brookhart 《Educational Measurement》1999,18(1):5-13
How should a course on classroom assessment differ from an introductory psychometrics course? How should such a course be taught? How large a role should instruction concerning grading and communicating play in such a course? 相似文献
8.
Sorel Cahan 《Educational Measurement》2000,19(3):26-32
How does schooling affect the development of intelligence in children? How should the amount of schooling be considered when developing norms for turning intelligence test performance into IQ scores? 相似文献
9.
Krystyna Weinstein 《Performance Improvement Quarterly》1998,11(1):149-167
This article gives a brief overview of what is happening in action learning in the United Kingdom. In thumbnail sketches, some 20 programs are described, showing the diverse applications and possibilities. The article also explores some questions that practitioners and “users” of action learning are asking and debating: How should projects be decided on? How to determine the make-up of a set? Should the processes in the set be adhered to? Do you need set advisers? Lastly, the article reports on the debate about whether there should be an orthodoxy in action learning. 相似文献
10.
创新学生管理研究 总被引：1，自引：0，他引：1
李亮 《天津职业院校联合学报》2012,(3):117-119,122
教师应如何面对现在的学生,如何保证教学质量。教师在教育中的几个误区是什么?教师应如何定位自身角色,在教学中的几条正确的教学原则。 相似文献
11.
Andrew Gunn 《Journal of Higher Education Policy & Management》2017,39(1):20-30
Evaluation of academic research plays a significant role in government efforts to steer public universities. The scope of such evaluation is now being extended to include the ‘relevance’ or ‘impact’ of academic research outside the academy. We address how evaluation of non-academic research impact can promote more such impact without undermining academic freedom and research excellence. Five questions on evaluation design are considered: (1) What should be the object of measurement? (2) What should be the timeframe? (3) How should non-academic users of research inform evaluation processes? (4) How should controversial impacts be managed? (5) When in funding cycles should impact evaluation occur? We conclude that non-academic impact should be selectively promoted and evaluated. This is how greater gains from research might be best captured without imposing misguided and onerous reporting requirements on individuals and institutions. 相似文献
12.
作为民族地区高校来说，非计算机专业的计算机基础课程是否也是非零起点，这些学生的计算机知识掌握程度如何，第一门计算机课程教什么内容，怎么教，如何加强高校计算机基础教育？这些都是值得我们探讨的问题。本文结合本校教学实际，对我校计算机基础课程改革问题进行了实践和探讨。 相似文献
13.
JeremyHarmer 《中学文科》2000,(10):19-23
What makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan? 相似文献
14.
W. James Popham 《Educational Measurement》1992,11(2):16-16
How detailed should we make the specifications for educational tests? What should be the role of sample or “illustrative” items? How does the nature of test specifications impact on the usefulness of that test? 相似文献
15.
Mark D. Reckase 《Educational Measurement》1995,14(1):12-14
What components should be included in a portfolio of student work? How can the contents of portfolios be scored? How is reliability affected as the number of entries in the portfolio increases? What will it cost to obtain reliable scores? 相似文献
16.
Hong Su 《Educational Measurement》2020,39(3):37-40
Owing to the break-out of the COVID-19 pandemic, students have to take more online learning than offline, and large-scale education assessment programs have to be suspended or postponed. How could education assessment adapt to large-scale online learning? How could the effect and safety of online assessment be improved? What role should formative assessment play in student admissions? How could different assessment results be linked? Reflections on and trends of the Chinese experiences are presented in this article. Based on cross-cultural comparison research, measures to be recommended are as follows: reviewing previous theories, improving existing methods continuously, and developing assessment techniques innovatively according to new application scenarios. 相似文献
17.
James S. Terwilliger 《Educational Measurement》1989,8(2):15-19
What is the process by which grades should be assigned to students? Which learning objectives should be the basis for pass/fail decisions? Which learning objectives should be the basis for assigning better grades? How might this procedure be implemented? 相似文献
18.
Anthony J. Nitko 《Educational Measurement》1995,14(3):5-10
How should curriculum-assessment linkages be forged? Do local districts have sufficient resources and expertise to sustain these ongoing assessments? Can assessments developed at state level accurately reflect local curricula? What are the essential characteristics of a curriculum-based assessment system? 相似文献
19.
Judy Arter 《Educational Measurement》1999,18(2):30-44
How should we teach prospective teachers about performance assessment? What are the issues and concerns that new teachers will encounter as they begin their teaching careers? How can assessment and instruction be better integrated in classrooms? 相似文献
20.
Leigh Burstein 《Educational Measurement》1990,9(3):23-26
How can the use of norm-referenced tests be changed to lead to more accurate reporting of results? What kinds of information should states and districts be using to contextualize their reports of test results? 相似文献