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1.
在语言学和英语教学理论不断更新的今天,如何对中学英语教师进行继续教育,是当前师资继续教育亟需解决的新课题。中学英语教师均已受过正规的8评议训练,具有独立的分析能力,喜欢课堂交际,对继续教育有明确的个人目标。根据中学英语教师的这些特点,在继续教育的课程开发中,过程模式,任务型教学大纲和内容型教学大纲更加适合中学教师的需求,因为学习者在解决问题和学习各种理论知识的同时锻炼了评议的实际运用能力,提高了教学和科研能力,在教学大纲的实施中,须贯彻八项原则:1.教学现场相结合;2.理论与教学实践相结合;3.解决中学教学中的难点;4.课堂交流与讲解并重,鼓励学员在课堂上进行讲座;5.内容学习和言语学习并重;6.与现代化教学手段接轨;7.注重能力的培养;8.鼓励创造性的学习。 相似文献
2.
This paper explores the process of assessment in social work education programs throughout the United States. Following the guidelines of the Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS), social work education has switched from student learning outcomes to competency-based measures. Included in this study is a literature review on current assessment practices and results of a research project on assessment practices in social work education programs nationwide. The findings may be useful to social work educators in addressing programmatic changes and revisions based on the 2015 EPAS. 相似文献
3.
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks 总被引：2，自引：0，他引：2
Liesbeth K.J. Baartman Theo J. Bastiaens Paul A. Kirschner Cees P.M. van der Vleuten 《Educational Research Review》2007,2(2):114-129
Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competence is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This article argues for Competence Assessment Programmes (CAPs), consisting of a combination of different assessment methods, including both traditional and new forms of assessment. To develop and evaluate CAPs, criteria to determine their quality are needed. Just as CAPs are combinations of traditional and new forms of assessment, criteria used to evaluate CAP quality should be derived from both psychometrics and edumetrics. A framework of 10 quality criteria for CAPs is presented, which is then compared to Messick's framework of construct validity. Results show that the 10-criterion framework partly overlaps with Messick's, but adds some important new criteria, which get a more prominent place in quality control issues in competence-based education. 相似文献
4.
We investigated the quality of work-integrated learning (WIL) assessment design in higher education programmes, through review of peer-reviewed studies published internationally and in English, 1990–2015. Such a review is timely in light of vested interests from a range of WIL stakeholders; high-level endorsement of WIL across university programmes; a regulatory environment requiring development and assurance of higher-order learning outcomes; and a WIL assessment literature that identifies a number of challenges and opportunities. We searched six electronic databases, yielding 20 intervention studies that met inclusion criteria. Findings reveal high-quality assessment design, albeit a need for greater involvement of industry/professional partners in assessment practices and stronger alignment between reflective assessment tasks and students' WIL experiences. The evidence base under review largely comprised qualitative and mixed methods studies, with the indication that the quality of the study design had improved over time, although variably across disciplinary fields. The key recommendation from this review is that resources are needed to support research-active WIL academics, partners and students to: (a) design and participate in assessment practices, which promote integration of student learning, across university and work settings, and achievement of higher-order learning outcomes and (b) pursue a collaborative research agenda involving robust evaluation research, inclusive of quantitative studies. 相似文献
5.
美国中北部区域高等教育认证委员会2013年新认证标准对教育质量的评估提出了进一步的要求,强调教育要有质量,质量要有证据,评估重点转型到对学生学习结果的评估,作为判断学生学习质量的主要证据之一。在了解和借鉴境外同行的经验中,处理学校运行常态信息与质量信息的关系,思考教育理念共识与基于文化之教育理念之间的衔接点,可以使教育工作者对教育质量在现实社会大环境中的内涵有比较合理的认识。 相似文献
6.
The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated. 相似文献
7.
This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory guidelines is supported by evidence from teacher practice (in-depth case studies), which are then viewed through a comparative case-study method approach. The article highlights influences on practice, and draws conclusions about developing effective future policy and practices. 相似文献
8.
Petra H. M. Cremers Arjen E. J. Wals Renate Wesselink Martin Mulder 《Learning Environments Research》2016,19(3):309-334
In today’s knowledge society, there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Traditional universities, universities of applied sciences and institutions for vocational education are all challenged to educate these knowledge workers. Accordingly, these institutions are developing competence-based education programmes that promote authentic, self-directed learning and the development of a professional identity. A possible environment for realising this type of learning is the hybrid learning configuration in which learning is embedded in ill-defined and highly-authentic tasks. This study attempted to identify a set of principles that can underpin the design of such a learning configuration at the interface between school and workplace. The research approach consisted of educational design research. Starting from cognitive constructivist and socio-cultural perspectives, a set of initial design principles was developed and evaluated from the perspective of the participants during three consecutive iterations of design and implementation. The process resulted in a set of seven refined design principles which can be used as heuristics to guide the design and development of hybrid learning configurations in contexts that have similar goals and aligned tenets. 相似文献
9.
The orientation of vocational education towards competence-based education has led to fundamental changes in the work of vocational education teachers. This article pictures teaching in innovative, competence-based vocational education in the Netherlands. In a multiple case study, the teaching practices of 10 teachers from five vocational schools were thoroughly studied. By examining not only the actual behaviour of teachers but also their related personal ideas and professional attitudes, we learn about the ways teachers implement new educational concepts and their experienced uncertainties, dilemmas and practical tensions. These insights lead to a better understanding and specification of the concept of competence-based vocational education at the micro level of educational processes, that is, the interaction between teachers and students. Implications are described in terms of new repertoires of teaching behaviour and teaching methods – all in the context of vocational education. 相似文献
10.
11.
This article undertakes a comparison of competency-based training (CBT) systems in a number of countries with the purpose of drawing lessons to support Ghana and other countries in the process of CBT implementation. The study focuses on recognition of prior learning and involvement of industry since these features seem crucial in achieving employability. The study shows that industry is involved in the training activities. However, recognition of prior learning (RPL) requires innovative techniques, such as e-portfolio and on-line facility, to provide greater awareness and quality information to assist learners to produce work-related evidence. Performance criteria in RPL assessment must cover situational contexts and contingency management skills to enhance flexibility and adaptable labour force in the event of changes in workplace practices. 相似文献
12.
Dominique M. A. Sluijsmans Frans J. Prins Rob L. Martens 《Learning Environments Research》2006,9(1):45-66
This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This model enables the construction of realistic whole tasks instead of advocating education that is restricted to more isolated skills. A new assessment procedure also implies an alternative view of instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research. 相似文献
13.
能力本位教育已经成为世界职业教育改革的一个重要趋势。荷兰韦塞林克等学者构建的能力本位教育评估框架从评估准则、评估指标到评估等次,揭示了能力本位的职业教育本真之所在。基于此,我国的职业教育应在观念、师资、课程、实践、评价等几个方面进行革新,才能真正意义上实现能力本位的职业教育变革。 相似文献
14.
Recent developments in competence-based education have motivated institutions of vocational education and training (VET) to
improve the links or connectivity between learning in school and learning in the workplace, which has been a problem for decades.
In previous research, a theoretical framework describing the underlying aspects of competence-based education was developed.
In this study, three aspects of this framework were used to analyse connectivity between learning in school and learning in
the workplace. These aspects were: i) authenticity, ii) selfresponsibility, and iii) the role of the teacher as expert and
coach. Three stakeholder groups (i.e., students, teachers, and workplace training supervisors) involved in secondary VET programs
in the field of life sciences in the Netherlands were questioned on these aspects. Based on their interviews, it is concluded
that these aspects provide information about the process of connectivity. Because stakeholder groups hold different conceptions
of workplace learning and often do not communicate adequately about mutual responsibilities, the implementation of these aspects
of competence-based education has not significantly improved the connectivity situation. Nevertheless, these aspects of competence-based
education can guide stakeholder groups in making clearer agreements about mutual responsibilities, which may improve connectivity
in the future. 相似文献
15.
The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies. 相似文献
16.
Frank Webster David Pepper Alan Jenkins 《Assessment & Evaluation in Higher Education》2000,25(1):71-80
This paper reports on a study of assessment of undergraduate dissertations in the seven departments which constitute the School of Social Sciences and Law at Oxford Brookes University. Information was gathered from documented material and interviews regarding criteria used in assessment of dissertations. This was analysed to identify the range of criteria across disciplines. Criteria were also examined by administration of a questionnaire asking staff to define commonly listed criteria. Finally, a content analysis of completed assessment forms was undertaken to gauge the extent to which identified criteria were actually applied and to gain insight into those that were implicit. The study revealed considerable ambiguity as regards use, meaning and application of criteria. The paper concludes by outlining the policies and practices that are now being developed in the School in the light of these findings, and situates the study in the UK national context of concern to establish graduate threshold standards. 相似文献
17.
Kristen Smith Sara Finney Keston Fulcher 《Assessment & Evaluation in Higher Education》2019,44(2):263-282
Globally, higher education institutions aim to assess and improve students’ learning. However, assessment practices often do not culminate in improved learning. For instance, in the United States, empirical examples of learning improvement in higher education are exceptionally rare. A disconnect between assessment practices and instruction at the classroom level likely contributes to scarce evidence of improvement. In the current study, we provide a didactic example of how outcomes assessment data can be integrated with data concerning the educational intervention students received. This type of information – referred to as implementation fidelity data – allows faculty to more accurately interpret outcomes assessment results, make informed modifications to educational interventions, and link learning improvements back to specific interventions. As more faculty purposefully integrate outcomes assessment data and implementation fidelity data, higher education will better demonstrate its worth. 相似文献
18.
Judith T. M. Gulikers Piety Runhaar Martin Mulder 《Journal of Vocational Education & Training》2018,70(2):212-231
This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers’ expectations of students, changing student-teacher interaction patterns, and developing teachers’ practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process. 相似文献
19.
R. Keith Sawyer 《学习科学杂志》2018,27(1):137-181
This article describes the studio model—a cultural model of teaching and learning found in U.S. professional schools of art and design. The studio model includes the pedagogical beliefs held by professors and the pedagogical practices they use to guide students in learning how to create. This cultural model emerged from an ethnographic study of two professional schools of art and design. A total of 38 professors from a total of 15 art disciplines and design disciplines were interviewed and their studio classes were observed. A grounded theory analysis was used to allow the studio model to emerge from audio recordings of interviews and video recordings of studio classes. The model was then validated by 16 different professors at six additional art and design schools. The studio model was found to be general across art and design disciplines and at all eight institutions. The central concept of the studio model is the creative process, with three clusters of emergent themes: learning outcomes associated with the creative process, project assignments that scaffold mastery of the creative process, and classroom practices that guide students through the creative process. 相似文献
20.
Karin Ploegh Harm H. Tillema Mien S.R. Segers 《Studies in Educational Evaluation》2009,35(2-3):102-109
With the increasing popularity of peer assessment as an assessment tool, questions may arise about its measurement quality. Among such questions, the extent peer assessment practices adhere to standards of measurement. It has been claimed that new forms of assessment, require new criteria to judge their validity and reliability, since they aim for specific goals and address different aspects of learning. But although new criteria have been formulated, little is known about how they are deployed and operate in actual peer assessment practices. This study intends to explicate the quality criteria relevant to the context of peer assessment. We conducted a survey in vocational education on peer assessment quality criteria applied in classrooms. Fifty-six teachers using peer assessment rated several quality criteria as relevant to their teaching practice. The findings suggest that peer assessment practices entail many of the quality criteria recognized in measurement and evaluation, although in an embedded way: the generic quality criteria are tuned or adapted to the peer assessment setting. The findings also show that peer assessment is very much in the hands of the teacher, who organizes and orchestrates the appraisal process in which students receive clear guidelines to appraise one another's work. Our results indicate that quality criteria hardly differ from the function peer assessment serves in classrooms, either within a summative or formative evaluation context. By gaining insight on the specific criteria of peer assessment and their precise purposes, we believe it becomes possible to help teachers improve its measurement quality. 相似文献