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随着计算机技术的飞速发展和信息化水平的不断提高,将计算机应用于教育测量与评价的全过程,即计算机辅助评价(Computer Assisted Assessment,简称CAA)已成为当前计算机教育应用研究的热点之一.测评自动化是CAA研究的主要内容,客观题测评自动化比较容易实现,主观题测评自动化和技能测评自动化是目前CAA研究的重点和难点.本文主要讨论IT技能(即信息技术基本技能,包括文字录入、Windows、Word、Excel、PowerPoint、Access、IE、Outlook Express以及网页制作等)测评自动化的实现. 相似文献
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基于计算机仿真的实验技能测评自动化研究 总被引：3，自引：1，他引：3
实验技能的掌握对学生来说有着重要的意义,然而,当前实验技能测评的主要手段仅限于纸笔测验、实验报告、表现性评定和检核表等几种,远不能满足教学的需要。本文在分析当前各种实验技能测评方法优缺点的基础上提出了一种新的测评方法--基于计算机仿真的实验技能自动测评。该方法将用户的操作结果和操作序列综合考虑作为评分依据以给出客观的评价。最后,本文具体描述了该方法的关键部件技能仿真系统和自动评分算法的实现。 相似文献
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实验技能的掌握对学生来说有着重要的意义,然而,当前实验技能测评的主要手段仅限于纸笔测验、实验报告、表现性评定和检核表等几种,远不能满足教学的需要.本文在分析当前各种实验技能测评方法优缺点的基础上提出了一种新的测评方法--基于计算机仿真的实验技能自动测评.该方法将用户的操作结果和操作序列综合考虑作为评分依据以给出客观的评价.最后,本文具体描述了该方法的关键部件技能仿真系统和自动评分算法的实现. 相似文献
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随着计算机技术的飞速发展和信息化水平的不断提高,将计算机应用于教育测量与评价的全过程,即计算机辅助评价(Computer Assisted Assessment,简称CAA)已成为当前计算机教育应用研究的热点之一.测评自动化是CAA研究的主要内容,客观题测评自动化比较容易实现,主观题测评自动化和技能测评自动化是目前CAA研究的重点和难点.本文主要讨论IT技能(即信息技术基本技能,包括文字录入、Windows、Word、Excel、PowerPoint、Access、IE、Outlook Express以及网页制作等)测评自动化的实现. 相似文献
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诊断性测评应用于高中英语词汇教学,能够使学生更有效地把握高中英语词汇的相关知识与技能.立足于实际课堂教学,以学生为中心,以《新课标》为高中英语词汇教学衡量标准,从结构、语义、语用及其他非智力因素等多个层面构建诊断性测评体系,充分考虑学生个体差异,为高中英语词汇教学提供客观而准确的出发点.以传统高中英语与词汇相关的测试题型为诊断性测评的主体形式,着重在内容上对其进行针对性改造,有利于教师从传统教学自然而稳定地向现代教学方式过渡. 相似文献
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系统表在SQL Server技能测评中的应用 总被引：1，自引：0，他引：1
针对现有SQL Server技能测评系统缺乏的现状,提出了技能测评方案。分析了涉及方案实现的两个关键技术：基于系统表的数据库操作信息获取和数据库技能操作的自动阅卷,重点分析了通过系统表实现数据库信息获取的流程和实现方法,同时探讨了三种不同数据库操作如何实现操作自动评判。 相似文献
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思想政治教育的定性测评,是指对作为观念形态存在的思想政治教育结果给予客观的反思判断.思想政治观念的内在性及其不可量化性决定了定性测评主要是以反思的思维方式,即通过对受教育者行为本身的反思,间接地把握受教育者的思想和观念.思想政治教育定性测评的客观性要以测评者"测评前理解"的思想客观性、测评反思的思想客观性为前提. 相似文献
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高考的公平性是保证其制度正当性的前提和基础,也是高考改革决策及其绩效反馈始终考量的一个核心指标.开展高考公平指数测评研究,是改革和完善高考制度的一项基础性工作.本研究提出了高考公平性评价的量化分析框架及其指标体系,并以湖南省为对象进行高考公平指数测评的实证研究,试图为高考制度改革和完善提供一个相对客观、科学的参照.本研究认为需进一步加强高考公平性评价的科学化研究,并建议将高考公平指数监测制度化. 相似文献
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Joan Herman Ellen Osmundson Yunyun Dai Cathy Ringstaff Michael Timms 《Assessment in Education: Principles, Policy & Practice》2015,22(3):344-367
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research. 相似文献
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杨近平 《重庆第二师范学院学报》2012,25(2):126-130
通过思想政治理论课教学评价机制研究概况的介绍,认为以思想政治理论课教师为主体的研究力量,对思想政治理论课教学评价机制及相关问题虽有较多探讨,但仍有很多不足,需要进一步拓展研究视野,深化研究内容,改进研究方法。 相似文献
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Philip G. Crandall Jeffrey A. Clark Catherine W. Shoulders Donald M. Johnson 《Journal of Food Science Education》2019,18(3):67-70
The 2011 passage of the Food Safety Modernization Act requires managers to teach and verify that employees have learned and are engaged in science‐based food safety behaviors. Instructors using embedded assessments such as clickers can receive immediate feedback on how well learners understand what is being taught, allowing instructors to provide immediate, additional clarification and motivation. The objectives of this study were to: design and implement embedded assessment learning activities for each lecture objective in a combined undergraduate/graduate‐level, food chemistry course; measure students’ performance on three online examinations; and compare students’ performance on objectives reinforced by embedded assessment techniques against those objectives receiving traditional emphasis. For Exam 1, embedded assessment questions averaged 80.0% and traditional emphasis questions averaged 76.4%; for Exam 2, embedded assessment questions averaged 84.6% and traditional emphasis questions averaged 80.6%; and for Exam 3, embedded assessment questions averaged 85.9% and traditional emphasis questions averaged 73.7%. Pooling scores over all exams gave a grand mean of 83.6% for embedded assessment questions and 77.2% for traditional questions. As hypothesized, the average scores on questions reinforced by embedded assessment were considerably higher, 8.3% overall, with significantly (P < 0.05) higher scores. During lectures, students commented on the embedded assessments that then led to further discussion of any unclear points. When the class did poorly, operationalized as less than 80% correct, they petitioned to get a “do over” on the embedded assessment question after a clarifying discussion. Because the students became managers of their own learning, through embedded assessments, it is hoped that they will become more proficient instructors. 相似文献
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Brooks David W. Nolan Diane E. Gallagher Susan 《Journal of Science Education and Technology》2003,12(2):183-186
Web-Teaching deals with all aspects of teaching, using the World Wide Web. Of all of these, the one most likely to have significant impact upon learning is automatic testing. Repeatable testing (formative assessment) has solid research support. Schemes that make extensive use of repeatable testing are not favored by instructors, however, because of the time required for test development, grading, and recording. Web-based automatic testing can automate most or all of the test grading and recording activities. Further, it makes student access easier. The paper addresses dimensions of the issue of automatic, Web-based testing. 相似文献
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目的：研究人力资源管理领域结构化测评的普及和应用。通过对有关结构化测评领域的文章进行分类,从中提出重要的观点进行分析研究。结论：在国内外人员招聘和公开选拔,测评都是一个关键环节,而结构化测评是正式的,有指导性的,事先决定了问题项目和反应可能性的测评。由于结构化测评的问题都与工作相关,对被测人员而言会更加的公平。与同样具有较高选拔效度的工作抽样和评价中心相比,结构化测评费用更低,花费时间较少而且容易实施。因此,研究结构化测评在人力资源管理领域的应用是发展的趋势。 相似文献
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Nicola Reimann 《Assessment & Evaluation in Higher Education》2011,36(3):263-279
This case study explores students’ perceptions of seen examination questions about topics not covered by the formal curriculum of a final‐year economics module and of the associated group support sessions. Eight semi‐structured interviews with a total of 13 students were analysed. Contrary to expectations, learners taking a strategic approach to the module were not attracted by the seen questions. The uncertainty of an unfamiliar assessment format and the prospect of undertaking independent research and group work were perceived as involving more risks than the familiar unseen examination. Take‐up for the seen examination questions was low, and the students who did not answer a seen question tended to make workload considerations as well as concerns about group work for assessment purposes responsible for their decision. Despite not participating in the group support sessions, a few students researched the seen question in conjunction with trusted fellow students or on their own. The students who answered a seen question enjoyed the autonomy which the seen exam questions provided, while other students were critical of the way in which their autonomy might be externally controlled. The study provides insight into the impact of assessment on risk taking and students’ perception of risk associated with this type of assessment. 相似文献
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The theme of this article is that the development of informed teacher advocacy for new advancements in technology-based assessment is an essential requirement if such advancements are to contribute toward the systemic improvement of the quality of school science instruction. The potential for advocacy involvement by teachers is considered a natural reaction toward the increasing tendency for classroom practices to be affected by local, state, or national assessment policy initiatives. In support of such an advocacy process, this article provides an awareness of the principles of good measurement practices in conjunction with the qualitative characteristics of technology-based assessment that together are sufficient to serve as a foundation for teachers whose concerns may motivate them to raise relevant questions regarding assessment policy. Based upon such implied standards of testing practice, the article suggests key evaluative questions for teachers to ask about any forms of science assessment that would have the effect of amplifying the potential value of new technology-based forms of assessment applications to enhance ongoing classroom processes of science teaching. 相似文献
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The assessment of students’ performances in Higher Education is one of the essential components of teaching activities. Open-ended tasks allow a more in-depth assessment of students’ learning levels, but their evaluation and grading are time-consuming and prone to subjective bias. Since the Covid-19 pandemic, most traditional Higher Education courses converted to online courses; automatic grading and feedback tools and methods (AGFTM) have become critical components of online learning systems, especially with regards to short answers and essays assessment. This work frames the recent advancement in AGFTM through a systematic mapping of the research field and a literature review. This analysis gives an overview of the trends, specific goals, methods, quality of proposals, challenges and limitations in this research area. The results indicate that it is a growing research area, with a large set of techniques involved, but still not mature, where practical implementations have yet to come. 相似文献