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1.
Student perceptions of quality feedback in teacher education 总被引：1，自引：1，他引：0
Peter Ferguson 《Assessment & Evaluation in Higher Education》2011,36(1):51-62
Many reports have identified a perceived lack of quality in regard to assessment feedback in higher education contexts. One research study in 2007 on undergraduate university students found that less than half of the students (46%) collected their formative feedback, suggesting that from their perspective feedback clearly was not fulfilling the role it should. This is a study of 465 graduate students and 101 undergraduate students studying teacher education at a major Australian university. The study investigated what students perceived to be effective, quality feedback based upon their extensive higher education experiences. Students identified preferences in regard to form, detail and timing of assessment feedback. The data were collected by means of pen and paper survey and identified which strategies the students perceived to be the most effective, particularly within the context of large cohort teaching and written assessment formats. Findings agreed with research elsewhere regarding problems with assessment feedback quality and quantity, but students also provided clear indications of how realistic improvements could be made in terms of assessment feedback processes and strategies. 相似文献
2.
首先,对荆州市护城河水体进行了取样分析与水质评价,结果表明:溶解氧浓度、高锰酸盐指数接近国家Ⅳ类水标准限值,NH3-N和5日生化需氧量指标超过Ⅴ类水标准限值,总体污染严重。最后,提出了以生物修复为主的水污染治理措施。 相似文献
3.
庞春敏 《上海教育评估研究》2016,5(5):72-75
本文尝试以个案分析的视角探讨当前义务教育质量监测实施面临的困境及可采取的对策。通过以广东省为例分析质量监测组织实施情况,认为当前地方质量监测实施工作存在质量监测网络待完善、经费投入保障机制待建立、地方质量监测体系待形成等问题,可通过完善质量监测网络、建立质量监测经费保障机制、形成地方质量监测体系等措施加以解决。 相似文献
4.
The integration of water quality analysis simulation program （WASP） with a geographical information system （GIS） is presented.This integration was undertaken to enhance the data analysis and management ability of the widely used water quality model.Different types of data involved in WASP modeling were converted and integrated into GIS using a database method.The spatial data modeling and analysis capability of GIS were used in the operation of the model.The WASP water quality model was coupled with the environmental fluid dynamics code （EFDC） hydrodynamic model.A case study of the Lower Charles River Basin （Massachusetts,USA） water quality model system was conducted to demonstrate the integration process.The results showed that high efficiency of the data process and powerful function of data analysis could be achieved in the integrated model,which would significantly improve the application of WASP model in water quality management. 相似文献
5.
Based on the maximum flux principle(MFP),a water quality evaluation model for surface water ecosystem is presented by using self-organization map(SOM) neural network simulation algorithm from the aspect of systematic structural evolution.This evaluation model is applied to the case of surface water ecosystem in Xindu District of Chengdu City in China.The values reflecting the water quality of five cross-sections of the system at different developing stages are obtained,with stable values of 1.438,2.952,1.86... 相似文献
6.
《British Educational Research Journal》2004,30(1):93-116
Today, teachers are expected to develop complex skills, such as research skills, in their students while implementing new views on learning and teaching and using authentic assessment strategies. About these new assessment strategies there is much debate and teachers are vulnerable in using them. We studied upper secondary education natural and social science teachers' practices using two surveys and two rounds of expert panel judgement on teacher‐submitted assessment‐related material and information. Our study shows that there are grounds for concern regarding the clarity of teachers' assessment criteria, the consistency between teachers' goals, assignments, and criteria, and the validity and acceptability of teachers' assessment practices. The extent to which it is justifiable to judge teachers' assessment practice by professional quality criteria is discussed, and suggestions are given as to the main quality criteria for formative and summative assessment and as to ways in which teachers could improve their assessment practices. 相似文献
7.
A self‐assessment model was developed for the Portuguese higher education institutions (HEIs) which was based on an empirical study aiming at better understanding their strategic and quality management and innovation practices and tools and on the study of several quality assessment models developed both for HEIs and business organisations. From the results obtained it was possible to conclude that the model can be successfully applied to HEIs as a self‐assessment tool to support their continuous quality improvement efforts. 相似文献
8.
Jethro Newton 《Assessment & Evaluation in Higher Education》1999,24(2):215-235
With the establishment, in August 1997, of a new UK‐wide Quality Assurance Agency for Higher Education (QAA), it is timely to reflect on the impact of the two principal forms of external quality monitoring which the QAA has replaced. First, the quality assessment by the funding councils, whose five‐year cycle of teaching quality assessment in universities and colleges in Scotland and Wales, which commenced in 1993, is now complete. Second, institutional quality audits of universities and colleges, conducted by the Higher Education Quality Council (HEQC) between 1993 and 1997. This paper reports the results of a five‐year action research study conducted at a college of higher education. The particular focus of the study was on issues arising from the development and implementation of a quality assurance system at the study institution, and attempts to reconcile requirements for accountability and efforts to encourage quality improvement. The paper reviews and evaluates the impact of each of the forms of external monitoring, teaching quality assessment and institutional audit, on the study institution. Results are presented using qualitative and quantitative data drawn from external performance measures, such as the Scottish Higher Education Funding Council (SHEFC) and HEQC quality assessment and audit reports, and internal measures of staff experience and perceptions. Lessons are drawn in relation to perceived benefits, or otherwise, of external quality assessment and quality audit, and consideration is given to the implications which the findings have beyond the study institution and the Scottish higher education sector, and in particular for the newly established Quality Assurance Agency. 相似文献
9.
Chao Han 《Assessment & Evaluation in Higher Education》2018,43(6):979-994
Despite the increasing popularity of peer assessment in tertiary-level interpreter education, very little research has been conducted to examine the quality of peer ratings on language interpretation. While previous research on the quality of peer ratings, particularly rating accuracy, mainly relies on correlation and analysis of variance, latent trait modelling emerges as a useful approach to investigate rating accuracy in rater-mediated performance assessment. The present study demonstrates the use of multifaceted Rasch partial credit modelling to explore the accuracy of peer ratings on English-Chinese consecutive interpretation. The analysis shows that there was a relatively wide spread of rater accuracy estimates and that statistically significant differences were found between peer raters regarding rating accuracy. Additionally, it was easier for peer raters to assess some students accurately than others, to peer-assess target language quality accurately than the other rating domains, and to provide accurate ratings to English-to-Chinese interpretation than the other direction. Through these findings, latent trait modelling demonstrates its capability to produce individual-level indices, measure rater accuracy directly, and accommodate sparse data rating designs. It is therefore hoped that substantive inquiries into peer assessment of language interpretation could utilise latent trait modelling to move this line of research forward. 相似文献
10.
Public discussion on the quality of education in different corners of the world very much relies on the data provided by the international large-scale assessment (ILSA) studies. While aware of different methodological keystones and technicalities embedded in these, the idea behind this special issue is to contribute to the understanding of how students solve ILSA items and the kinds of literacy skills they rely on. A shared element of reported studies is that they seek to document and analyse test-taking as a concrete practice using different theoretical and methodological perspectives. We find such scrutiny to be important and significant at this point in time as it offers some new lenses through which ILSA items could be inspected and further discussed. 相似文献
11.
Qi Wu 《Assessment & Evaluation in Higher Education》2018,43(7):1019-1031
In this study, we analysed survey data from 386 third year undergraduate students on 14 programmes within three UK universities. The universities are characterised as teaching-focused or research-intensive: a ‘plate-glass’ and ‘red-brick’ research-intensive; and a ‘new’ teaching-intensive university. We used the Assessment Experience Questionnaire Version 4.0 (AEQ 4.0), designed to understand students’ perceptions of programme assessment environments. The AEQ contains scales constructed from theories about assessment, feedback and deep learning. We performed exploratory factor analysis on AEQ 4.0 and identified five salient domains: how students learn; quality of feedback; internalisation of standards; student effort; and formative assessment. These domains were compared across the three universities. Formative assessment was the weakest domain in all three university assessment environments, followed closely by students’ internalising standards. Students at the new teaching-focused university had significantly higher scores on scales about deep learning, student effort and the quality of feedback than students in the two research-intensives. Findings show that theories about the virtue of formative assessment have yet to play out in practice; and that the teaching-focused university seemed to be encouraging deeper approaches to learning through its feedback and assessment tasks. 相似文献
12.
The interest in assessment for learning (AfL) has resulted in a search for new modes of assessment that are better aligned to students’ learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional, psychometric criteria is being questioned in the context of assessment for learning. On the other hand, it has been argued that new criteria need to be formulated to acknowledge the unique features of assessment for learning. The issue dealt with in this review is what quality criteria are specifically relevant to AfL. Studies using (peer) assessment for learning were evaluated with regard to use of quality criteria under two perspectives: their recognition of educational measurement criteria, as well as their consideration of student involvement in the assessment of learning. The selected studies were analyzed to determine what specific criteria were utilized in (successive parts of) the assessment cycle (i.e., the process of construction, administration and follow up of an assessment). Our results indicate that quality criteria are dissimilarly connected to the distinct steps of an assessment cycle, which holds as well for the attention given to student involvement in assessment for learning. 相似文献
13.
The purpose of this study was to examine the quality assurance issues of a national English writing assessment in Chinese higher education. Specifically, using generalizability theory and rater interviews, this study examined how the current scoring policy of the TEM-4 (Test for English Majors – Band 4, a high-stakes national standardized EFL assessment in China) writing could impact its score variability and reliability. Eighteen argumentative essays written by nine English major undergraduate students were selected as the writing samples. Ten TEM-4 raters were first invited to use the authentic TEM-4 writing scoring rubric to score these essays holistically and analytically (with time intervals in between). They were then interviewed for their views on how the current scoring policy of the TEM-4 writing assessment could affect its overall quality. The quantitative generalizability theory results of this study suggested that the current scoring policy would not yield acceptable reliability coefficients. The qualitative results supported the generalizability theory findings. Policy implications for quality improvement of the TEM-4 writing assessment in China are discussed. 相似文献
14.
Patricia S. Moyer-Packenham Johnna J. Bolyard Anastasia Kitsantas Hana Oh 《Peabody Journal of Education》2013,88(4):562-591
The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included teacher behaviors, practices, and beliefs, followed by the assessment of subject and pedagogical knowledge, and the documentation of mathematics and science teachers' certification. A few new instruments were under development and in use to assess characteristics of teacher quality. Detailed information on the development and psychometric properties of the instruments used for these examinations was not available from the reports. Because awardees were at different stages in their funded activities and data collection efforts were ongoing at the time of this analysis, this study offers a preliminary and formative review of the use of assessments to document mathematics and science teacher quality characteristics among these awards. 相似文献
15.
SOLO分类法在教学评价中的应用 总被引：1，自引：0，他引：1
SOLO分类法是一种新的评价理论,它在教学评价中的应用值得深入研究。通过研究,在阐述其理论的基础上,探讨了SOLO分类法对学习理论的贡献：把“阶段”观念迁移到具体的学习任务,使之能应用到教学实践;解释了功能方式的转换,克服了布鲁姆教育目标分类学的理论困难。教学评价中的应用：为评价学习的质量提供了一种更为有效的方法;为不同学科的教学评价构建了一个比较学习质量的共同平台;为开放性试题的评分提供了理论依据。 相似文献
16.
The present study describes the way one institution operationalized the notion of process-oriented writing assessment in its entry placement testing context. In an attempt to enhance how it assesses academic writing ability, a workshop-based essay test was proposed in place of the existing, traditional timed essay test. The study looked at how the tests from the two different approaches in writing assessment (product-oriented and process-oriented) affected examinees’ test performance by comparing both the textual quality of the test essays and the placement results. Content-area faculty evaluations of the examinees’ writing ability and the examinees’ view on the tests were also used in evaluating the quality of the tests. The results suggested that assessment methods have an impact on the examinees’ test performance. Even though further evidence is needed for a better understanding of the result, a traditional method of direct writing assessment seemed to put examinees at a disadvantage. The new test was implemented in the given research context and implications of writing assessment in general are discussed. 相似文献
17.
18.
Francis Ansah 《Quality in Higher Education》2015,21(2):132-150
This study is based on a pragmatist analysis of selected international accounts on quality assurance in higher education. A pragmatist perspective was used to conceptualise a logical internal quality assurance model to embed and support the alignment of graduate competencies in curriculum and assessment of Ghanaian polytechnics. Through focus group and in-depth interviews, the framework was evaluated by internal stakeholders including lecturers, students and administrators of the polytechnics. It was found that from a pragmatist perspective, quality assurance concepts and practices in higher education reported in the international literature could be used to design a context-specific quality assurance framework for higher education systems in Africa but there will be challenges with implementation of such a framework. The challenges found include quality culture and financial resources. Nonetheless, it was noted that effective planning and stakeholder commitment can surmount the challenges to ensure effective implementation of the framework to enhance quality. 相似文献
19.
The behavior of schools of zebrafish (Danio rerio) was studied in acute toxicity environments. Behavioral features were extracted and a method for water quality assessment
using support vector machine (SVM) was developed. The behavioral parameters of fish were recorded and analyzed during one
hour in an environment of a 24-h half-lethal concentration (LC50) of a pollutant. The data were used to develop a method to evaluate water quality, so as to give an early indication of toxicity.
Four kinds of metal ions (Cu2+, Hg2+, Cr6+, and Cd2+) were used for toxicity testing. To enhance the efficiency and accuracy of assessment, a method combining SVM and a genetic
algorithm (GA) was used. The results showed that the average prediction accuracy of the method was over 80% and the time cost
was acceptable. The method gave satisfactory results for a variety of metal pollutants, demonstrating that this is an effective
approach to the classification of water quality. 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