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量规本质上是一套标准或准则,它包含了评价准则、等级标准和具体说明三个基本要素,旨在创设一个连续体来说明特定主题在不同层次上的知识和技能状况。教育心理学研究与课程改革研究专家均极力倡导采用不同的量规编制方式。通过确定难度不同的学习目标、设计一般性量规和用学生易于接受的形式改写量规的三个步骤,可以编制出一个严格的量规来弥补百分制分数体系在评价中的弊端。此外,教师不仅可以借助量规来设计各种评估并进行评分,并将各种评估转化成量规形式加以解释,还可以从量规的角度帮助学生制定学习进展图,促进他们的学习。 相似文献
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本文在对水电类专业CDIO综合实践教学设计和实施进行初步探索的基础上,进一步对综合实践教学评价量规制定进行研究,通过评价量规体系中对学生评估的每一步结果,来指导和改进教与学的各个环节,使学生和教师在进入环节教学前明确学习目标,评价后又能直接找到学习过程中的差距。 相似文献
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文章提出了“量规导航学习”的观点,在素养目标的导向下,以表现性评价量规作为学习的“导航”,引导学生沿着正确的学习轨道顺利抵达“学习的终点”。围绕素养目标,从评价量规的作用、评价量规开发的原则以及评价量规开发的过程三方面阐述了开发表现性评价量规的整体构思。 相似文献
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符合新课程理念的分析式英语写作评估量规能促进学生的写作水平的有效稳步提升。基于词汇、句法结构和段落结构等子维度的分析式写作评估量规是提升英语写作水平的重要手段。 相似文献
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大学英语教改背景下在课堂中运用量规评价工具具有必要性,量规作为一种对教师和学生都具有导向性的一种新型评价工具,是一种实用性强,能够促进学生语言运用能力的评价方式.作者提出了在大学英语教学中开发和应用量规应该注意的一些问题以及有效量规的标准. 相似文献
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正【评价量规】《小猪学样》习作评价标准《小猪学样》习作过程评价标准【反思】本课教学流程中共使用了两次量规,分别是在上课伊始和学生修改完自己的习作后,用习作量规评估自己本次习作。第一次的量规使用,使学生一开始就明确了本次习作的任务,并始终以此来引领自己的习作行为。结束时的量规使 相似文献
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依据当代教学设计与学习科学研究,可以将单元教学设计程序确定为6+1步骤,这就是明类型、划水平、定任务、写目标、编量规、优结构和配评估。“明类型”明确学生要学到什么,“划水平”规定学生要学到什么程度,“定任务”则指导教师如何开展教学帮助学生学到要学的东西,达到预期的掌握水平。“写目标”要求教师按照内部心理模式和外部行为表现相统一的方式来编写教学目标,“编量规”是依据教学目标来细化具体的评估要求。“优结构”是指通过教师创设学习环境、优化教学结构和运用教学方法来帮助学生达成学习目标。“配评估”则要依据类型、水平、任务、目标、量规和结构的要求,具体确定评估的方式和特征,以评促教,以评促学。单元教学设计程序有利于教学取得减负增效赋能的效果。 相似文献
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张斌 《宁波大学学报(教育科学版)》2009,31(4):149-150
真实性评价建立在建构主义学习理论之上,给学生设计一个真实的情境,让学生用掌握的知识和技能创造性地表现自己、完成任务.具体实施过程为在设计真实性任务之后,采用量规评价及等第评价等真实性评价方法,真正体现了"真实性情境"与评价合二为一. 相似文献
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张燕燕 《职教通讯(江苏技术师范学院学报)》2010,(6)
论述量规教学评价与基于moodle平台的互动评价工具相结合,设计并在MOODLE平台上实现"网页设计"课程的网站评价量规细则的过程.文中列出量规设计的步骤,制定了"网页设计"课程的评价量规细则.然后在MOODLE平台上实现量规评价.最后说明量规评价在课程教学中的实施步骤. 相似文献
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The level (pupil, classroom or school) at which an educational intervention is assigned affects both the kinds of questions which can be answered in evaluation research, and the statistical methods used to answer them. This paper sets out ways of analysing different kinds of designs using multilevel models. It also considers practical issues such as the method used to allocate interventions, leakage, integrity of delivery, and cost, and how these interact with the more technical issues of model specification. These practical issues are illustrated by two recent British intervention studies. Résumé Le niveau - élève, classe ou école - auquel s'adresse une intervention éducative affecte tout à la fois le genre de questions qui peuvent trouver réponse dans la recherche évaluative et les méthodes statistiques pour y répondre. Cet article présente des voies pour analyser différents types de "design" qui utilisent des modèles à plusieurs niveaux. Il traite aussi de certains aspects pratiques tels que la méthode d'allocation des interventions, les pertes, l'intégrité des données et les coÛts, ainsi que la manière dont ces différents aspects interagissent avec les questions plus techniques de spécification des modèles. Ces aspects pratiques sont illustrés à l'aide de deux études d'intervention britanniques récentes. (Traduction: Walo Hutmacher, Sociologue, Genève) 相似文献
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Ordway Tead 《College Teaching》2013,61(3):191-192
Thought Reform and the Psychology of Totalism, A Study of Brainwashing in China by Robert J. Lifton. New York: W. W. Norton & Co., Inc. 1963. xiv + 510 pp. Paper, $2.25. Reviewed by Ordway Tead 相似文献
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Peter Kilgour Maria Northcote Anthony Williams Andrew Kilgour 《Assessment & Evaluation in Higher Education》2020,45(1):140-153
AbstractThe use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions. 相似文献
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José-Luis Menéndez-Varela 《Assessment & Evaluation in Higher Education》2016,41(2):228-244
Rubrics have attained considerable importance in the authentic and sustainable assessment paradigm; nevertheless, few studies have examined their contribution to validity, especially outside the domain of educational studies. This empirical study used a quantitative approach to analyse the validity of a rubrics-based performance assessment. Raters evaluated the performance of 84 first-year university students producing service-learning projects for the Conservation–Restoration and Design degrees. The study data comprised the 9240 scores given by two teachers and three student tutors, who assessed the students’ projects on three occasions during the semester. Factor analyses confirmed that the students attained the expected learning outcomes and made significant learning progress. This learning progress was also corroborated by analyses of variance. The attainment of the learning goals and the evidence of learning progress demonstrated the validity of the inferences drawn from the assessment system. In addition, the results highlighted the need to consider rubrics as a first-order teaching resource and not only as a scoring tool. 相似文献
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Oral Communication Skills in Higher Education: Using a Performance-Based Evaluation Rubric to Assess Communication Skills 总被引：1，自引：0，他引：1
Norah E. Dunbar Catherine F. Brooks Tara Kubicka-Miller 《Innovative Higher Education》2006,31(2):115-128
This study used The Competent Speaker, a rubric developed by the National Communication Association (S. P. Morreale, M. R. Moore, K. P. Taylor, D. Surges-Tatum, & R. Hulbert-Johnson, 1993), to evaluate student performance in general education public speaking courses as a case study of student skills and programmatic assessment. Results indicate that students taking the general education public speaking course are below satisfactory standards on five of the eight competencies defined by the National Communication Association and are above satisfactory standards on two of the eight competencies. Implications for this particular program, other communication departments, and communication across the curriculum in general education are discussed. We also offer suggestions for those in other disciplines or educational settings in the use of performance evaluation rubrics for assessing other student skills/knowledge and for training new teachers.
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| Norah E. DunbarEmail: |
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Anders Jonsson 《Assessment & Evaluation in Higher Education》2014,39(7):840-852
This paper reports on a study where rubrics have been used to convey assessment expectations to students (n?=?176) in three different assessment situations in professional education. These situations are: (1) the development of a survey instrument, which was part of a course in statistics and epidemiology; (2) an inspection of a house, which was part of a course about the functions of buildings for real estate brokers and (3) a workshop in communication with patients, which was part of a course in the evaluation of diagnostic procedures and treatments of oral infections in dental education. In all situations, students’ perceptions and uses of the rubrics were investigated. Findings suggest that it is indeed possible to convey expectations to students through the use of rubrics, in the sense that students not only appreciate the efforts to make assessment criteria transparent, but may also use the criteria in order to support and self-assess their performance. Important features of the rubrics, which were found to facilitate students’ understanding and use of the criteria in these situations, are presented and discussed. 相似文献
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教育应该成为基于标准的教育,在教育教学过程中应该有相应的表现性准则、评价规则贯穿始终,这样教育才能真正达到其应有的目标。表现性准则和评价规则在基于标准的教育中具有重要的作用,应利用表现性准则和评价规则促进教学与学习。 相似文献
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多媒体课堂教学应用的问题与解决 总被引：12，自引：0，他引：12
胡水星 《现代远程教育研究》2005,(1):35-38
课堂引入多媒体技术，对我国的教育思想，观念，模式，内容和评价等方面都形成了一种冲击，并带来了教育的深刻变革。但在多媒体教学的实践中，也出现了一些人（教师素质等）和物（软件因素）等带来的问题。为了解决这些问题，我们需要做好信息化教学设计，软件库建设，人员培训和评价量规工作，以便更好地发挥多媒体教学的优势。 相似文献
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Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face students. We conducted formative evaluation with former students to develop the rubrics, as well as surveying current students for process and impact evaluation, supplemented with a focus group. Process results showed that the rubrics were used widely and were generally considered to be of at least some use. Clarity of the rubrics was the main issue affecting perceived usefulness, particularly for the assessment tasks that had undergone comparatively less formative evaluation. Impact evaluation showed mixed results, with students that reported always using rubrics having higher marks on average compared to students who did not always use the rubrics. However, an expected improvement in marks across the whole student cohort compared to previous years did not eventuate, although this could be explained by a number of factors independent of the rubrics. Our results provide some evidence for the use of rubrics in postgraduate and online settings but highlight the need for rigorous formative evaluation. 相似文献