共查询到20条相似文献，搜索用时 46 毫秒
1.
2.
全球化背景下的高等教育责任制 总被引：2，自引：0，他引：2
高等教育责任制是一个与效率、效果和绩效评估相关的概念,它要求通过有效的方式证明高等教育取得了预定的结果和绩效。关注效率、效果,注重结果、产出是高等教育责任制的基本特征。高等教育评估是责任制的实施形式,也是质量保障的一个基本途径。通过评估加强质量保障,反映了全球化背景下高等教育管理中一种新的责任制文化。高等教育过程的内在复杂性决定了责任制及绩效测量的难度,我国高等教育评估要实现保障和提高高等教育质量的目的,同时避免对高校办学自主权造成不利影响,需要总结已有评估经验并借鉴国外有益经验,进行创造性的探索。 相似文献
3.
Numerous studies have dealt with the importance of assessment for learning (AfL) in higher education, arguing that AfL helps to promote students’ learning and supports them in becoming self-directed learners. The majority of the recent literature focuses mainly on the role of individual aspects of AfL. Less attention has been paid to the interrelation of different aspects of AfL. The current study argues that AfL combines authentic assessment tasks given to students, feedback from teacher educators, peer assessment and self-assessment. The aim of the current study is to understand student teachers’ experiences of AfL practices in higher education, focusing on the reasons why student teachers do not always find the practices supportive. The study conducted semi-structured interviews with 20 student teachers and analysed them using an inductive content analysis method. The findings indicate that student teachers have had some experiences with individual aspects of AfL. A critical finding is that, when teacher educators continually dominate in the assessment process, summative assessment remains the principal way of assessing student teachers, thus hindering the supportive role of other AfL practices. The current study also finds that learning in higher education is still quite grade-centred, which affects student teachers’ learning. 相似文献
4.
如何在现代远程开放教育教学中贯彻素质教育的指导思想，是每个现代远程开放教育工作者所关心的问题。宁波电大在金融学专业教学中，以课程为载体，将素质教育贯穿于教学的全过程，对学生进行素质培养。作者以《中央银行理论与实务》课程为例，作了深入阐述。即：以网上课堂为平台，以“补充”栏目的建设为抓手，以思想道德教育为核心，以职业道德教育为基础，以自主学习教育为重点，扩充学生知识面，提高学生发现问题、研究问题的能力，加强学习小组活动，提高学生综合素质。 相似文献
5.
先前学习评价是当前国际成人高等教育领域普遍采用的、针对非正式学习的一种评价方式。本研究基于体验式学习理论,选取参与远程高等教育且具有一定工作经验的92名成人学生为研究对象,在广播电视大学教学系统开展了先前学习评价的实证研究。研究发现,测评人员对评价标准的理解与应用存在偏差,学生对先前学习评价的认识有待进一步加强,特别是让学生清楚评估中的相关责任、评估方法等,以及整个先前学习评价工作的评价与监督机制尚不健全。基于此,本研究总结了先前学习评价的一般操作流程,并提出建立申请制度,加强审核学生所提供材料、证据等的真实性,向学生提供申请前的自我测试以及为学生提供反馈和审查评估结果的机会等四个方面的改进措施。研究希望促进两个"成果转化",一是通过先前学习评价的实证研究,对在职人员通过非正式学习获得的知识、能力或技能给予合理的"成果转化",进一步推动我国针对成人非正式学习评价的研究;二是希望将研究成果进行"成果转化",变为学历教育、在职人员教育与终身教育融合的一种推进机制。 相似文献
6.
“工学结合”：人才培养模式的研究与实践 总被引：15，自引：0，他引：15
工学结合是中外高等职业教育人才培养的共同经验和必由之路,是我国高职教育实现人才培养目标的有效模式。在我国工学结合的教育思想由采已久。国内外工学结合教育模式各有特色,但共同之处都是为企业（行业）服务,培养高技能人才。结合工作实践对工学结合人才培养模式的成功经验进行总结,对推进工学结合的进程有一定的借鉴作用。 相似文献
7.
作为一种新型的在线教学模式,MOOC的迅猛发展引发全球教育工作者的热议与思考,甚至冲击着全球高等教育的改革与发展。作为一线教育实践者,笔者以在线学习者的身份参与多门课程的学习,体验了大规模在线教育教学模式。 MOOC有完整的教学过程,适合自主的、碎片化学习,但其考核评价、学习成果认证的权威性和影响力还极为有限。如何使传统教学与MOOC融合,扬长避短,是摆在教育工作者面前的一个新课题。 相似文献
8.
Kari Smith 《Studies in Educational Evaluation》2011,37(1):55-61
A prerequisite for AfL to be successfully implemented in the classroom is the teachers’ assessment practice. In many contexts, including the Norwegian, AfL has not been successfully dealt with during initial teacher education, and there is a need for qualified teachers to engage in professional development in AfL.This article first discusses different perspectives of professional development, not all of which lead to change of attitudes and beliefs resulting in changed practice. Difficulties in implementing AfL beyond the individual teacher and reach the full teaching staff is presented through experiences from a Norwegian research and development project. The next project to be briefly discussed focuses on engaging teachers in developing their own criteria for good classroom assessment.Finally the paper proposes that a major obstacle to teachers’ professional development in AfL is the competence of teacher educators in AfL. Do those who are to guide and support professional development in schools hold the essential knowledge and competence themselves?The conclusive argument is that for AfL to be common assessment practice in schools there is a need for development processes at various levels of the education system. 相似文献
9.
英国是较早开展全纳教育的国家。目前在学习困难学生教育方面,英国已具备了坚实的法律基础和制度保障,在具体的实践中,采用的是分级识别、评估和干预的操作模式,这些对我国有一定的借鉴意义。 相似文献
10.
This study aims to understand the extent to which university professors adopt new pedagogical voices in their learning assessment practices through a teacher education process. Participants (N = 32) were interviewed before and after the teacher education process, and data were analysed using qualitative and quantitative methods. The results of the study demonstrated, first, that teachers renamed their educational discourse about learning assessment significantly, increasing it in assessment for learning practices, particularly in the themes of timing and agents, and reducing it in all themes referred to the assessment of learning practices. And second, three clusters of faculty were identified, which differed in terms of the way they merge both learning assessment practices: professors with a slight prevalence of the assessment for learning conceptual voice, professors with a slight prevalence of the assessment for learning practical voice, and professors with a strong prevalence of the assessment for learning voice. 相似文献
11.
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
12.
理解教育现象学的研究方法 总被引：9，自引：0，他引：9
教育现象学是受现象学运动的影响而产生的一种新的教育思想。教育现象学研究反对教育研究中的简化、经济原则,强调研究要关注教育生活中教师、学生丰富的体验世界,在教育的具体情境中整体地把握教育经验的意义,从而开创了一种新的教育研究取向,为多元化的教育研究增添了新的可能性。 相似文献
13.
提高高等学校教学质量,需要高校内外结合;在高校内部,需要教与学结合。但长期以来人们忽视对作为教育主体的大学生学习的研究,忽视从教学的本源上去解决质量问题。本文提出了建立基于学生视角的高校教学质量保障体系的建议,并从转变大学生的学习方式,转变大学生感知的学习环境、改善大学生的课程学习经验两个方面探讨了提高大学学习质量的途径与方法。 相似文献
14.
Roseanna Bourke 《Cambridge Journal of Education》2016,46(1):97-111
An international agenda to raise educational ‘standards’ and increase the accountability of schools has the unintended consequence of increased uniformity around pedagogical practices, and of introducing assessment practices that influence the way students experience learning. This paper explores how the self-assessment experiences of primary and secondary school students in relation to their learning reflects their perceived respective institutional demands to account for their learning. Students’ dilemmas and experiences of school-based assessment include the use of pre-defined criteria for assessment tasks focusing the learner’s attention to ‘getting to the identified outcome and in the right way’. When school assessment systems do not reflect students’ socially and culturally valued learning, this reduces conversations around learning to that of outcomes. In contrast, by supporting learners to self-assess in increasingly sophisticated ways, teachers encourage students to think about their learning across contexts, and liberate them from thinking only about institutional assessment demands. 相似文献
15.
Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when they experience learning the most. Possible reasons for this discrepancy, and implications for teaching, are discussed. 相似文献
16.
Big Data and Learning Analytics’ promise to revolutionise educational institutions, endeavours, and actions through more and better data is now compelling. Multiple, and continually updating, data sets produce a new sense of ‘personalised learning’. A crucial attribute of the datafication, and subsequent profiling, of learner behaviour and engagement is the continual modification of the learning environment to induce greater levels of investment on the parts of each learner. The assumption is that more and better data, gathered faster and fed into ever-updating algorithms, provide more complete tools to understand, and therefore improve, learning experiences through adaptive personalisation. The argument in this paper is that Learning Personalisation names a new logistics of investment as the common ‘sense’ of the school, in which disciplinary education is ‘both disappearing and giving way to frightful continual training, to continual monitoring'. 相似文献
17.
周宇 《湖南广播电视大学学报》2012,(2):16-19
干部网络教育是干部教育培训工作适应现代信息技术迅猛发展的一种全新的形式,是干部教育培训主渠道、主阵地的有益补充,是实现大规模培训干部、大幅度提高干部素质目标的有效途径。相对于传统的党校（行政学院）的干部教育培训来讲,干部网络教育是个新事物,当前迫切需要解决五个方面的问题,即思想认识的统一问题、办学模式的顶层设计问题、课程资源的整合问题、网上网下的结合问题、考核评价与学习成果的运用问题。 相似文献
18.
Sheena Bevitt 《Assessment & Evaluation in Higher Education》2015,40(1):103-119
The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature-given debate around the marketisation of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences, and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi-perspective model of assessment, which also embraces assessment of learning, assessment for learning and assessment for lifelong learning. Further research is required to build a meta-theory of assessment to enhance the synergies between these alternative approaches and minimise the tensions between them. 相似文献
19.
Peter Williams 《Assessment & Evaluation in Higher Education》2017,42(6):978-989
Assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally stored student activity data, open new practical and epistemic possibilities for assessment, and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge, this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address twenty-first century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts. 相似文献
20.
浅谈新时期高校思想政治教育工作的科学化 总被引：1，自引：0，他引：1
随着社会的不断发展，新时期高校思想政治教育的工作环境发生了变化，如何使高校思想政治教育工作适应新形势的要求?出路在于思想政治教育工作的科学化。 相似文献