科学探究能力的多元化评价——以美国康涅狄格州的科学探究能力评价为例     

罗国忠 《外国中小学教育》2013,(3)

在美国康涅狄格州公立高中的统测中,科学探究能力评价作为单项进行,它以学生喜闻乐见的当地资源为探究题材,采用独立与合作探究相结合、自评与他评相结合的多元化方式,有利于激发学生的探究兴趣和潜能,展现学生的真实探究能力.  相似文献   

“学历＋技能”教育考核方式的研究和探索     

蒋玲  李枫 《宁波广播电视大学学报》2013,(4):108-111

形成性考核是“学历＋技能”教学课程考核的重要组成部分,通过对学习者学习过程的测评,及时调整教学节奏和方法,成为课程学习的阶段性考核。本文就“学历＋技能”教育模式下形成性考核的定义、目的、实施过程中的共性问题,并结合宁波电大成教学院形成性考核的实施情况,进行研究和探索。  相似文献   

水平评估给高校图书馆带来的发展契机及负面影响   总被引：13，自引：0，他引：13  

陈光华 《大学图书情报学刊》2005,23(6):17-18,38

详细分析了普通高校本科教学工作水平评估给高校图书馆带来的发展契机和负面影响.认为只有正确认识和对待评估,才能达到预期目标.  相似文献   

Are quiz-games an effective revision tool in Anatomical Sciences for Higher Education and what do students think of them?     

Kate Wilkinson  George Dafoulas  Hemda Garelick  Christian Huyck 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):761-777

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Chinese university EFL teachers’ beliefs and practices of classroom writing assessment     

《Studies in Educational Evaluation》2020

This study investigates the extent to which university teachers’ beliefs about classroom writing assessment are congruent with their self-perceived practices in English-as-a-foreign-language (EFL) contexts, and what factors contribute to belief-practice inconsistencies. Drawing on data from a survey of 136 Chinese university EFL writing teachers and ten teacher interviews, results showed a degree of belief-practice alignment regarding assessment for learning (AfL) practices that make learning explicit, but belief-practice discrepancies were more salient. AfL practices that empower students to take responsibility in writing assessment were perceived to be more important than assessment of learning practices; however, the reverse was found in teachers’ practice. Impacts of micro-level factors including assessment training, teaching experience, student attributes, meso-level school factors, and macro-level assessment culture are discussed, and implications are drawn.  相似文献   

Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning     

Terri Pedersen Summey  Cynthia Akers Kane 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):158-174

ABSTRACT

The concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about embedding themselves in academic departments and online courses. To assess the impact upon student learning, the librarians are working on a pilot project utilizing a variety of methods. This article describes the first phase of this assessment project, a survey of faculty teaching course in which faculty were embedded. Finally, information on next steps to assess the embedded librarian program using student surveys, focus groups, and interviews is presented.  相似文献   

课堂教学中"评价语"发展性功效探微     

林良章 《福建师大福清分校学报》2003,(Z1):114-119

课堂教学应发挥评价语发展性功效.丰富性、开放性、真诚性、导向性、科学性、激励性、幽默性、独特性、有效性是课堂教学评价语做到发展性要强调的九大方面.  相似文献   

高职国家级教学团队评价体系的构建     

周启宏  徐汉峰  马文涛 《孝感职业技术学院学报》2007,10(4):17-20

文章从团队组成、学科带头人、教学工作、教学研究、教材建设等五个方面构建了高职国家级教学团队评价体系。  相似文献   

基于e-portfolio的学生评价策略的研究   总被引：1，自引：0，他引：1  

王丽 《现代教育技术》2008,18(4):49-55

课程评价既是学校教学活动的基本环节,也是保证学校教学沿着正确的方向向前发展的重要手段。文章立足于新课程评价改革的目标,介绍了档案袋(Portfolio)及电子档案袋(e-Portfolio)评价法,深入分析了利用e-Portfolio进行学生评价的必要性,并提出了一套基于e-portfolio的学生评价策略。  相似文献   

Extended Day Kindergarten: Supporting Literacy and Motor Development through a Teacher Collaborative Model     

Susan Hendler  Maria Nakelski 《Early Childhood Education Journal》2008,36(1):57-62

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