对高职院校评估指标体系的认识和思考   总被引：3，自引：0，他引：3  

姬兴华 《淮北职业技术学院学报》2005,4(1):1-4

这几年高职教育得到了突飞猛进的发展。量的急剧扩张，要求高职教育要更加注重质的进一步提升。高职院校评估问题，已成水到渠成之势。五年一轮评估制度的确立和实施，要求出台客观而公正的高职院校评估指标体系。这是高职教育发展之必然，也是高职教育发展之应然。外在的要求和压力，务必要转变为高职院校的自觉和自律，否则高职教育的可持续发展也就成了一句空话。本文拟对已出台的高职院校评估指标体系．谈些粗浅的看法和建议，以期对高职院校评估指标体系的进一步完善有所裨益。  相似文献   

核心素养的认知诊断测评体系建构     

武小鹏  张怡  张晨璐 《现代教育技术》2020,(2):42-49

核心素养作为人的必备品质和关键能力,其测评成为了教育教学研究的主要议题。认知诊断理论与素养测评具有内在一致性,在分析认知诊断测评核心素养的合理性和可行性的基础上,借助认知诊断测评理论,文章从核心素养的基本属性关系构建、认知诊断测试的编制、认知诊断模型的选择与应用、测评结果解释与诊断报告的制定等方面建构起素养测评的完整体系,并以数感为例对测评体系的应用做了解析。结合当前核心素养测评的现状,文章针对认知诊断的核心素养测评给出了启示,为核心素养的测评提供了新的视角。  相似文献   

An ecological approach to the on-line assessment of problem-solving paths: Principles and applications     

SHAW  ROBERT E.  EFFKEN  JUDITH A.  FAJEN  BRETT R.  GARRETT  STEVEN R.  MORRIS  ANTHONY 《Instructional Science》1997,25(2):151-166

In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively.  相似文献   

Prospective primary teachers’ perceptions about the use of mathematics homework     

Sven Trenholm  Mohan Chinnappan 《Teacher Development》2019,23(1):50-63

The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers’ views of HW have received limited attention. In this study, we survey primary pre-service teachers’ (‘PSTs’) views of HW use (n = 45 teaching grades 2–5; n = 39 teaching grades 6 and 7) in a single discipline (mathematics) at one large Australian university.

The literature suggests students in upper primary and secondary grades will benefit from the use of mathematics HW. Results of the study, in contrast, suggest our PSTs teaching early primary grades planned to give proportionally (but not significantly) more mathematics HW than those teaching later grades. Reasons for this disparity are discussed. We argue there is a need in teacher development to equip PSTs with a better understanding of how classroom and home-based learning work together in the development of mathematical understanding.  相似文献   

用正确的评价激励学生走向成功     

方红德 《民族教育研究》2005,16(4):84-88

为了激励学生走向成功,要学习和研究新课程标准和教改实验区的先进经验,确立新的正确评价理念,引导家长改变子女成材观,重视形成性的评价作用,尝试评价内容的多元化,以及开展多主体评价和建立学生档案柜等。  相似文献   

Chinese award-winning tutors’ perceptions and practices of classroom-based assessment     

Jiming Zhou 《Assessment & Evaluation in Higher Education》2016,41(8):1144-1158

This study examines Chinese tertiary award-winning tutors’ perceptions and reported practices of classroom-based assessment. Seventeen tutors in the final stage of a national university teaching contest were individually interviewed. An interview framework was developed using three process dimensions of assessment for learning (AfL). A sequential and iterative analysis of resulting data was conducted based on Miles and Huberman’s protocols for qualitative analysis. Participants demonstrated a complex set of connections between perceptions and practices around issues of sharing standards, delivering feedback and response to external assessments. Results deviate from widely promoted principles of AfL and classroom-based assessment espoused in the international literature; in doing so, they challenge existing research and assumptions about the standardised and international nature of award-winning instructors’ assessment practices. Findings are discussed in relationship to understanding best practices in tertiary assessment, given emerging tertiary education markets. Practical implications for the further development of learning and assessment practices and theoretical implications for the AfL theory are also discussed.  相似文献   

近十年国际高等教育评估研究的现状、热点及趋势     

汪雅霜  付玉媛 《黑龙江高教研究》2020,(3):6-11

《高等教育评估与评价》(Assessment&Evaluation in Higher Education)作为唯一被SSCI收录的高等教育评估期刊,具有很大的学术影响力。以该期刊近十年来的载文为研究对象,运用CiteSpace文献计量软件分析国际高等教育评估的高影响力作者群体、研究热点、知识基础和前沿领域。研究结果表明:我国高等教育评估研究者的国际影响力逐步扩大;强调学生在评估中的参与度、关注反馈在评估中的地位以及重视教与学微观层面的评估为国际高等教育评估的三大研究热点;学生评教以及评估设计将是未来一段时间国际高等教育评估的前沿领域。  相似文献   

Fluid reasoning,working memory and planning ability in assessment of risk for mathematical difficulties     

Petri Partanen  Billy Jansson  Örjan Sundin 《Educational Psychology in Practice》2020,36(3):229-240

ABSTRACT

The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for assessment of SEN, and specifically of risk for mathematical difficulties (MD). Performances on FR, WM and complex EF of planning were used to predict risk for MD. Results showed that planning ability predicted children at risk for MD, beyond FR or WM ability, when comparing with children not at risk for MD. It was concluded that assessing the complex EF of planning in addition to FR and WM ability is crucial in identifying children at risk for MD. The importance of understanding how planning ability affects children’s mathematical problem-solving is discussed, in relation to assessment and teaching practices.  相似文献   

Validating a computerized scoring system for assessing writing and placing students in composition courses     

Cindy L. James   《Assessing Writing》2006,11(3):167-178

How do scores from writing samples generated by computerized essay scorers compare to those generated by “untrained” human scorers and what combination of scores, if any, is more accurate at placing students in composition courses? This study endeavored to answer this two-part question by evaluating the correspondence between writing sample scores generated by the IntelliMetric™ automated scoring system and scores generated by University Preparation English faculty, as well as examining the predictive validity of both the automated and human scores. The results revealed significant correlations between the faculty scores and the IntelliMetric™ scores of the ACCUPLACER™ OnLine WritePlacer Plus test. Moreover, logistic regression models that utilized the IntelliMetric™ scores and average faculty scores were more accurate at placing students (77% overall correct placement rate) than were models incorporating only the average faculty score or the IntelliMetric™ scores.  相似文献   

Assessment of Cooperative Learning: A Goal-Criterion Approach   总被引：2，自引：0，他引：2  

Vernon A. Quarstein  Polly A. Peterson 《Innovative Higher Education》2001,26(1):59-77

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.  相似文献