形成性评价对非英语专业大学生英语写作策略的影响   总被引：1，自引：0，他引：1  

胡艳  唐雄英 《江西教育学院学报》2009,30(1):43-46

本研究以准实验的形式,将形成性评价应用于大学非英语专业二年级学生的写作教学中,试图探索在具体教学情境中形成性评价的实施对学生英语写作策略的影响。实验结果显示,形成性评价的实施能够促进学生修复策略使用的显著提高,也能促进计划策略中的部分个体策略的明显提高,但提高总体策略使用的效果不明显。实验后,高分组和低分组在各类策略使用频率上均有提高,但提高也不明显。  相似文献   

Commentary: Evaluating the Validity of Formative and Interim Assessment   总被引：1，自引：0，他引：1  

Lorrie A. Shepard 《Educational Measurement》2009,28(3):32-37

In many school districts, the pressure to raise test scores has created overnight celebrity status for formative assessment. Its powers to raise student achievement have been touted, however, without attending to the research on which these claims were based. Sociocultural learning theory provides theoretical grounding for understanding how formative assessment works to increase student learning. The articles in this special issue bring us back to underlying first principles by offering separate validity frameworks for evaluating formative assessment (Nichols, Meyers, & Burling) and newly-invented interim assessments (Perie, Marion, & Gong). The article by Heritage, Kim, Vendlinski, and Herman then offers the most important insight of all; that is, formative assessment is of little use if teachers don't know what to do when students are unable to grasp an important concept. While it is true that validity investigations are needed, I argue that the validity research that will tell us the most—about how formative assessment can be used to improve student learning—must be embedded in rich curriculum and must at the same time attempt to foster instructional practices consistent with learning research.  相似文献   

How to capture growth? – Video narratives as an instrument for assessment in teacher education     

Anne Bannink 《Teaching and Teacher Education》2009

Portfolios are widely used as instruments for assessment in initial teacher education courses. They are claimed to present a comprehensive picture of student teachers' knowledge and performance. But what type of evidence is needed to safely say that an aspiring teacher has not only grasped essential notions and concepts from the teacher education course, but is also able to implement them in real world classroom situations? This paper reports on the design process of one portfolio assignment that has been developed specifically to capture students' classroom performance and development in their portfolio. Data from the portfolio entries of one student from a small-scale pilot conducted with the assignment are analyzed in detail followed by a discussion of the implications of the case study.  相似文献   

A participatory approach to the identification of measures of number sense in children prior to school entry     

Sally Howell  Coral Kemp 《International Journal of Early Years Education》2009,17(1):47-65

The research reported in this paper used a modified Delphi procedure in an attempt to establish a consensus on tasks proposed to assess components of number sense identified as essential for early mathematics success by a broad range of academics with expertise in the area of early mathematics. Tasks included as measures of these components were based on assessment tasks developed by early mathematics researchers. Eighteen questionnaires were returned by academics from Australia, the UK, New Zealand, The Netherlands and the USA, all with published work in the areas of early mathematics and/or number sense. Both the proposed components and tasks in the questionnaires were limited to the number domain. The study revealed considerable agreement with a number of the proposed tasks and thus provided a way forward for the development of an early number sense assessment to be trialled with young children prior to their first year of formal schooling.  相似文献   

基于灰色关联分析的高等数学教学质量评价     

邹颖  郭世平 《安徽教育学院学报》2009,27(6):16-20

教学评价是高等数学教学工作的一个重要组成部分,学生对教师合理而有效的评价可提高高等数学课程的教学质量。本文依据相关的文献,建立用以评估高等数学教学质量评价的指标体系,利用层次分析法确定指标权重,采用灰色关联分析对教师的高等数学教学质量进行综合评价。以期为高等数学的课程改革和提高教学质量提供参考。  相似文献   

真实性评价中的项目教学——以中央民族大学研究生英语教学为例   总被引：3，自引：0，他引：3  

傅东起 《民族教育研究》2009,(4):83-87

研究生英语项目教学法包括项目教学的特点、实施的具体步骤、评价方式及学生的反馈。实践证明项目教学可以有效地调动学生内在的学习动力、培养团队精神,使学生在完成真实任务的过程中学习外语。  相似文献   

Situated learning in the network society and the digitised school     

Rune Krumsvik 《欧洲师范教育杂志》2009,32(2):167-185

There is a need to develop a broader view of knowledge to deal with the way in which new digital trends influence the underlying conditions for schools, teaching and subjects. This theoretical article will therefore examine whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school. The article is particularly angled towards the implications this may have for both teachers and pupils, but also for teacher education.  相似文献   

Strategies for using feedback students bring to higher education   总被引：2，自引：1，他引：1  

Deirdre Burke 《Assessment & Evaluation in Higher Education》2009,34(1):41-50

This article explores strategies for acting on feedback that students bring to their higher education, by exploring student perceptions on the guidance they received from their teachers in school or college. Whilst assessment issues have been the subject of a range of research studies, it is the contention of this article that little research has been undertaken to identify the strategies that students possess for ‘using’ feedback. This small‐scale research study was stimulated by M.R. Weaver’s 2006 Weaver, M.R. 2006. Do students value feedback? Student perceptions of tutors’ written response. Assessment and Evaluation in Higher Education, 31(3): 379–394. [Taylor & Francis Online] [Google Scholar] finding that only a quarter of students had received guidance on how to use feedback prior to university. This exploration identifies the guidance for using feedback that 350 students in Humanities brought to their degree course. Analysis of responses revealed the strategies that students had been introduced to, identifying nine indigenous categories. Whilst almost 40% of these students indicated they had received guidance for using feedback, scrutiny of responses showed that many of these students confused ‘actual feedback’ with ‘guidance on how to use’ feedback. The implications of such starting positions for students and staff are considered: questioning the adequacy of such a foundation for students to be able to make effective use of the feedback they will receive in their degree course, and finally suggesting initiatives by which staff could enable students to get more out of feedback.  相似文献   

Formative computer‐based assessment in higher education: the effectiveness of feedback in supporting student learning     

Tess Miller 《Assessment & Evaluation in Higher Education》2009,34(2):181-192

A formative computer‐based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen’s University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self‐regulated learning environment whereby feedback on the CBA was used to support rather than measure student learning. The four types of feedback embedded in the CBA included: (a) directing students to a resource, (b) rephrasing a question, (c) providing additional information and (d) providing the correct answer. Although students originally reported positive experiences with the formative CBA, two follow‐up surveys revealed that they found the four types of feedback to be moderately effective in supporting their learning.  相似文献   

福建三都澳渔业水域水环境监测与评价   总被引：3，自引：1，他引：2  

郑钦华 《宁德师专学报(自然科学版)》2010,22(3):250-254,267

根据2007年5月和8月三都澳渔业水域2个航次的水环境监测资料,分析了澳内渔业水域水环境质量状况,并采用单因子指标对调查区水域进行环境质量评价.结果显示：DO、COD、pH、石油类、总汞、砷、铜、铅、镉、锌各因子的污染指数均小于1.0,表明调查水域水质未受该因子污染;无机氮和活性磷酸盐分别有66.7%、33.3%测站的污染指数大于1.0,表明调查水域水质已受该因子污染,二者是目前澳内的主要污染物,且富营养化趋势明显存在.  相似文献