A qualitative study of markers’ perceptions on onscreen marking in five subject areas     

Min Yang  Zi Yan  David Coniam 《Educational Research and Evaluation》2017,23(7-8):290-310

This paper reports on a qualitative study on markers’ perceptions of onscreen marking (OSM) in association with key influential factors of marking reliability. The study has made adaptations to an existing framework proposed by Black, Suto, and Bramley in 2011 for exploring issues related to influential factors of marking reliability in OSM contexts. Specifically, the study investigated those influential factors in the framework that can be manipulated and managed by the examination authority. The study involved 31 markers for a large-scale publication examination who were secondary school teachers from 5 subject areas. The major themes indicated that markers’ attitudes towards OSM might be potentially associated with the types of questions they marked. Further, the advantages and disadvantages of OSM as perceived by the markers were likely to be related to key influential factors of reliability pertaining to the quality control process and the usability of technology in the OSM system.  相似文献   

英语专业四级听写特点分析及其提高策略   总被引：6，自引：0，他引：6  

韩文 《赣南师范学院学报》2004,25(1):126-128

本文通过对近十年来(1994—2003)英语专业四级听写材料的分析,力求找出其在选材、字数、句数等方面的特点和学生听写错误的原因,旨在帮助学生进一步了解听写的标准和要求,从而提高其语言理解和听写能力。  相似文献   

聋校职业高中学生美术作业批改与评分的研究   总被引：1，自引：0，他引：1  

翁文昌 《中国特殊教育》2004,(3):52-57

作业批改是教师了解学生对所学知识理解、巩固和运用情况的主要手段 ,教师只有对学生学习存在的问题了如指掌 ,才能在教学中有的放矢 ,改进教学。而美术作业的批改和其他学科不一样 ,虽有一定的标准 ,却没有固定的标准答案 ,在评分中受教师主观因素的影响较大。如何选择合适的美术作业批改、评分方法 ,恰当地把握评分标准 ,充分运用美术作业批改、评分的灵活性 ,来调动学生学习的积极性 ,提高学生动手能力 ,培养学生表现美、创造美的欲望 ,是值得每一个美术教师研究的问题。  相似文献   

《国家学生体质健康标准》与《学生体质健康标准(试行方案)》比较     

冯丽明  冯丽娟  陈智芳  余昭炜 《内江师范学院学报》2013,28(8):113-116

通过对3604名大学生进行《学生体质健康标准(试行方案)》与《国家学生体质健康标准》的比较研究,分析了《新标准》在测试项目、权重系数、评分标准和评价等级等方面的实用性和科学性.研究表明,《新标准》在测试项目上仍然存在分类不清,选测项目相关度不高的问题.《新标准》调整了权重系数和评分标准,对大学生提出了更高的要求,可以更好地调动学生锻炼的积极性,达到增强体质的目的.另外,《新标准》中肺活量体重指数、立定跳远的提高幅度较大,学生在短期内无法达到要求,需要做进一步的调整.  相似文献   

Linear Algebra Students' Understanding of Similar Matrices and Matrix Representations of Linear Transformations in a MATLAB-Assisted Learning Environment     

Günhan Caglayan 《学校用计算机》2013,30(3):204-225

Abstract

The purpose of this research study was to understand how mathematics majors make sense of similar matrices, a linear algebra topic that is rich in internal and external connections, in a series of in-depth qualitative interviews in a technology-assisted (MATLAB) learning environment. The study was also an attempt to develop a cognitive theory in mathematics majors’ treatment of similar matrices and matrix representations of linear transformations in a computer-assisted learning environment by drawing primarily on three aspects of the experimental mathematics methodology, made possible by using modern digital tools to enhance learning: testing conjectures, suggesting proofs, and, computing lengthy hand derivations (Borwein &; Bailey, 2003 Borwein, J. M., &; Bailey, D. H. (2003). Experiments in mathematics: Computational paths to discovery. Natick, MA: AK Peters. [Google Scholar]). The analysis revealed a diversity of innovative ways by which research participants coordinated analytic and computational (MATLAB) methods for understanding matrix similarity and its connections to the rest of linear algebra. The paper concludes by offering pedagogical implications and recommendations for further research.  相似文献   

Nonstandard maternal work schedules: Implications for African American children's early language outcomes     

Erika C. Odom  Lynne Vernon-Feagans  Ann C. Crouter 《Early childhood research quarterly》2013

In this study, observed maternal positive engagement and perception of work–family spillover were examined as mediators of the association between maternal nonstandard work schedules and children's expressive language outcomes in 231 African American families living in rural households. Mothers reported their work schedules when their child was 24 months of age and children's expressive language development was assessed during a picture book task at 24 months and with a standardized assessment at 36 months. After controlling for family demographics, child, and maternal characteristics, maternal employment in nonstandard schedules at the 24-month timepoint was associated with lower expressive language ability among African American children concurrently and at 36 months of age. Importantly, the negative association between nonstandard schedules and children's expressive language ability at 24 months of age was mediated by maternal positive engagement and negative work–family spillover, while at 36 months of age, the association was mediated only by negative work–family spillover. These findings suggest complex links between mothers’ work environments and African American children's developmental outcomes.  相似文献   

Assessment,feedback and marking guides in distance education     

Frances Chetwynd 《Open Learning》2013,28(1):67-78

In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self‐regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by standard marking guides, issued to the numerous tutors responsible for assessing student work. In this paper, we develop a taxonomy of feedback and report on the results of a survey of tutor attitudes to, and strategies for, providing feedback on a very large Level 1 Open University module. We analyse the extent to which the marking guides afford adequate support for truly effective feedback, and make a number of recommendations for reworking assessment regimes and marking guides.  相似文献   

黄梅戏“叙述时间”初探     

徐亮红 《安庆师范学院学报(社会科学版)》2013,(6):89-93

黄梅戏故事作为一种有意味的文本,在“叙述时间”上存在着独特性,这表现在时间标注、倒叙和预叙的运用、用缩写代替省略等三个方面,它们充分揭示出黄梅戏以故事时间为主导的线性结构特征。  相似文献   

普通话水平测试中机测“说话”项的应考方略     

熊婕  杨瑾 《重庆职业技术学院学报》2009,18(5):71-73

文章通过对目前计算机辅助普通话水平测试“说话”项的评分标准进行解读．分析机测“说话”项的本质特征并探讨相应的应试技巧,以期为考生提供一些帮助。  相似文献   

Marking and moderation in the UK: false assumptions and wasted resources   总被引：2，自引：1，他引：1  

Sue Bloxham 《Assessment & Evaluation in Higher Education》2009,34(2):209-220

This article challenges a number of assumptions underlying marking of student work in British universities. It argues that, in developing rigorous moderation procedures, we have created a huge burden for markers which adds little to accuracy and reliability but creates additional work for staff, constrains assessment choices and slows down feedback to students. In this under‐researched area of higher education, the article will explore whether there are other ways to provide confidence in marking and grading. These might divert this energy into productive activities with useful outcomes for students and learning.  相似文献