科技文稿的审稿结果应予反馈     

杜利民 《编辑学报》2001,13(4):200-202

科技期刊的稿件处理结果是否实行反馈进行了长期的探索和研究，分析了实现反馈的可能性，指出了稿件处理意见实行反馈的积极意义，得出了在目前科技高速发展的情况下，科技期刊的稿件处理该实行反馈的结论。最后简要介绍了实施反馈的一些做法。  相似文献   

广西中学体育课教学质量评价体系的研究   总被引：1，自引：1，他引：0  

莫金波  陆勇军  周美如  李健 《体育科技》2006,27(4):34-38

从广西城市、城镇、乡村各级中学开展体育课教学的基础和条件不同的实际出发,着重对中学体育课教学质量评价的相关理论及全国现有评价体系的现状进行概述,对学校体育教学质量评价体系和量化标准进行系统研究,制定适合广西城市、城镇、乡村各级各类中学分别使用的体育课教学质量评价体系和标准。本评价体系适应广西各地域、各级学校经济发展不平衡这一特点,是科学的、符合实际的,具有时代特点的评价体系,充分体现了科学性、全面性、区别性、针对性和可操作性强的特点,为广西各级各类中学体育课教学质量的评价提供了可靠的依据。  相似文献   

What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers     

Martina van Heerden  Sharita Bharuthram 《Assessment & Evaluation in Higher Education》2017,42(6):967-977

Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback. Central to this disagreement is the role that feedback has to play in ensuring that students produce the ‘right’ kinds of knowledge, and become the ‘right’ kinds of knowers within their disciplines. This paper argues that, in order to find common ground between students and tutors or lecturers on what feedback is for, and how to both give and use it effectively, we need to conceptualise disciplinary knowledge and knowers anew. We offer, as a useful starting point, the Specialisation dimension of Legitimation Code Theory as both practical theory and methodological tool for exploring knowledge and knowers in English Studies and Law as two illustrative cases. The paper concludes that this analysis offers lecturers and tutors a fresh understanding of the disciplinary knowledge and knower structures they work within and, relatedly, a clearer view of the work their feedback needs to do within these.  相似文献   

What if best practice is too expensive? Feedback on oral presentations and efficient use of resources     

Lawrence A. Leger  Karligash Glass  Paraskevi Katsiampa  Shibo Liu  Kavita Sirichand 《Assessment & Evaluation in Higher Education》2017,42(3):329-346

We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes.  相似文献   

Feedback on feedback practice: perceptions of students and academics     

Emma Mulliner  Matthew Tucker 《Assessment & Evaluation in Higher Education》2017,42(2):266-288

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.  相似文献   

‘Only true friends could be cruelly honest’: cognitive scaffolding and social-affective support in teacher feedback literacy     

Yueting Xu  David Carless 《Assessment & Evaluation in Higher Education》2017,42(7):1082-1094

Feedback is an important but challenging aspect of higher education pedagogy. In addition to providing quality feedback, teachers are expected to develop students’ skills and awareness for effective feedback processes. This case study addresses both processes and products of a Chinese university English teacher’s feedback enabling practice by involving students in peer feedback on oral presentations. Data from classroom observations and interviews reveal various strategies of cognitive scaffolding and social-affective support in the teacher’s feedback enabling processes, as well as skill development of generating peer feedback and awareness enhancement in accepting critical feedback with a positive attitude. Our analysis revolves around generic and contextually grounded strategies in cognitive scaffolding and social-affective support, as well as how verbal peer feedback can be utilised as a productive solution to mitigate resource constraints. The paper concludes by highlighting the centrality of the ‘enabling construct’ of teacher feedback literacy and drawing implications for research, policy and practice.  相似文献   

Assessment for learning: a catalyst for student self-regulation     

Eleanor Hawe  Helen Dixon 《Assessment & Evaluation in Higher Education》2017,42(8):1181-1192

The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching–learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students’ thinking, actions and feelings.  相似文献   

Teacher liking as an affective filter for the association between student behavior and peer status     

《Contemporary educational psychology》2017

This study investigated how peer perceptions of teacher liking and disliking for a student shape students’ social cognitions by moderating associations between the student’s peer-perceived social behavior and peer liking and disliking status. We studied individual teacher liking and disliking as well as classroom norms as moderators of individual and classroom-level behavior-status associations. Peer nominations of (dis)liking, being (dis)liked by the teacher, and prosocial and aggressive behavior were gathered from 1454 students (M_age = 10.60) in 58 fifth-grade classes in the Netherlands. Results from multilevel analyses showed the teacher made a difference in particular for those students who were at-risk of low peer status, that is, those students who were perceived by many of their peers to show aggressive behavior and by few to show prosocial behavior. These students were disliked less and liked more when they were perceived by peers to be less disliked and more liked by the teacher. Furthermore, the amount of disliking associated with overt and relational aggression differed across classrooms, depending on norms of teacher liking. These findings may help teachers to understand and improve an individual student’s peer status, and alter the behavior–status dynamics in their class.  相似文献   

Written feedback in intercultural doctoral supervision: a case study     

Linlin Xu 《Teaching in Higher Education》2017,22(2):239-255

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具有二次性能指标的最优输出反馈的一个必要条件     

黄献青  瞿坦 《科技通报》1996,12(1):4-9

本文用矩阵的秩这个工具考察了有限维线性系统具有二次性能指标的最优输出反馈问题，得到了一个必要条件。特殊情形下，这一条件可以演化为最优输出反馈增益与观测矩阵的乘积即为状态反馈增益这个相当清晰的关系。  相似文献