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   

Marginalised behaviour: digital annotations,spatial encoding and the implications for reading comprehension     

Martin Johnson  Rita Nádas 《Learning, Media and Technology》2009,34(4):323-336

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网络信息检索中存在的问题及对策   总被引：3，自引：0，他引：3  

刘二稳 《晋图学刊》2004,(1):45-46

文章从检索工具、信息标引和检索语言三个方面分析了网络信息中存在的问题,并提出了相应的对策。  相似文献   

制定“初中毕业生升学体育考试”评分标准的科学性与实效性   总被引：6，自引：0，他引：6  

陈荣 《北京体育大学学报》1994,(2)

“初中毕业生升学体育考试”是一项政策性强、技术性高、涉及面广的工作，“考试”关系到千家万户。如何使“考试”评分标准的制定做到科学、实效，既符合人体的运动变化规律又切合实际，使其能合理地、有效地对学生的身体素质、运动能力进行考核评分。运用时间序列分析，采用半E次抛物线曲线方程与分段等级累进计分方法，使评分标准的制定更符合科学性、可控制的实效性。  相似文献   

北京市小学一、二年级体育锻炼的标淮及效果的研究     

谢翔 《北京体育大学学报》1992,(1)

以北京市12所小学一、二年级学生为研究对象,对制订该学段学生的体育锻炼标准,以及在该学段开展体育锻炼达标的效果进行了探讨。科学地选择了一套有利于促进小学低准,并通过调查与实年级学生身体素质和运动能力全面发展的测验项目,制定了适合于该学段学生身心特点的体育锻炼标验,证明了在小学一、二年级开展体育锻炼达标,不仅对学校体育工作有积极的促进作用,而且还能有效地增强学生的体质。  相似文献   

关于PSC新《大纲》朗读作品声韵母分布的分析及评分思考     

王卉 《海南师范大学学报(社会科学版)》2005,18(3):144-148

PSC新《大纲》60篇朗读作品的声韵分布不均衡，在其它测试项目完全相同的情况下，会造成应试人的分数相差很大的可能结果（在方言区尤为如此）。应合理制定朗读部分评分标准，使之围绕并体现《大纲》确定的朗读目的，以求合理、客观地反映应试人的实际普通话水平。  相似文献   

Curtailing marking variation and enhancing feedback in large scale undergraduate chemistry courses through reducing academic judgement: a case study     

Stephen George-Williams  Mary-Rose Carroll  Angela Ziebell  Christopher Thompson  Tina Overton 《Assessment & Evaluation in Higher Education》2019,44(6):881-893

Variation in marks awarded, alongside quality of feedback, is an issue whenever large-scale assessment is undertaken. In particular, variation between sessional teaching staff has been studied for decades resulting in many recorded efforts to overcome this issue. Attempts to curtail variation range from moderation meetings, extended training programmes, electronic tools, automated feedback or even audio/video feedback. Decreased marking variation was observed whenever automated marking was used, potentially due to less academic judgment being used by the markers. This article will focus on a case study of three interventions undertaken at Monash University that were designed to address concerns around the variability of marking and the feedback between sessional teaching staff employed in the chemistry teaching laboratories. The interventions included the use of detailed marking criteria, Excel marking spreadsheets and automated marked Moodle reports. Results indicated that more detailed marking criteria had no effect whilst automated processes caused a consistent decrease. This was attributed to a decrease in the academic judgment markers were expected to use. Only the Excel spreadsheet ensured the provision of consistent feedback to students. Sessional teaching staff commented that their marking loads were reduced and the new methods were easy to use.  相似文献   

选择遗传标记性状降低奶牛隐性乳房炎发生率的设想     

程郁昕  汪斌  聂国友 《安徽科技学院学报》2003,17(1):20-21,19

设想通过后裔测定选择较低体细胞数 (SCC)估计育种值的公牛 ,以降低奶牛隐性乳房炎的发生率 ;对公牛进行包括生产性能、体型、SCC等各个方面的综合、全面的评价 ;考虑平衡地、较充分地发挥公牛降低隐性乳房炎发生率的遗传改良作用  相似文献   

A comparative judgement approach to the large-scale assessment of primary writing in England     

Christopher Wheadon  Patrick Barmby  Brian Henderson 《Assessment in Education: Principles, Policy & Practice》2020,27(1):46-64

ABSTRACT

Writing assessment is a key feature of most education systems, yet there are limitations with traditional methods of assessing writing involving rubrics. In contrast, comparative judgement appears to overcome the reliability issues that beset the assessment of performance assessment tasks. The approach presented here extends previous work on comparative judgement by directly involving teachers in a large number of schools in the judging of young pupils’ writing. To ensure quality control the process incorporated a process of ‘anchoring’ that ensured that teachers could not artificially inflate their own pupils’ scores. The approach was used to assess the writing of 55,599 primary pupils in England in 2017–2018. Overall, the results showed that a comparative judgement approach to writing incorporating anchoring shows promise in providing a fair and robust large-scale method to assess writing.  相似文献   

Double Marking Revisited     

Val Brooks 《British Journal of Educational Studies》2004,52(1):29-46

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