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David Pepper 《European Journal of Education》2011,46(3):335-353
The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to contexts. Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation; for the effective development of learners' key competences, assessment must also change. This article focuses on the challenge of assessing cross-curricular key competences in primary and secondary education. It is based on a major study for the European Commission (Gordon, et al., 2009), which drew on information gathered and validated with the help of experts in each of the 27 EU Member States. The study's typology of assessment provides a basis for reviewing some recent developments in Member States. Present challenges and innovative responses are addressed, including ‘unpacking’ key competences, ‘mapping’ them to contexts and ‘accessment’ of their full scope and range. Policy developments are considered in the context of the author's work with the European Commission's Thematic Working Group on the assessment of key competences. The article concludes with considerations for policy and practice. 相似文献
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Pilar Martínez-Clares 《Cultura y Educación》2018,30(2):233-275
This paper aims to understand the use of different methodologies and their relationship with the development of transversal competencies within higher education. A total of 1,137 final-year undergraduate students from the University of Murcia participated in this study, and the data collection instrument used is the CECTGRA questionnaire designed ad hoc. Among the most noteworthy results is the prevalence of lectures compared with other more active methodologies and the perception that the development of transversal competencies could be improved. A positive correlation is obtained between the use of active methodologies and the successful development of different types of competencies. This work invites reflection on the methodologies used by university teachers to develop transversal competencies and the reconsideration of their educational practice. 相似文献
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AbstractIn 2014, the Finnish National Board of Education launched a new core curriculum with the aim of meeting the skills and competence requirements of the 21st century. The purpose of this case study was to find out what transversal competencies Finnish eighth graders developed and how they experienced studying in a problem-based transdisciplinary course, which was arranged for the transitional stage between the former and the new curriculum. The qualitative data consisted of questionnaires and interviews. The analysis followed the methods of qualitative content analysis. When asked about their learning, the students commented on not having learnt much, referring to the discipline-based knowledge. Instead, they had learnt skills through teamwork, problem solving, and expression of their views and opinions, an aspect that they did not clearly connect with the things to be learnt at school. Many students felt that they acquired the competencies that they would need later in their lives. The students’ teamwork had a crucial impact on their learning experience. The timeframe for the integrative approach needs careful consideration; the learning process in this course was perceived as being successful because it was long enough. Our study highlights that focusing on students’ views is critical when reforming curriculum. 相似文献
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图的一个极大完全子图称为图的一个团．若图G的每一个块为图G的一个团,则称图G为块图．求图的一个最小团横贯集问题和最大团独立集问题分别称为MCTS问题和MCIS问题．文中给出了块图中求解最小团横贯集和最大团独立集的一个线性时间算法,并证明了块图G中的团横贯数等于团独立数,即τc（G）=αc（G）． 相似文献
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David Hortigüela Alcalá Andrés Palacios Picos Víctor López Pastor 《Assessment & Evaluation in Higher Education》2019,44(6):933-945
The use of formative and shared or co-assessment has been shown to improve the motivation, involvement and learning of university students. The aim of this study is to analyse the effect that implementing these processes has on university students’ perception of their acquisition of transversal competences. The participants in the study were 1021 students from five Spanish universities taking degree courses in primary education or physical education and sport science. They all experienced formative and shared or co-assessment throughout a complete academic year of their courses. For the data collection, a Self-Perception Scale of Transversal Competences was created, which had adequate values of reliability and validity. Using a transversal design (inter-subjects), inferential statistical analysis was undertaken of the differences in means between the perception of a range of transversal competences before and after the course. The results show significant perceived improvements at the end of the course for most of the competences analysed, which indicates, among other thing, the value and importance of this type of assessment for the educational process. 相似文献
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《Information processing & management》2022,59(4):102950
Human skeleton, as a compact representation of action, has attracted numerous research attentions in recent years. However, skeletal data is too sparse to fully characterize fine-grained human motions, especially for hand/finger motions with subtle local movements. Besides, without containing any information of interacted objects, skeleton is hard to identify human–object interaction actions accurately. Hence, many action recognition approaches that purely rely on skeletal data have met a bottleneck in identifying such kind of actions. In this paper, we propose an Informed Patch Enhanced HyperGraph Convolutional Network that jointly employs human pose skeleton and informed visual patches for multi-modal feature learning. Specifically, we extract five informed visual patches around head, left hand, right hand, left foot and right foot joints as the complementary visual graph vertices. These patches often exhibit many action-related semantic information, like facial expressions, hand gestures, and interacted objects with hands or feet, which can compensate the deficiency of skeletal data. This hybrid scheme can boost the performance while keeping the computation and memory load low since only five extra vertices are appended to the original graph. Evaluation on two widely used large-scale datasets for skeleton-based action recognition demonstrates the effectiveness of the proposed method compared to the state-of-the-art methods. Significant accuracy improvements are reported using X-Sub protocol on NTU RGB+D 120 dataset. 相似文献
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孙信秀 《苏州市职业大学学报》2014,(4):7-10
很多学者已经研究了带约束的强部分平衡t-设计.但是关于可分解带约束的强部分平衡t-设计的结果却很少.利用分裂弱横截设计建立可分解带约束的强部分平衡2-设计的若干构造方法,从而得到两类新的可分解带约束的强部分平衡2-设计. 相似文献