共查询到20条相似文献，搜索用时 140 毫秒
1.
随着新课标的持续推进，国家教育部门对高中数学教学提出了更高的要求.然而受到应试教育理念的影响，目前很多教育工作者对数学教学中的学业评价创新力度不够，导致教学效果并不理想.本文以核心素养发展理念下的高中数学教学为研究对象，分析了高中数学学业评价开展的意义，提出了学业评价优化的对策.旨在通过本文的研究，为有效促进高中数学教学工作的创新提供一些借鉴. 相似文献
2.
素质教育观下的学生数学学业成就评价 总被引：1，自引：1，他引：0
在分析传统学业成就评价对数学教育的不良影响及其弊端的基础上,以素质教育观为理论指导,从评价标准、评价模式、评价视角、评价主体以及评价再评价等方面,探讨了科学的学业成就评价体系的建构． 相似文献
3.
4.
近年来,学业成就评价与课程标准一致性研究已经成为课程评价领域的热点问题。选取2017年2份浙江省高中数学学业水平考试试题作为研究对象,利用SEC模式和韦伯模式,对高中数学学业水平测试与课程标准的一致性进行研究,以期为今后学业水平考试试题的命制提供参考性建议。 相似文献
5.
《深化新时代教育评价改革总体方案》发布之后,高中学校在日常教学实践中更加注重过程性评价。作业评价是过程性评价的一种,对学生学习和教师教学都具有重要作用。当前高中数学作业评价主要包括单主体、半独立和零批改3种模式,存在着学生参与程度低、学业互动质量较差、专业引领深度不够等问题。突破高中数学作业评价现有困境,需要在评价中遵循教育性、多元性和指导性原则,同时从学业述评视角出发,建构“阐示—确证—建构”的高中数学作业评价路径模型。从实践应用来看,数学作业评价要聚焦数学概念与命题、数学思想与方法、数学人文与精神,以师生多元协商方式开展,以实现数学学业水平的稳步进阶和核心素养水平的持续提升。 相似文献
6.
数学学业成就评价是依据数学教育目标对学生的学业成就进行价值判断,并把判断结果反馈于教育实践以改进数学教学行为,促进教育的良性运行。正如医生了解患者病情和检查患者身体对医生诊治有着重要作用,数学学业成就评价对教师进行数学教学 相似文献
7.
学生数学学业成就评价是数学教育评价的重要内容,数学学业成就的考核与评定是衡量学生学习质量的高低,检查对学生教学大纲规定的知识掌握情况的一种手段．本文主要研究加拿大安大略省1-8年级学生数学学业成就的评价模式,同时结合我国义务教育阶段学生数学学业成就评价模式,探讨彼此异同,寻求可资借鉴之处．安大略省拥有北美洲最全面和高度发展的教育体制, 相似文献
8.
应用数学元认知问卷和数学问题提出能力测试卷,以203名高中生为被试对象,测量研究了数学元认知、学业成就与数学问题提出能力之间的关系,结果表明：高中生数学元认知知识水平较高,元认知体验水平略低,元认知监控能力较差,数学问题意识淡薄,提问能力较差;数学元认知、学业成就与数学问题提出三者显著相关,元认知、学业成就与提问水平和总体提问能力呈正相关,学业成就与提问意识呈负相关;高、中、低元认知组之间以及高、中、低学业成就组之间,学生数学问题提出能力都呈显著差异,其中高元认知组与高学业成就组的提问能力最高。 相似文献
9.
学生数学学业成就评价是数学教育评价的重要内容,数学学业成就的考核与评定是衡量学生学习质量的高低,检查对学生教学大纲规定的知识掌握情况的一种手段.本文主要研究加拿大安大略省 相似文献
10.
以山东省某小学400名小学生为被试,采用结构方程模型考察了小学生数学教师支持、数学学业成就与数学焦虑之间的关系.研究结果表明:(1)数学教师支持与数学学业成就呈显著正相关,与数学焦虑呈显著负相关;(2)数学焦虑可以部分中介数学教师支持与数学学业成就之间的关系. 相似文献
11.
《The Journal of educational research》2012,105(6):462-469
ABSTRACTThe authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information as initial mathematics age, growth in mathematics age, amount of usage, average quiz score, and average test score. Teachers were also surveyed regarding the implementation of the online tutoring platform. In addition, 1 school provided assessment scores from the summative statewide mathematics assessment, which was used as the outcome variable of a multiple regression with variables from the online tutoring program as independent variables. Findings indicated that Math Whizz usage was related to improvement in mathematics achievement as measured by the online tutoring program, teacher survey responses, and the state assessment data. 相似文献
12.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning. 相似文献
13.
《The Journal of educational research》2012,105(4):211-225
Abstract The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning. 相似文献
14.
Caron A. C. Clark Tiffany D. Sheffield Sandra A. Wiebe Kimberly A. Espy 《Child development》2013,84(2):662-677
Executive control (EC) is related to mathematics performance in middle childhood. However, little is known regarding how EC and informal numeracy differentially support mathematics skill acquisition in preschoolers. A sample of preschoolers (115 girls, 113 boys), stratified by social risk, completed an EC task battery at 3 years, informal numeracy assessments at 3.75 and 4.5 years, and a broad mathematics assessment during kindergarten. Strong associations were observed between latent EC at age 3 and mathematics achievement in kindergarten, which remained robust after accounting for earlier informal numeracy, socioeconomic status, language and processing speed. Relations between EC and mathematics achievement were stronger in girls than in boys. Findings highlight the unique role of EC in predicting which children may have difficulty transitioning to formal mathematics instruction. 相似文献
15.
This first article of the special issue presents theoretical and methodological considerations about longitudinally investigating curricular effects on the teaching and learning of mathematics in a cultural context. In particular, in this article, we discuss seven issues related to the investigation of curricular effects on the teaching and learning of mathematics: (1) the need to investigate longitudinally the effects of curriculum, (2) the nature of the reform and non-reform curricula, (3) multiple representations of curriculum use, (4) assessment of classroom instruction, (5) student diversity and achievement gaps, (6) multiple measures of student mathematics achievement, and (7) multi-level analysis of student achievement data. This article not only serves as an introduction to the special issue, but most importantly, also provides a theoretical and methodological context for the two longitudinal projects. 相似文献
16.
The Sensitivity of Value-Added Teacher Effect Estimates to Different Mathematics Achievement Measures 总被引：1，自引：0，他引：1
J. R. Lockwood Daniel F. McCaffrey Laura S. Hamilton Brian Stecher Vi-Nhuan Le José Felipe Martinez 《Journal of Educational Measurement》2007,44(1):47-67
Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate "value-added" teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification, and that the variation within teachers across achievement measures is larger than the variation across teachers. These results suggest that conclusions about individual teachers' performance based on value-added models can be sensitive to the ways in which student achievement is measured. 相似文献
17.
Petra Pinger Katrin Rakoczy Michael Besser Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》2018,25(2):160-182
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the quality of programme delivery affects students’ mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their students (n = 426) with written process-oriented feedback. Four feedback characteristics (number of feedback comments, specificity, feedback at self level, social reference norm) and two types of embedment of feedback in the instructional context (focus on feedback utilisation, focus on performance evaluation) were evaluated. Multilevel regression analyses revealed no significant effects of feedback characteristics on interest but negative effects of number of feedback comments and specificity on achievement in mathematics. Positive effects on mathematics achievement and interest were found when feedback was embedded in instruction and had emphasis on feedback utilisation. Students’ interest also was affected positively when performance evaluation was stressed. 相似文献
18.
The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of twice-exceptional students who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between low and high achievers in their learning potential as revealed by their performance on DA. 相似文献
19.
20.
Yujing Ni Qiong LiXiaoqing Li Zhong-Hua Zhang 《International Journal of Educational Research》2011,50(2):100-116
This study investigated curriculum influences on student mathematics achievement by following two groups of students from fifth to sixth grade that were taught either the reformed curriculum or the conventional curriculum. Analyses with three-level modeling were conducted to examine learning outcomes of the students who were assessed three times over a period of 18 months. Achievement was measured with regard to computation, routine problem solving, and complex problem solving. Affective aspects included self-reported interest in learning mathematics, classroom participation, views of the nature of mathematics, and views of learning mathematics. The results showed overall improved performance among all the students over the time on computation, routine problem solving, and complex problem solving but not on the affective measures. There were differentiated patterns of performance between the groups. On the initial assessment, the reform group performed better than the non-reform group on calculation, complex problem solving, and indicated higher interest in learning mathematics. The two groups did not differ on the other achievement and affective measures at the first time of assessment. There was no significant difference in growth rate between the groups on the cognitive and affective measures except that the non-reform group progressed at a faster pace on calculation. Therefore, the non-reform group outperformed the reform group on computation at the third (last) assessment. These results are discussed with respect to the possible influence of the curriculum on student learning. 相似文献