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考试和分数有一定的意义和作用，但任何考虑都有片面性，不应把分数作为衡量学生的惟一标准，更不要凭分数把人看死。高材生毕业后表现不一定都很好，学习一般的学生也有工作后表现很出色的，能否做出重大成绩，除基础知识技术外，还要有其他因素和条件。 相似文献
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高三学生三天两头面对各种考试,那么,高三学生应如何通过考试来搞好历史复习呢?一、及时分析试卷,找出问题有些学生考完以后,最关心的是分数的高低。当试卷发下来后,有的学生生气、伤心、难过;有的学生因为麻木不仁,而抱无所谓的态度;有些同学考试结束后,把卷子往书包里一塞,痛痛快快玩上几天再说。这样都不好。虽然考试已经结束,但不能立刻把它抛到脑后不管,不论怎样都要正确面对,你应该认真地复核一下试卷 相似文献
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高等职业院校现行考试制度以校内场所、固定时间和固定模式进行,以考试分数来评价学生学习成绩和对教学内容的掌握程度,夸大分数的作用,把学生的卷面分数看成能力的具体外在表现,分数越高能力越强,奖学金、三好生、优秀生等各种荣誉只有分数高的同学才能获得。部分院校虽然对教学内容、考试方法等进行了改革和创新尝试,但总体看来,高职院校考试仍然没有脱离传统考试形式, 相似文献
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我国现行的高校考试方法存在不少弊端,主要表现在:第一、以分数为唯一标准,以分取人,认为分数越高越是好学生。反之则是劣等生;第二,考试次数频繁,使学生忙于应付各种考试;第三,评分标准不尽合理,有的教师在阅卷时喜欢把自己所讲授的内容作为评分标准,如果学生是按自己讲授内容答题就给高分,否则,即使学生提出了新见解,也只给低分;第四,考试形式单一,似乎只有闭卷笔试一种形式才能鉴别学生的真实水平;第五,命题不科学、偏重记忆类型的试题过多。由此看来,高校考试方法亟待改革。首先,师生都要正确看待考试,改变那种教师为考试而教, 相似文献
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崔为安 《作文成功之路(小学版)》2011,(Z2)
每个学期,我们都要经历考试。得知自己的分数后,你的心中是释然还是遗憾?是开心还是紧张?考试回家后,你最想做什么?向爸爸妈妈报喜,还是偷偷把试卷藏起来?请以考试过后为题,写出自己当时的想法和感受。【写作指导】一、抓关键词。提示语中一连串的问题,实际上给出了一些人考试过后的一些表现、做法,比如释然、遗憾、开心、紧张、 相似文献
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张世财 《华夏少年(简快作文 )》2006,(9)
在旧的观念影响下,人们往往把学生评价与考试与分数紧密结合,即使在新课程改革进行了几年后的今天,人们仍然无法走出这个误区。虽然教师、家长都知道除了分数之外,还应该有很多是我们应该关注的,但是,在“应试教育”的大环境下,谁敢拿自己孩子的一生作赌注,谁 相似文献
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英国的中学考试制度改革主要有两种方法。这两种方法都是由撒切尔夫人的教育大臣基思·约瑟夫确定下来的,现在,已经有上百所英国的中学开始了试验。第一,考试不光看分数,更重要的是考核学生的能力。以约克郡的中学法语考试为例,他们把考试的内容定为四级:第一级,学生要能用法语问路,并能听懂所指的方向,能到商店买明信片和邮票,到饭馆点简单的菜;第二级,要求学生能熟练掌握旅行及住宿所需要的语言;第三级,要求学生能用法语讲简单的故事;第四级,要求学生能用法语流利地会话并谈论时事。五分中分四次考,学生准备好了才进行考试,如果不及格,可以随时补考。结果,约克郡的中学生法语及格率高达70％,有的学校高达80％。第二,给学生建立成绩档案,不仅记录分数,而且记录学生日常的品质和才能的表现。有的中学,已经在外语、数学、技术和个人 相似文献
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考试作为教学过程的一个重要环节,其结果必须及时、准确地反馈给学生。若考试后仅给学生一个分数,而缺少评析与解释,则这样的考试不仅对提高教学质量不利,而且还会助长学生的“分数主义”思想。教育家凯洛夫把教师对学生的教学效果的考查作为教学过程区别于一般认识过程的一大特点。因此,考试之后如何通过试卷所提供的信息来正确评价分析,是教学过程的一个不容忽视的环节。 相似文献
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高考改革的核心问题,不是要不要高考的问题, 而是以什么标准选才的问题,是以"考"为本还是以人为本。 以什么标准评价、甄别、选拔人才,关乎高等教育选拔什么人 才,关乎基础教育培养目标,关乎国人素质。要改革"分数至 上"、"认分不认人"的不合理、不科学的高考招生制度,建立 实施"既认分又认人"的更科学、更合理、更公平、更严格的 "三合一"(高考成绩+平时成绩+综合素质)的评价标准。 相似文献
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A. Mark Langan C. Philip Wheater Emma M. Shaw Ben J. Haines W. Rod Cullen Jennefer C. Boyle 《Assessment & Evaluation in Higher Education》2005,30(1):21-34
Peer assessment provides a useful mechanism to develop many positive qualities in students studying in higher education (HE). Potential influences on peer‐awarded marks include student qualities such as gender, HE background (e.g. university affiliation) and participation in the development of the assessment criteria. Many studies that have investigated peer assessment have placed great emphasis on marks from a single tutor, or very few tutors, from a single university. This study examined grades awarded by 11 tutors (affiliated with four universities) to oral presentations delivered on a residential field course by second‐year undergraduate students from two universities studying environmental or biological disciplines. Student assessors awarded marks of fairly high precision (correlating strongly with tutor grades) but averaged 5% higher than their tutors (i.e. of only moderate accuracy). Marginally higher marks (circa 1.6%) were awarded by student assessors to speakers studying at the same university. Gender influences were detected as males tended to grade other male speakers very slightly more highly than female speakers. Marks from females were unaffected by speaker gender. Students who participated in the development of the assessment criteria did not achieve higher grades for their presentations. However, when these ‘participants’ were assessing, they awarded lower marks than their peers (i.e. closer to, but not as low as, those awarded by tutors). Lower marks were also awarded during the middle of sessions, possibly resulting from factors associated with motivation and attention of speakers and markers. Overall, the potential biases in marking by naive assessors examined in this study may influence the validity of marks generated by peer assessment schemes, but the experience of this type of assessment had positive effects on those involved. 相似文献
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University students’ use of time is one of the most relevant inputs to their education process. The aim of this work is therefore to explore the effect that the time spent on different academic and non-academic activities (collected using a diary) has on student performance, in order to determine which of these activities improve students’ marks. Moreover, we investigate the role of quality variables such as study skills. Using a sample of undergraduate business students, we find that academic activities such as doing assignments in teams, attending university lectures and self study have significant positive effects on students’ marks. It is thus concluded that to improve academic performance it is not only the quantity of time that matters but also quality aspects like the ability to schedule. 相似文献
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《标点符号用法》的不足 总被引：3，自引：0，他引：3
曾常红 《华中科技大学学报(社会科学版)》2005,19(3):99-102
标点符号是现代书面语中不可缺少的衔接和连贯标志。在没有多少形态变化的汉语里．在没有实行分词连写的汉语书面中,标点符号使用的规范尤其重要。文章根据标点符号的实际使用情况．探讨了《标点符号用法》的指导作用,并指出了《标点符号用法》的不足,为将来进一步修订和完善《标点符号用法》提供参考。 相似文献
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王冰 《大连教育学院学报》2002,18(3):30-32
数学素质教育作为面向 2 1世纪素质教育的重要组成部分 ,越来越为广大数学教育工作者所重视 ,高考作为高中升入大学的惟一选拔方式备受社会所关注。正确、合理地处理好数学素质教育与高考之间的关系 ,对数学学科教育的发展、对学生数学素质的提高乃至对大众数学教育思想的贯彻都将起到积极的推动作用 相似文献
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李艳梅 《天津师范大学学报(基础教育版)》2002,3(4):63-65
中国儿童往往为取悦老师、家长而学习，美国儿童则是凭兴趣而学习I中国的教育方式比较严肃，气氛紧张，美国的教育方式多为师生互动，气氛活跃；中国学生解决实际问题的能力不够强，美国学生在考试和竞赛中分数较低；中国的教育改革要体现素质教育的主要特征。 相似文献
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The Minnesota Marking Attitude Scale was administered to 33 regular education and 20 special education teachers. Results showed that regular educators believed that marks have a positive influence on students while special educators believed marks have neither a positive nor a negative influence (p < .005). Special educators believed to a greater extent than did regular educators that marks should be manipulated in order to influence student behavior (p < .05) and that different standards should be used to evaluate different students (p < .001). Teachers also marked students' written short answers to two typical school questions. No significant differences were found between the marks assigned by the two groups of teachers to either set of answers. Assigned marks, attitude scores, and years of teaching experience were not significantly correlated with each other. Results are discussed in terms of implications for mainstreaming. 相似文献