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开放教育课程考核改革探析 总被引：1，自引：0，他引：1
课程考核是电大开放教育教学的重要组成部分。课程考核改革的基本原则包括指导性原则、激励性原则、灵活性原则。课程考核改革的基本思路是：考核成绩所占比例要合理化，形成性考核要多无化，终结性考核要科学化。 相似文献
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现代远程教育是鼓励学习者进行个别化自主学习,强调学习者注重平时学习的全过程,教师应了解学习者的学习过程。并采用多种强制性方法来加强学习过程的监控,电大把课程考核分为形成性考核(一般占课程总成绩的20%——40%)和终结性考核两个部分。 相似文献
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基于网络的课程考核改革的思考 总被引：1，自引：0，他引：1
王剑华 《重庆广播电视大学学报》2007,19(2):10-12
在电大基于网络的课程考核改革试点中,形成性考核成绩与终结性考核成绩相关程度一直较低,这个现象反映出这一考核改革在运行模式及教学一体化设计等方面的问题.只有探索完善运行模式,消除教师缺位,提高教学一体化设计的水平,才能保证基于网络的课程考核改革的顺利推进. 相似文献
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实施形成性考核,是电大远程开放教育教学过程监控的主要手段,是教学质量保证体系的重要内容。开放教育转入常规教育后,对学生学习过程和学习成果的质量监控有所放松,在一定程度上影响了开放教育教学质量的提高。因此,探讨会计专业课程形成性考核存在的问题,对提高远程教育质量有着重要作用。 相似文献
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柯小花 《吉林广播电视大学学报》2010,(8):36-37
电大开放教育课程形成性考核作业作为教学过程中的实践性教学环节,反映了开放教育学生的自主学习的效果,是电大对学生自主学习过程进行监控的主要手段,对确保电大教学质量有重要意义。本文分析目前在电大开放教育课程形成性考核作业存在的问题,提出了相应的改进措施,旨在为加强对形成性考核作业的管理,实现课程的教学目标,切实提高电大的教学质量提供借鉴。 相似文献
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田甜 《湖南广播电视大学学报》2012,(1):9-12
教、学、评的有机结合是远程教育课程考核的指导思想,然而目前远程教育艺术设计类课程的考核由于专业针对性不强以至在教学评价上缺少科学性,对教学效果的反馈也明显不足。湖南电大以应用类课程＂CIS策划与设计＂为考核改革试点课程,针对课程的教学特点、课程的实训环节和远程教育学生的学习特点进行了课程考核改革实践,进而为远程教育其它艺术设计类课程的考核设计提供参照。 相似文献
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中央电大和省级电大各自在统设课程和省开课程的形成性考核改革中不断探索和创新,在线作业系统的设计与实现是电大形成性考核改革中的一个重要课题。利用Lectora软件的测试、反馈及评分功能可实现电大在线作业的自主设计、试题库适时更新、自测练习实时反馈、作业考核自动评分等功能。 相似文献
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针对电大会计专业《电算化会计》课程教学质量偏低的状况,通过对课程实践能力要求、实务考核方式、学生状况等进行分析,指出了以网络教育为基础的远程教育在培养学生实践能力方面的不足,提出了通过适量的面授教学、个别化辅导模式引导和督促学生充分利用电大各种教学资源,培养学生实践能力,从而显著提高教学质量的思路。 相似文献
10.
基于网络的课程考核,是指利用计算机网络作为课程考核的工具或手段开展的课程考核活动,包括网上形成性考核与网上终结性考核两个部分。基于城乡差异的视角,课题组对重庆市广播电视大学系统近年来实施基于网络的课程考核改革的试点情况进行了调查统计与比较分析。调查分析揭示了试点工作中存在着城乡差异及失衡现象。改进试点工作的基本思路在于：进一步提高对基于网络的课程考核改革重要意义的认识,加大对边远地区电大教育的资金和政策扶持,逐步实现管理规范化、制度化,不断完善激励机制。 相似文献
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公共英语课形成性考核的困境与突破 总被引：1，自引：0，他引：1
邱旭生 《广东广播电视大学学报》2003,12(3):14-17
形成性考核在现代远程开放教育的教学管理中应当发挥重要作用。然而，电大公共英语课形成性考核在执行中却面临困境。本文分析了电大公共英语课形成性考核的现状，从管理与导学二个方面提出了改进工作的设想。 相似文献
13.
Junhong Xiao 《Open Learning》2013,28(3):171-183
English language teaching (ELT) has played an important role in the Chinese Radio and Television Universities (RTVU) network since its establishment in the late 1970s. Based on a literature review and reflection from an insider’s perspective, this paper gives a full account of the RTVU distance ELT model, examining how it supports autonomous language learning, how autonomy features in its English courses/programmes and how well the students respond to the model. It also discusses issues related to the improvement of the model, including student support, course production, curriculum design, course assessment, and staff development. It is argued that ELT in RTVUs should not be ignored in the international academic community although not much is known about it outside China, and that the RTVU model may be of practical relevance to other open and distance learning contexts. 相似文献
14.
In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes and exams, or high-level questions (application, evaluation, and analysis) on the quizzes and exams for the entirety of the semester. A final exam consisting of 20 low-level and 21 high-level questions was given to both sections. We considered several theoretical perspectives based on testing effect, test expectancy, and transfer-appropriate processing literature as well as the theoretical underpinnings of Bloom’s taxonomy. Reasoning from these theoretical perspectives, we predicted that high-level exams would encourage not only deeper processing of the information by students in preparation for the exam but also better memory for the core information (learned in the service of preparing for high-level questions). Results confirmed this prediction, with students in the high-level exam condition demonstrating higher performance on both the low-level final-exam items and the high-level final exam items. This pattern suggests that students who are tested throughout the semester with high-level questions acquire deep conceptual understanding of the material and better memory for the course information, and lends support to the proposed hierarchical nature of Bloom’s taxonomy. 相似文献
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This paper presents an online reviewing tool, Poser, written in the Java programming language. Online quizzing tools have proliferated lately, but most are not so well-suited for reviewing. Poser's basic functionality is to provide students with a convenient, interactive way to review course materials in a question/answer format. Incorrect responses are corrected, along with an optional explanation. The program keeps usage statistics and information on responses to questions. Poser can be an important part of any course, because it gives students an easy way to test their understanding of the course materials from any Internet computer. We used Poser in two introductory Computer Science courses and gathered some formative data which was used to modify and evaluate the program. Over 100 students used the program and they answered over 38,000 questions while reviewing for their final exams. Student comments indicate that the program was very helpful. Overall, we feel that Po ser was a huge success and are planning a controlled study in the coming semesters to measure how much the use of the program facilitates student learning and understanding. 相似文献
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根据云南广播电视大学在实施开放教育人力资源管理课程网络考试改革试点的开展情况,为更好地开展基于网络课程考核改革的试点工作,应加大宣传力度,让社会更多了解基于网络考试改革的优点,同时改进基于网络考试改革软件的部份功能,完善人力资源管理课程形成性考核和终结性考核试题库。 相似文献
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Steven Stack 《Journal of Criminal Justice Education》2015,26(3):273-282
While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions. 相似文献
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论电大开放教育的试题质量控制 总被引：1，自引：0，他引：1
杨吉森 《现代远程教育研究》2004,(2):31-34
电大开放教育考试是教学过程的重要环节，是加强学生学习过程管理，检验学生学习效果，获取教学和教学管理反馈信息的重要措施，是重要的教学评估手段和教学质量监控措施。考试工作的好坏，考风考纪的好坏，关系到电大的教育质量和办学声誉；而试题编制质量，则关系到能否客观、真实地反映学习的真实水平。因此，保证电大开放教育考试的质量，就务必确保试题编制的高标准、严要求。 相似文献
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关英俊 《南昌教育学院学报》2012,(5):87+89
高职英语作为专业课程的辅助课程,主要体现出其应用能力,沿用原有的终结式考试已经不能体现出学生对本门课技能掌握情况。鉴于此教师对考核方式进行改革,加强考核引导和过程控制,注重学生英语应用能力培养及提高,建立基于过程控制的高职英语课程形成性考核与终结性考核并重的考核体系,深化高职英语课程改革,促进高职学生英语应用能力的提高。 相似文献
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This paper reports on a study that was conducted to examine formative assessment as a form of assessment that promotes critical pedagogy in teaching and learning. Using Freire’s notion of critical pedagogy as an analytic framework, the argument is that formative assessment should transcend grading, selection and accountability for learning and elevate each student’s learning threshold. Critical pedagogy is concerned with reconstructing the traditional student/teacher relationship and developing spaces and practices that nurture dialogue and possibilities. The study adopted a case-study research design. Discussions with educators and an examination of students’ workbooks provided insights about how the educators understood formative assessment and how it can be used to promote socially just education. The findings indicate that even though the teachers viewed themselves as competent in using this assessment, this was not evident in their practices as well as the views they expressed about it. They appreciated the importance of the assessment for promoting socially just education but still had some misconceptions regarding its implementation, for example, the teaching of Business Studies. The teachers’ professional understanding of formative assessment as a concept and a practice highlighted the need for teacher development. If teachers are encouraged to examine their practices, this will permit them to embrace formative assessment, and to stimulate students’ interest, and performance in Business Studies. 相似文献