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人才测评是综合利用多学科知识,对人的能力、行为进行系统、客观测量和评估的人力资源管理技术,是人力资源管理与开发的重要手段之一.当前我国人才测评体系在观念、操作和理论等层面存在许多问题,因此,要在新人才观的指导下,全面正确认识人才测评,加大人才测评技术开发力度,深化人才测评理论体系研究,以构建科学合理的人才测评体系. 相似文献
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黄永鹏 《齐齐哈尔师范高等专科学校学报》2015,(2)
分析现阶段我国企业人员素质测评在企业人力资源管理中存在的应用误区,如测评工具不符合中国企业的国情、企业人员素质测评专业人员缺乏、人员素质测评体系不标准、测评资料设计不尽合理等等;以事实依据为指导,针对以上问题提出相应的解决方案,为我国新时期人员素质测评在企业人力资源管理中的合理优化提供一点见解。 相似文献
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苏晓姗 《广东技术师范学院学报》2007,(3):53-56
在知识经济时代,人才是企业最重要的战略资源.人力资源管理的核心,就是对人才的“选、育、用、留“,在这四个环节中,选拔人才是基础,只有人才选好了,才会有后来一系列的人力资源管理.面试是人力资源管理领域中应用最普遍的一种测评方法,它不仅可以评价出被试的学识水平,还能评价出被试者的能力、才智及个性心理特征等,因此,面试是企业在人员招聘中广泛使用的测评手段. 相似文献
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公共部门人力资源绩效测评是公共部门管理的一个重要环节,但由于公共部门的公共性等特性,公共部门人力资源绩效测评的指标确立和方法选取方面一直是学界的一个难点。而另一方面,人力资源测评在私人部门已相对比较成熟,本文以私人部门人力资源绩效测评为借鉴,提出了公共部门人力资源绩效测评的三项指标：技能水平、解决问题能力和风险责任,并设计了公共部门人力资源绩效考核的团队测评模式和个人测评模式。 相似文献
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有关品德测评的研究,是一个不断提出问题、不断思考、不断深化的过程。近20年来,我国学术界对品德测评的可行性、品德测评的功能、测评的依据以及测评的具体方法等问题进行了深入研究。测评工作在理论和操作层面都取得了很大进展,朝着科学化的方向不断推进。然而当前有些学校的品德测评仍然流于形式,测评标准和内容不确定,实施过程不科学,测评环境有待优化。 相似文献
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根据当前经济发展对高级管理人才的需求与传统干部任用制度之间出现的新情况，本文就开发高级管理人才综合素质测评系统所涉及综合素质测评的指标体系、测评方法和程序，各类研究的主要内容以及含综合素质评定与能力分析模型在内的基础性研究作了较深入的探讨，实现了对高级管理人才的综合素质作出科学测评，能为用人单位提供科学依据，对于人力资源得到更好的开发和具有一定的理论指导意义和实践应用价值。 相似文献
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企业人才测评师培训主要包含人力资源理论、人才测评理论、人才测评系统理论与人才测评系统应用四部分内容。人力资源理论包含人力资源管理理论、企业组织理论、企业绩效考核体系理论、企业岗位与制度理论；人才测评理论包含心理学理论、人格测定与分析、职业能力分析、职业生涯规划：人才测评系统理论包含信息技术在人才测评过程中的发展与应用与协同与共协理论与测评系统应用分析：人才测评系统应用包含工商管理知识测试与分析、工商管理能力测试与分析与工商管理人才素质综合测试技术评价与分析。[编按] 相似文献
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Joan Herman Ellen Osmundson Yunyun Dai Cathy Ringstaff Michael Timms 《Assessment in Education: Principles, Policy & Practice》2015,22(3):344-367
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research. 相似文献
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学业评价模式的初步研究 总被引：1，自引：0，他引：1
学业评价模式是评价理论与评价实践的中介，它具有构建理论与指导实践的两重功能。作为一种重要的评价研究方法，学业评价的模式化研究对于改变当前学业评价研究的无序状态，使之逐步走向理论化、系统化、结构化，将发挥重要作用。 相似文献
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Hongli Li 《Assessment in Education: Principles, Policy & Practice》2016,23(4):473-494
Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students’ reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students’ reading achievement directly and indirectly (through teacher–student relationship and attitude towards reading) for all students. The direct relationship between formative assessment and reading achievement is significantly stronger for Black students than for White students, whether or not student socio-economic status (SES), gender and school mean SES are controlled for. The total relationship (the direct plus the indirect relationship) between formative assessment and reading achievement also appears to be stronger for Black students than for White students; however, the difference is not statistically significant whether or not we control for covariates. No significant difference is found between White and Hispanic students in terms of the direct and the total relationship between formative assessment and reading achievement. Using a nationally representative data-set, this study provides empirical evidence that formative assessment is positively related to students’ reading achievement in general. In addition, this study provides preliminary evidence to show the potential of formative assessment to help reduce achievement gaps between Black and White students. The implications and limitations of the study are also discussed. 相似文献
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实验教学中采用表现性评价具有可行性。结合实验教学,从教师实施评价、学生参与评价、成绩评定3方面讨论了表现性评价在实验教学中的应用,并提出有关的建议。 相似文献
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The purpose of this paper was to examine the relationships between pre-service teachers’ conceptions of assessment and their intended approaches to classroom instruction and assessment. We operationalised approaches to instruction and assessment according to Achievement Goal Theory, postulating that pre-service teachers approach instruction and assessment from either a mastery or performance perspective. The results from a correlational study of 344 Canadian pre-service teachers showed that intended instruction and assessment practices were separated according to mastery and performance approaches. However, there was also alignment between the concepts such that pre-service teachers who had a mastery approach to instruction were more inclined towards a mastery approach to assessment. Approaches to assessment were also related to pre-service teachers’ conceptions: beliefs that assessment holds students and schools accountable were positively related to a performance approach to assessment. In contrast, a belief that assessment improves teaching was positively related to a mastery approach to assessment and negatively to a performance approach. We discuss relationships between conceptions of assessment, approaches to classroom instruction and assessment as conceptualised from an Achievement Goal Theory perspective. 相似文献
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Menucha Birenbaum Rose A. Feldman 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):90-98
The study examined the relationships between learning patterns and attitudes towards two assessment formats: open‐ended (OE) and multiple‐choice (MC), among students in higher education. Sixteen Semantic Differential scales measuring emotional reactions, intellectual reactions and appraisal of each assessment format, along with measures of learning processes, academic self‐concept and test anxiety, were administered to 58 students. Results indicated two patterns of relationships between the learning‐related variables and the assessment attitudes: high scores on the self‐concept measure and on the three measures of learning processes were related to positive attitudes towards the OE format but negative ones towards the MC format; low scores on the test anxiety measures were related to positive attitudes towards the OE format. In addition, significant gender differences emerged with respect to the MC format, with males having more favourable attitudes than females. Results were discussed in light of an adaptive assessment approach. 相似文献
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Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment 总被引：1，自引：0，他引：1
This study examines institutional factors that promote faculty satisfaction with their institution's approach to and support for student assessment and that are related to faculty involvement in their institution's support practices and in their own engagement with student assessment in the classroom. The study is based on a survey of faculty from 7 institutions that vary by type, control, and accrediting region. The institution's student assessment purposes, its administrative support patterns, and its faculty instructional impacts are significant predictors of faculty satisfaction with their institution's approach to and support for student assessment. External influences on, faculty uses, and perceived benefits of professional development practices for student assessment are significant predictors of faculty involvement with student assessment in their institution and their classes. 相似文献
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Jane Yeomans 《Educational Psychology in Practice》2008,24(2):105-114
This article examines tensions in Dynamic Assessment (DA) practice that relate ways in which its findings can be followed up and made accessible to school staff, by examining how process skill interventions can be implemented in the context of a content‐focussed curriculum. It briefly outlines some of the theoretical and methodological underpinnings of DA that arise from Feuerstein’s theory of structural cognitive modifiability. It then suggests ways in which links can be made between DA and Department for Education and Skills initiatives that emphasise the development of process skills as well as delivery of curriculum content. Finally, three conditions that are likely to ensure links between assessment and intervention are proposed: sharing common assessment and intervention goals; sharing a common curriculum context; and sharing a common language. 相似文献