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加拿大安大略省学生学业成就评价模式述评 总被引：2，自引：0，他引：2
《全球教育展望》2008,(6)
加拿大安大略省的学生学业成就评价体系经过多年的实战,在评价维度、评价标准、评价结果处理等方面积累了丰富的经验。本文对安省的学生学业成就评价体系进行评述,并结合我国学生学业成就评价现状,提出一些针对性的建议。 相似文献
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学业成就评价必须基于课程标准,这是国家对基础教育整体质量卓越的诉求。韦伯博士是美国"基于标准的评价"运动的重要代表人物,他提出了学业成就评价与课程标准保持一致性的分析维度、分析程序、分析方法等一整套一致性框架,并开发了基于网络的评价与标准一致性工具。全面深入研究韦伯模式,对我国基础教育阶段学生学业成就评价改革具有重要意义。 相似文献
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报告学生学业成就信息的终极目的是促进学生的学习,但学业评价活动和报告之间不是自然耦合的,需要评价者弄清楚评价的功能、不同群体的需要以及什么样的学业成就评价信息的处理和报告才是有效的。 相似文献
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试论基于课程标准的学生学业成就评价 总被引：12，自引：0，他引：12
为什么要将学生学业成就评价建立在课程标准之上,意义何在?为了设计基于课程标准的学生学业成就评价,地方或学校怎样对课程标准进行进一步的处理,将其转化为评价标准?怎样让学生的学业成就评价建立在课程标准之上?课程标准对学生学业成就评价的意义在于:规范学业成就评价的设计理念,提供学业成就评价的维度框架,限定学业成就评价的内容范围和认知要求。课程标准转化为评价标准,需要对内容标准和表现标准进行技术考量。 相似文献
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报告学生学业成就信息的终极目的是促进学生的学习。但是,在学业评价活动和报告之间不是自然耦合的,需要评价者弄清评价的功能、不同群体的需要以及什么样的学业成就评价信息的处理和报告才是有效的。 相似文献
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学业标准——基于标准的教育改革必须补上的一环 总被引：1，自引：1，他引：0
基于标准的教育改革的核心思想是设置明确的、可以测量的标准;对学生的学业提出高要求或高期望;这里标准主要是指内容标准和表现标准,表现标准又称学业标准.学业标准描述学生学习到什么程度算好.学业标准是学生学习的目标,是向学生、家长、学校报告学生学业水平的依据,也是学校校长了解和评价教师教学结果的依据之一,更是教育行政机构评价学校办学水平的重要依据之一.基于标准的教育改革需要设置学业标准. 相似文献
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北京教育科学研究院学业标准研制课题组在梳理国内外关于中学生数学学科学业标准研究成果的基础上,构想了与课程标准相配套的,且适合北京市学生的中学数学学生学业标准.该学业标准在设计上较好地解读和细化了数学课程标准,有利于教师在课堂教学和评价中贯彻数学课程标准;按年级细化了学生数学学业成就水平,有利于教师分阶段实施教学、评价学生;用优秀、良好、合格、不合格四个水平层次描述具体知识技能水平和学生学年学业水平,既有利于教师分层设计实施教学目标,也有利于学生进行自我评价;以样例的方式呈现评价方式和教学设计,能够帮助教师更好地解读、使用本学业标准.当然,学业标准在后续操作中还可以进一步完善,比如,细化综合与实践分领域评价标准,梳理学年成就水平与学年中每一部分内容领域学业水平之间的关系,设计可以更好地发挥试题样例与教学设计样例的示例作用. 相似文献
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职业院校学生学业评价的有效标准是针对现有学业评价标准缺乏一致性、针对性和科学性等问题所提出来的适切的学业评价标准.该学业评价标准主要包括以学习能力为导向的学生学科学业成绩评价标准、以道德能力为导向的学生职业道德修养评价标准、以职业能力为导向的学生岗位适应能力评价标准以及以个体能力为导向的学生个性特长评价标准等. 相似文献
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毛海玲 《杨凌职业技术学院学报》2011,10(2):94-96
学生学业情绪（academic emotions）是指学生在学业情境中的事件所激发的情绪,他不仅影响学生的学习行为、学习习惯、学习效率和学习成绩,而且还会影响到学生心理很多方面的成长,比如自我概念、正确的归因等,对学生能否顺利完成学业,走上工作岗位至关重要。 相似文献
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Recent research indicates that learning and the academic performance of Mexican-American students are influenced by the interplay of economic, cultural, linguistic, and educational factors. In this work, a household analysis is used to illustrate how students' schooling and academic achievement are influenced by household members' activities at home, in the community, and in the schools. The study reports that a household analysis help us understand the relative weight of these factors in shaping students' school performance, and that it also accounts for differential academic achievement in any Mexican-American community. This household analysis indicates that level of family stability and the social and economic conditions of poor communities are the strongest factors affecting students' learning and academic achievement. 相似文献
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分层次教学法充分考虑到了不同层次学生的学习要求,有利于发挥每个学生的主体作用,使其成为积极的参加者。高职英语教学应实行备课分层和教学目的分层,以激发学生的学习兴趣,提高学习成绩。 相似文献
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大学英语教学引入形成性评估,结合终结性评估可以全面动态地反映学生的学习成果、学习态度、学习策略以及教师的教学方法,可以促进学生有效学习和实现大学英语教学目标。在讨论形成性评估的意义和特点的基础上,从我国的大学英语教学实际出发,提出一些需要解决的问题,为可操作性提出意见。 相似文献
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Pru Marriott 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):237-254
According to the Quality Assurance Agency, 'Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills', and is inextricably linked to a course or programme's intended learning outcomes. It also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. E-assessment offers opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. The paper reports the findings of a qualitative study undertaken in the academic years 2006–07 and 2007–08 where a series of online summative assessments were introduced into a 1st-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation and engagement. 相似文献
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Attributions can have a significant effect on academic achievement and students with learning difficulties are more likely to display negative attributions than their peers. In this article, the attributions of students identified as having learning difficulties are compared with those of other non-labelled low achievers, and non-labelled average achievers. Margaret Banks, MSc research methods student, and Dr Lisa Woolfson, Reader in Educational Psychology, both at the University of Strathclyde, involved 26 low-achieving students (15 identified as having learning difficulties and 11 without any such label) and 27 averagely achieving students in their exploratory study. The students attempted to solve two sets of puzzles that, unknown to the participants, were actually impossible. They then gave a reason for their failure and rated the stability and controllability of their failure. Participants were also asked to give a self-rating of academic achievement. It was found that teacher and student perceptions of academic achievement were not synonymous. In terms of attributions, Margaret Banks and Lisa Woolfson argue that teachers' perceptions of student achievement may not be as important as students' self concept. They suggest that low self-perception of achievement and negative attributions are both associates of low self-esteem. 相似文献
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The purpose of the study was to investigate the effect of cooperative learning on students' achievement in an Educational Technology course in an Initial Teacher Training Program. A cooperative learning strategy was compared with the traditional whole class direct instruction approach. Ninety-five first year full-time students at a College of Education constituted the sample. The students' achievement included: academic achievement in the course, quantity measurement in the use of instructional media, and quality rating of utilization of instructional media during their teaching practice. Their attitude change was also assessed by an Attitude Inventory. The results indicated that cooperative learning strategy had a positive effect on academic achievement and quantity measurement in the use of instructional media (F(l,91) = 7.06, p < 0.01; F(l,91) = 4.59, p < 0.05). Cooperative learning strategy also had a positive influence on students' attitudes towards instructional media and their learning condition (F(l,93) = 5.07, p < 0.05; F(l,93) = 6.20, p < 0.05). 相似文献
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Ida Gran Andersen 《British Journal of Sociology of Education》2017,38(4):533-550
Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities. 相似文献