高校课堂教学评价要素的反思和重建   总被引：2，自引：0，他引：2  

闫瑞祥 《教育理论与实践》2009,(3)

高校课堂教学评价要素是提高教学质量的重要导向。目前,我国高校课堂教学评价标准在过程要素、内容要素和方法要素上存在着许多问题,需要从关注学生的学习状态、引发学生学习状态的教学行为、支撑教学行为的教学素养、学生学习的实际效果和教师的教学特色等要素方面进行重建。  相似文献   

网络虚拟财产的刑事认定及价值评估     

刘焱  于洪群 《安庆师范学院学报(社会科学版)》2009,28(5):114-117

网络虚拟财产指存储在计算机网络服务器中的各种有价值的特定数据和信息,分为交易价值、不具备现实交易价值、转化型三类。网络虚拟财产具有独立性、可控性、经济价值。具有现实交易价值以及转化型的网络虚拟财产符合“物”的属性和特征,应当纳入刑法保护范围。司法实务中需要在分类的基础上确定其价值评估方法,为犯罪所得数额的界定提供法律依据。  相似文献   

谈高职院校如何提高高等数学教学效果——以教学内容和考核方式为切入点   总被引：1，自引：0，他引：1  

梁秀丽 《辽宁高职学报》2009,11(1):21-22

面对高等职业教育中高等数学教学的现状,提高高职院校高等数学教学效果是一个亟待解决的问题。为此,要以教学内容与考核方式为突破口进行改革。教材方面,要选好教材,开设特色课程,充实新知识;考核方式方面,要做到平时考核与集中考核相结合,动手动脑相结合,尝试多种形式,以适应高职院校培养人才的需要。  相似文献   

《思想道德修养与法律基础》课考核模式探索   总被引：1，自引：0，他引：1  

赵敏 《新疆职业大学学报》2009,17(2):60-62

本文在分析《思想道德修养与法律基础》课考核模式改革必要性的基础上,提出了考核模式改革应遵循的基本原则,并对建立新的《思想道德修养与法律基础》课考核评价体系进行了探索。  相似文献   

Classroom computer experiences that stick: Two lenses on reflective timed essays     

Jared Judd   《Assessing Writing》2009,14(3):194-205

Testing the hypotheses that reflective timed-essay prompts should elicit memories of meaningful experiences in students’ undergraduate education, and that computer-mediated classroom experiences should be salient among those memories, a combination of quantitative and qualitative research methods paints a richer, more complex picture than either method would independently. A quantitative approach appears to provide support for the hypotheses, revealing that students mention media-related experiences three times as often as they mention specific professors. A qualitative, close-reading approach both challenges and supports the hypotheses. The construct of media-related experiences includes mundane, instrumental encounters with computers as well as transformative experiences with them. This hybrid research methodology supports the identification of those transformative experiences and thus provides validity evidence for the use of reflective timed-essay responses in guiding endorsements of specific classroom practices.  相似文献   

“This test makes no freaking sense”: Criticism, confusion, and frustration in timed writing     

Jerry   《Assessing Writing》2009,14(3):178-193

Large-scale writing programs can add value to the traditional timed writing assessment by using aspects of the essays to assess the effectiveness of institutional goals, programs, and curriculums. The “six learning goals” prompt in this study represents an attempt to provide an accurate writing assessment that moves beyond scores. This paper focuses on student challenges to the prompt and testing situation to reveal that many students successfully challenge the task as a deliberate strategy, while less savvy test-takers clearly resist in response to anger, confusion or frustration. While only a small minority of test-takers openly protest the prompt or testing situation, the paper suggests that all students could be better prepared to reflect upon their university experience in timed essays through more coaching and experience with reflective impromptu questions. This finding offers both encouragement and caution for writing programs seeking a single test that can generate both placement scores and valuable feedback.  相似文献   

Native and nonnative rater behavior in grading Korean students’ English essays     

Hee-Kyung Lee 《Asia Pacific Education Review》2009,10(3):387-397

The purpose of the study is to investigate rating behavior between Korean and native English speaking (NES) raters. Five Korean English teachers and five NES teachers graded 420 essays written by Korean college freshmen and completed survey questionnaires. The grading data were analyzed with FACETS program. The results revealed Korean raters’ inferiority in measuring linguistic components. Furthermore, the Korean raters were more severe in scoring grammar, sentence structure, and organization, whereas the NES raters were stricter toward content and overall scores. In addition, the analysis of the raters’ responses on survey discovered that the NNS raters’ perception spread into content and grammar as the most difficult feature to grade, while all NES raters thought content as the most difficult. Based on these research findings, future research suggestions and implications are discussed.  相似文献   

决策树挖掘算法在教评体系中的应用研究     

孙艳 《廊坊师范学院学报(自然科学版)》2009,9(1):41-43

对高校教学质量评估体系中学生的大量评教数据和教师的档案数据进行数据挖掘,重点研究决策树方法中的ID3算法在教学质量评估体系中的应用。利用决策树挖掘算法挖掘影响教学质量的关键因素,找出数据的内在规律,并对挖掘结果进行分析,从中提取有用信息,才能更好地为管理决策分析提供科学依据。  相似文献   

工作过程系统化课程视野下的发展性教学评价研究   总被引：1，自引：0，他引：1  

高海霞  任凤国 《北京工业职业技术学院学报》2009,8(2):48-51

工作过程系统化课程改革对高职院校的教学评价提出了新的要求,而目前的教学评价存在着对过程评价关注较少,评价方式单一以及评价内容片面等问题,依据发展性教学评价理论,提出了高职院校实施发展性教学评价应注意的几个基本原则。  相似文献   

Fairness and Consequential Validity of Teacher Work Samples     

Peter Denner  Antony Norman  Shu-Yuan Lin 《Educational Assessment, Evaluation and Accountability》2009,21(3):235-254

Acknowledging the necessity to establish the fairness and consequential validity of teacher candidate performance assessments when they are used to make high-stakes decisions impacting entry into the profession, we investigated whether there were any adverse results from the use of the Renaissance Teacher Work Sample (TWS) assessment at two universities as a consequence of the age, gender, or race/ethnicity of teacher candidates. We also investigated education program and program entrance requirements, such as Praxis I scores, and measures of grade point average, as general predictors of TWS success. The findings indicated no disparate impact or adverse consequences based on the gender, age, or race/ethnicity of the teacher candidates. Selected variables did predict a moderate amount of the variance of the TWS total scores of both preinterns and student-teaching interns. The process used to determine the value implications of the results was also discussed.  相似文献