关于校企合作教育评价问题的论析   总被引：1，自引：0，他引：1  

王震 《湖北广播电视大学学报》2007,27(12):18-19

教育评价是引导教育培养高素质人才,引导社会充分利用教育成果和促进教育健康发展的保障。校企合作教育已成为高职人才培养的重要手段和追求,但对合作教育过程和结果的评价却很少。为了使校企合作教育全面、健康、持续发展,需要建立一套科学合理的检查、总结、评价的机制。本文试图从三个层次的比较,探讨目前校企合作教育的现状,以利于校企合作教育向更高层次发展。  相似文献   

非英语专业学生课外英语学习情况调查分析与对策     

周新武 《河西学院学报》2007,23(6):119-122

大量的研究表明，外语学习者的外语能力与学习者的课外外语学习有关．本文以180名河西学院非英语专业学生为对象，采用问卷和访谈等研究工具，着重分析了非英语专业学生课外学习英语的时间、学习材料、学习方法及学习困难．并针对发现的问题提出了相应的对策：构建合理的评估体系，构建合理的教学模式和构建必要的激励措施．  相似文献   

校园文化活动是思想政治教育有效性的载体   总被引：2，自引：0，他引：2  

朱曼  廉永杰 《沧州师专学报》2005,21(4):62-63

思想政治教育只有"活"起来,才能"火"起来.校园文化活动与思想政治教育密不可分,校园文化活动是学校课堂教育的延伸和补充;校园文化活动是思想政治教育有效的途径和手段;校园文化活动丰富了思想政治教育的内容;扩大了思想政治教育的空间和范围.丰富校园文化活动,把思想政治教育的内容潜移默化地渗透到学生的思想中去,从而收到"春风化雨,润物无声"的效果.  相似文献   

The effect of a middle grades STEM initiative on students’ cognitive and non-cognitive outcomes     

《Studies in Educational Evaluation》2021

This study is an evaluation of a STEM initiative in one school district with five participating middle schools. I used two quasi-experimental methods including instrumental variables and inverse propensity score weights to test the effect of the initiative on students’ cognitive and non-cognitive outcomes. Overall, students at STEM schools demonstrated lower science achievement (p < .05). Subgroup analyses showed that Limited English Proficient students at STEM schools demonstrated increased reading achievement and fewer unexcused absences (p < .001). Black students demonstrated increased grit (p < .01), and Hispanic students demonstrated increased control and relevance in learning (p < .001).  相似文献   

Models and measures of learning outcomes for non-technical skills in simulation-based medical education: Findings from an integrated scoping review of research and content analysis of curricular learning objectives     

《Studies in Educational Evaluation》2021

Simulations are increasingly used to enhance ‘non-technical’ skills (NTS) in medical education but little is known about the effectiveness of many simulations. The field lacks robust outcome measures and there is lack of clarity about educationally relevant conceptual and operational dimensions of NTS to support instrument development and testing. Our study addresses this dual gap through a multi-component design focusing on three key NTS: interprofessional teamwork, communication and decision-making. A Scoping Review (ScR) was utilised to synthesise instruments used in recent publications on medical/clinical simulations targeting NTS. Full-text analysis identified a sub-set of robust instruments for further analysis. Systematic qualitative content analysis of learning objectives (LOs) in UK medical education curricula identified and synthesised the conceptual dimensions underlying NTS. Finally, identified measures’ dimensions were systematically compared with the dimensions of curricular LOs to establish the extent to which instruments used in current SBL-research address desired learning goals, and to identify relevant measures and gaps. The ScR identified 225 studies from 2018−20 of which 72 met the inclusion criteria. 31/72 studies referred to a named instrument in their abstract, including 27 unique instruments. The curriculum analysis identified a set of key conceptual dimensions of each of the target NTS. Finally, comparative analysis found that while the outcome measures used in the SBL-studies addressed many of the identified curricular LO-dimensions, there are significant gaps, notably relating to evidence use and inclusive practice. Moreover, it revealed there is little conceptual overlap between the instruments, highlighting the need for further research to ensure comparability of different studies. This study contributes to our understanding and evaluation of learning outcomes in, and our readiness to generate a rigorous evidence base for, NTS-focused SBL, by describing conceptual and operational constructs of NTS-learning outcomes in medical education and identifying appropriate validated assessment instruments to evaluate SBL.  相似文献   

Scale for assessing undergraduates’ interdisciplinary competences related to the smart living industry     

《Studies in Educational Evaluation》2021

In this study, a scale was constructed to aid college educators in developing interdisciplinary courses for smart living industry–related talent cultivation. The scale, named the Undergraduate Student Interdisciplinary Competences for the Smart Living Industry (USIC_SLI) scale, was developed on the basis of a literature review and a two-phase expert survey. A pilot test was performed, and exploratory and confirmatory factor analyses were conducted to understand the scale’s reliability and validity. The final version of the scale comprises five subscales (i.e. communication, reflection, practice, technology values, and entrepreneurship) and 25 items. The Cronbach’s α of the scale was 0.92, and that of the subscales ranged from 0.82 to 0.89. Structural equation modelling revealed that the theoretical model and observation data of the scale were compatible, and the results indicated that the scale had appropriate validity and reliability.  相似文献   

Evaluation of university teaching as sound performance appraisal     

《Studies in Educational Evaluation》2021

As research on student evaluations of teaching (SET) has dominated our understanding of teaching evaluation, debate over SET implementation has turned attention away from basic principles for appraising employee performance as established in human resources literature. Considering SET research and its practical significance in isolation from relevant human resources literature not only risks unlawful remedies for issues such as bias in SET but also risks replacing one form of bias with another. Meanwhile, the full potential of human resources tools to support consistent evaluation of teaching remains unrealized. To address this gap, this article clarifies how teaching evaluation can be conducted as sound performance appraisal by deploying SET and peer review of teaching within a larger framework of established human resources techniques. A review of recent literature articulates prominent themes in research on SET and peer review of teaching and outlines key principles for performance appraisal and performance management. Those principles are used to analyze representative faculty evaluation policies and procedures and clarify the weaknesses of both traditional and recently revised approaches to teaching evaluation. The final section elaborates performance appraisal techniques relevant to teaching evaluation. These include planful use of results and/or behavior approaches to performance appraisal, robust rating instruments for behavioral performance appraisal, targeted collection of information from multiple stakeholders, and job analysis. Efforts to de-emphasize quantitative SET data to address issues such as bias can be strengthened through the incorporation of performance appraisal tools that clearly articulate performance criteria and standards and that gather both qualitative and quantitative data on employee performance.  相似文献   

“I thought I was supposed to get an A in PE!” Successes and challenges of teachers and administrators implementing standards-based grading in physical education     

《Studies in Educational Evaluation》2021

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引入App评价小学美术课程初探     

吴鸳鸯 《天津教育》2021,(8):144-145

在当前如此重视美术素质教育的背景下,小学美术教育在一定程度上培养了学生的审美能力及鉴赏能力;同时,美术课堂评价可以有效提高小学生进行美术学习的兴趣,使学生在得到美术教师肯定评价时获得成就感,从而使美术课堂效率得到提高。  相似文献   

在线课程实施模式创新构建及应用实践     

郑燕林  赵长明  郭梦琪 《现代远距离教育》2021,(1):32-39

课程实施本身是一项关涉到课程计划、课程教学、课程评价等多个要素的复杂的系统工程。以课程实施理论、ADDIE通用设计模型、PDSA质量管理理论为依据,在专业认证背景下提出"三三六"课程实施模式:以"学生中心、产出导向、持续改进"三大理念为指导思想,以"价值引领、能力培养、知识传授"三维目标为指向,以大纲制定、情境分析、教学开发、教学实践、目标达成度评价、教学改进等六项举措为抓手,指向促进课程有效实施与质量提升。2020年春季学期,以在线课程"教育传播学"为例开展模式的应用实践。课程目标达成度评价结果显示,基于"三三六"模式推进在线课程实施能够取得较好效果,几个关键课程目标达成度之间存在显著正向相关性,学生对课程目标达成度有着较高满意度。  相似文献