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Systematic procedures for quality assurance and improvement through evaluation have been in place in Western Europe since
the mid 1980s and in Germany since the mid 1990s. As studies in Europe and beyond show that multi-stage evaluation procedures
as the main quality assurance instrument for evaluation of teaching and learning in higher education institutions have proved
reliable and have gained acceptance, in Germany (as well as in other countries) the evaluation of teaching and learning through
internal and external evaluations has long come under the fire of criticism. Our results of the first comprehensive and representative
investigation of procedures for the evaluation of teaching and learning in Germany show that former participants in the evaluations
(reviewers and those reviewed) are satisfied all in all with the multi-stage procedure. They are convinced that the goals
of quality assurance and improvement were achieved. Suggestions for improving the procedures target individual aspects, such
as, for example, the composition of the review panel. Against this background, it makes sense to perform regular quality assessments
of the procedures for quality assurance and improvement.
The authors wish to express their gratitude to the Donors’ Association for the Promotion of Sciences and Humanities in Germany
(Stifterverband fu¨ r die Deutsche
Wissenschaft) for funding our study and two anonymous reviewers for their helpful
comments. 相似文献
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Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures. 相似文献
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大学英语后续教学调查与思考——以遵义师范学院为例 总被引：1，自引：0，他引：1
本文对遵义师范学院三、四年级非英语专业学生英语学习的问卷、访谈进行了归纳、总结和分析。从学校办学定位、课程设置、师资建设、不断改进教学方法、注重学生个体发展等方面入手。探讨了大学英语后续教学的必要性和可行性。 相似文献
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Courtney Collins Ilse Corkery Sean McKeown Lynda McSweeney Kevin Flannery Declan Kennedy 《Environmental Education Research》2020,26(7):1008-1026
AbstractThere is increasing evidence that zoos and aquariums do, as intended, educate their visitors. However, even though most zoos offer a wide array of educational experiences, few studies have considered if the duration of an educational experience affects learning or whether learning lasts beyond the immediate visit. The current study used matched-pairs surveys to investigate children’s knowledge, attitude and knowledge of positive behavior during both a five-day zoo camp and six months after an aquarium visit. The participants of the study included children aged 9–12?years some of whom had participated in a purposefully designed educational intervention. First, the impact of a five-day zoo camp experience on children’s learning was investigated. Second, learning retention was investigated six months after a school tour at an aquarium. Results showed that during the camp learning was positively affected by participation in the educational intervention and by previous zoo experience. Girls were more likely than boys to have an increase in learning six months after an aquarium visit. The study demonstrates that learning persists, but that education can be enhanced with longer programs. Thus, zoos can play an increasingly important role in igniting pro-environmental behavior. 相似文献
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张彦琳 《广东职业技术师范学院学报》2014,(1):128-134
英语教师的课堂话语对于学生的知识构建和交际能力培养有着重要影响。英语本科师范生的实习课堂话语与初中优秀英语教师的观摩课堂话语在提问和反馈方式上存在较大差异。实习教师采用展示性问题和评价性反馈的频率远高于参考性问题和话语性反馈,降低了课堂会话的交际性和真实性,优秀教师则更好地平衡了各种提f．1和反馈方式。两者的差距说明实习生在课堂教学中要既能有效地引导学生,又能提高课堂的交际性,还需要在提问和反馈方式的使用上进行调整。 相似文献
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从分析课题组的信息需求、选择检索工具及数据库、确定检索词、课题文献文本的制定等方面,总结了学科馆员为科研人员提供单项科研课题定题跟踪服务的体会。 相似文献
58.
吴虹 《湖北函授大学学报》2014,(22):141-142
作为外语写作研究的重要组成部分,词汇研究不仅有助于了解外语学习者的语言水平,而且对促进外语写作教学具有重要意义。本研究以某大学40名大一非英语专业学生为研究对象,以定量分析为主定性分析为辅,从词汇密度这一维度,对写作中词汇发展的变化特点,以及与写作质量间的相关性进行了动态的跟踪研究。研究结果表明,随着英语学习的深入和写作水平的提高,学生写作中词汇密度在逐渐增长,同时词汇发展与写作质量存在一定相关性。 相似文献
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医学指导下配戴软性角膜接触镜 总被引：2，自引：0，他引：2
目的：对配戴软性角膜接触镜者给予全程医学指导,以便及早发现眼部并发症及做好相应处理。方法：配镜前进行问卷调查、眼科常规检查、配镜过程中给予医学指导、配镜后进行跟踪与随访。结果：在欲配戴软性角膜接触镜825例中,有75例不适宜配戴,其中沙眼、结石居多（37例）;适宜配戴角膜接触镜750例中,以女性为多（600例）,职业上以学生（402例）、护士（126例）、教师（95例）三者为多;跟踪与随访中发现镜片破损2只、局部新生血管4例6眼、角膜水肿2例2眼、角膜上皮损伤12例16眼;配戴软性角膜接触镜人群中,在配戴过程中存在较多的误区。结论：目前对配戴软性角膜接触镜者给予全程医学指导仍有必要性。 相似文献
60.
韩英 《贵阳金筑大学学报》2009,(1)
传统的竣工决算审计存在介入滞后、出现争议时难以取证等问题,工程项目跟踪审计逐步得到更多的关注。对工程项目中期支付进行分类,阐明工程项目中期支付跟踪审计的地位、作用、原则和依据,利用审计过程中发现的一些工程项目中期支付中存在的问题对工程项目中期支付跟踪审计进行了较为深入的探讨。 相似文献