课堂展示评价机制构建     

张玉  曹丽华 《黑龙江教育学院学报》2015,(7)

课堂展示作为一种教学手段在大学课堂教学中已得到较广泛的应用,但在课堂展示评价中,量化指标的缺失制约了课堂展示教学效果的发挥。鉴于此,应构建涵盖“课前、课堂、课后”的一体化完整评价体系,将教师评价与学生评价、组内评价与组间评价结合起来,合理有效地对学生进行量化评价,以达到“以评促学”的目的。  相似文献   

论大学英语教学中的形成性评价     

康陆 《佳木斯教育学院学报》2015,(2)

教学评价是大学英语教学的一个重要环节,而形成性评价能发挥学生的主动性,为教与学提供及时、有效的反馈信息,有利于教和学过程的完善和发展。从形成性评价的概念入手,分析评价过程,通过与其他评价进行对比,阐述形成性评价的特点以及在实践中的应用。  相似文献   

概率论中事件独立性的几个命题     

Yang Zhi-yan 《佳木斯教育学院学报》2015,(4)

为了充分应用概率论中事件独立性概念及相关性质,简化实际解题过程,文章采用随机变量的有关独立性性质,构造指示变量研究了事件的独立性,得到事件独立性的几个命题,并给予了数学证明,完善了教材中的独立性理论,方便了实际问题的解决。最后通过举例阐述了概率计算中事件独立性的重要性。  相似文献   

The promise and reality of formative assessment practice in a continuous assessment scheme: the case of Trinidad and Tobago     

Jerome De Lisle 《Assessment in Education: Principles, Policy & Practice》2015,22(1):79-103

Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven evaluation (TDE) used a mixed methods research design to interrogate the nature of CA practice. The focus was on stakeholders’ understanding and practice of formative assessment in the CA Programme (CAP) of Trinidad and Tobago. The integrated findings suggest that the programme planners’ formative intent was often not fulfilled. Instead, teachers routinely recorded assessment marks without using the data. There is evidence that formative assessment practice was not congruent with teachers’ pedagogical beliefs and practices. Although the design of CA schemes suggests the possibility of synergy between formative and summative purposes, in reality this ideal is rarely achieved in these particular contexts.  相似文献   

Assessment is learning: the preposition vanishes     

Louise Hayward 《Assessment in Education: Principles, Policy & Practice》2015,22(1):27-43

Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the national programme. More recently, the policy focus in Scotland has shifted to the creation of a new curriculum, Curriculum for Excellence, subsuming AifL. Merging curriculum and assessment innovations brought new challenges in the alignment of curriculum, pedagogy and assessment. Drawing on a Scottish Government-funded research project, Assessment at Transition, designed to identify and explore emerging gaps between practice in schools and local authorities and national curriculum and assessment policy aspirations, the article argues that assessment is learning and explores how formative approaches to evaluation at a national level might be used to prevent countries repeating past mistakes.  相似文献   

Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work     

Vicente Talanquer  Molly Bolger  Debra Tomanek 《科学教学研究杂志》2015,52(5):585-609

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The Challenge of Evaluating Action Learning     

John Edmonstone 《Action Learning: Research and Practice》2015,12(2):131-145

The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation framework is outlined, based on recent reviews of evaluations of development programmes, while recognising that establishing clear causal links remains problematic.  相似文献   

基于能力构建及个性化需求的高职公共英语教学实践     

王晓艳 《宁波职业技术学院学报》2015,(1):59-62

高职公共英语教学存在重知识、轻能力,强调知识的传授重于语言技能的训练,忽视培养学生实际交际能力,忽略学习者个体需求等弊端。通过改革高职公共英语的教学模式,赋予学生个性化选课的权利,采取模块化教学内容及形成性考核,提高教学的针对性,提升学生运用英语语言的能力,并培养学生的自主学习能力。  相似文献   

h指数及其扩展指标研究进展     

孙寂晗  赵玉虹  金晶 《情报探索》2014,(7):38-42

从h指数的起源、定义及优势与不足等方面,详细介绍了h指数的研究进展,并列举了h指数的各种扩展指标,以期为合理、便捷地使用h指数提供参考。  相似文献   

合作能力指数及其实证研究     

王卫  潘京华  张晓梅 《情报杂志》2014,(11)

合作能力指数是一个测度作者科研合作行为的新指标。以图书情报领域522位作者为研究对象,将合作能力指数与已有科研合作测度指标(合作度、合作率、合作系数)进行比较,并分析合作能力指数与作者科研绩效(发文量、总被引、h指数)之间的关系,从而指出合作能力指数具有独特的理论和实际应用价值。  相似文献