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学生解决问题的能力是其从事未来职业、融入社会生活和终身学习的必不可少的重要素质,在学生完成义务教育之后,如何测评学生是否具备基本的解决问题的能力,这是中外教育界所普遍关注的重大课题。为此,国际学生评价项目作了有益的探索,时我们进行教育评价改革具有很大的启示意义。 相似文献
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本文运用逐步回归与多元回归相结合的方法 ,确定了现阶段影响我国省体校男篮运动员抢篮板球能力的主控因素指标 ;建立了相关的数学检测模型 ;制定了相应的评价标准与方法。 相似文献
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张舢瑶 《贵州教育学院学报》2006,22(1):30-32
在新课程、新课标的实施过程中,如何对学生的口语交际能力进行科学的评价,制定成本低廉的评价方案,寻找易于操作的口语交际评价方法与评价工具,这是广大的语文教育工作者在新课标实施过程中亟待解决的重要问题。 相似文献
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薛刚 《历史教学(高校版)》2009,(3)
清末新政使地方官考核制度发生两方面的变化。一方面,原有大计制度内部调整,包括制定新设职官的考核办法、增加大计考核内容等;另一方面,为适应新政改革需要,制定了考核州县事实制度,考核形式、考核内容、奖惩等方面都体现出新变化。 相似文献
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Clinton Golding 《Teaching in Higher Education》2019,24(4):478-492
We expect our students to learn different ways of thinking, such as historical empathy or scientific reasoning, reflection, critical analysis, or clinical reasoning. But how do we discern if they have learned these ways of thinking when thinking is often abstract, tacit and seemingly invisible? In this conceptual and theoretical article, I argue that we can discern any kind of thinking, however we define it, if we focus on the observable actions or thinking behaviours associated with that thinking. Based on this argument, I then offer a theoretical framework for teachers so they might recognise and informally assess the particular kind of student thinking they want to cultivate. This framework synthesises several important theories about how we learn to think, and distinguishes six general features a teacher might look for to be more discerning about any kind of thinking: visibility, complexity, frequency, flexibility, independence, and application of the thinking behaviours. 相似文献
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Implementation of learning outcomes in Universities has not been seamless – their alignment with assessments requires faculty to specify learning outcomes and show transparent evaluation of this alignment. Difficulties arise transitioning from grading within a range of pre-existing assessment formats to grading common learning outcomes across those different formats. Experiencing this, we performed a quantitative evaluation of students completing an academic literacy course. We aimed to see if student achievement was determined by assessment format or by learning outcomes, and then to identify whether achievement of a learning outcome was equivalent across assessment formats. A twostep cluster analysis identified three clusters of students: high, medium, and low achievers. Strongest predictors of cluster-membership were learning outcomes assessed in the written essay, however scores for each learning outcome when assessed across assessment formats correlated poorly. Faculty should ensure consistent standards in learning outcomes achievement when assessed across different formats, or clearly separate learning outcomes. 相似文献
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王娟娟 《四川教育学院学报》2012,28(1):88-90
文章以James E.Purprua教授的《语法测试》为研究对象,从整体上和具体内容上对该书进行了评论,指出其优点和不足。 相似文献
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Gunilla Öberg 《Higher Education》2009,57(4):405-415
Newcomers often underestimate the challenges of interdisciplinary work and, as a rule, do not spend sufficient time to allow them to overcome differences and create common ground, which in turn leads to frustration, unresolved conflicts, and, in the worst case scenario, discontinued work. The key to successful collaboration is to facilitate the creation of a climate that will stimulate awareness of such challenges. Differing perceptions of quality and credibility among disciplines are major obstacles to successful collaboration. Some of these differences are incommensurably rooted in different epistemologies while other differences are more a question of culture. In the present paper, a framework is proposed which is designed to initiate a process necessary for success. First, the framework is designed to stimulate discussions about quality and credibility, and second it is designed to help separate epistemological differences from differences in culture. The framework takes its point of departure in five questions that deliberately include terms, such as ‘sufficiently’, ‘coherently’, and ‘reliable’, which are unproblematic in a group with shared norms but become increasingly ambiguous as diversity increases. Experience suggest that pondering these questions, alone or in a group, stimulates reflection, leads to increased awareness of one’s own perspective, and facilitates dialogue, collaboration, and creation of common ground. 相似文献
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Ruth Davies 《Education 3-13》2018,46(1):117-129
The benefit the outdoor environment has for young children’s development is widely documented. However, there is less literature outlining practitioners’ experiences of assessing learning in the outdoors and factors which impact the level and quality of assessments undertaken. This study, based on a pragmatic mixed methods approach, undertaken in 9 early years’ settings in North Wales, reports the findings of 37 practitioners. The research suggests that assessing children in the outdoors is not used to its potential. Factors impeding the use of the outdoor classroom include: lack of appropriate resources; level of staff expertise; child-staff ratio; adverse weather; and changes to curriculum policy which place emphasis on the formal assessment of children. There appears to be assumptions about learners most likely to benefit from outdoor learning and assessment: boys; children in socio-economically deprived areas; and children with additional learning needs. The paper highlights the need for broader training opportunities for practitioners on planning for learning and assessment in the outdoors that go beyond a single course focus. With creative planning, there is no reason why summative assessments of all areas of learning within the early years’ curriculum cannot be done as effectively outdoors as they may be being done indoors. 相似文献