导师组制在研究生培养中的实践探索

针对中国当代研究生培养模式中单一导师制的弊端,探索了研究生培养的导师组机制,包括导师组权责划分机制、师生间沟通交流机制、学生间沟通交流机制等,并进行了具体实践。     

Examining Student Satisfaction with Group Projects and Peer Assessment

The efficiency and effectiveness of learning outcomes in groupwork and in peer assessment is well attested in the higher education literature. However, there is little evidence that any quantitative measures of student satisfaction have been undertaken with the group process and peer assessment. In this paper a peer assessment method is explained and a study detailed which was undertaken on a cohort of 261 students to measure student satisfaction of the assessment process. It was found that there were high levels of student satisfaction with groupwork and in the adopted assessment method. Further analysis revealed that there were no effects on the levels of satisfaction of students with the independent variables gender and age. Yet, there was a fairly significant difference in the levels of satisfaction of students having work experience favouring those without. Finally, there was found to be a substantial difference in the levels of satisfaction between Australian and international students with international students expressing higher values. It is recommended that this study be extended to other subjects and disciplines.     

Peer Assessment of Contributions to a Group Project: Student attitudes to holistic and category-based approaches

This article complements two previous papers which presented quantitative data about methods of peer assessment within a group project. The previous quantitative papers indicated that holistic peer assessment supports the purposes of summative group assessment better than category-based peer assessment. The qualitative findings presented here support this notion. Student attitudes towards the two methods of peer assessment were more supportive of the holistic approach than the category-based approach. This article raises the question as to whether the method of peer assessment has some influence on the extent to which students work cooperatively in a group setting.     

Further Developments in Peer Assessment of Group Projects

This report advises of refinements to the peer assessment technique detailed in Goldfinch & Raeside's paper of 1990. This technique is used to assign individual marks to the members of a team who have been working on a group project. The improvements include a way of easing the administrative burden of the technique for the lecturer, and a safeguard against an observed problem whereby over‐generous students effectively penalised themselves.     

Peer Assessment of Group Projects in Civil Engineering

This article traces one university's approaches of peer assessment to develop fair and reliable systems of mark distribution resulting from group projects and to adapt one model to the specific requirements of civil engineering. It is the result of a two and a half years' experience with peer assessment in classes of different combinations of size, entry qualifications and experience. Initially, the methods devised by Goldfinch & Raeside (1990) were used; the relevance and drawbacks of this two‐part method of assessment in the field of civil engineering are discussed and new ideas are proposed. That article had suggested that the model is transferable. It has proved to be the case and in this discipline, that project diaries which the tutor uses to allocate individuals a mark, offer a unique alternative to Part 1 of the assessment process.     

Peer Assessment of a Group Project in a Primary Mathematics Education Course

This paper discusses the problem of discriminating between individual contributions in the assessment of group projects. It is argued that peer assessment is a necessary element of any proposed structure but that the use of any ‘weighting‐factor’ system is contrary to the philosophy underpinning collaborative groupwork. A structure that separates the process and product elements of the assessment is described and a set of generic criteria for the process peer assessment identified. This structure was implemented with a group of students at Hong Kong University and evaluated using questionnaires and in‐depth interviews. The paper discusses the results of this evaluation and in particular identifies the need for ‘benchmarking’ when using the criteria and also the problematic nature of the ‘insider‐outsider’ syndrome as an important cultural factor.     

Peer Assessment by Groups of Group Work

Group work can be used to encourage deeper learning, promote student autonomy by transferring some of the responsibility for teaching and learning to students and simultaneously reduce academic time in feedback and marking. While these aims can also be achieved with peer assessment of student output (Williams, 1992; Hughes & Large, 1993; Somervell, 1993), its usage is often limited to assessing the contribution or input of each member to a group project (Goldfinch, 1994). This paper reports the results of a peer assessment experiment with 210 final-year undergraduate business students. Students formed 41 groups or teams, whose membership was constant for the duration of the subject, to complete two of the four assessable tasks. One of the team tasks was an oral class presentation worth 25% of a student's overall grade. Teams of peers rated the quality of the presentation, using a 22-point guide, in terms of content and presentation. Their mark was compared with a staff score also rating the presentation as a team. While there is no significant difference in the student and staff averages, there is a significant difference in the standard deviations which suggests that the two populations are different. However students scores were significantly closer to staff scores in the second half of the semester at least in terms of the presentation component. Although the peer-assessed marks are not significantly different from those assigned by staff, the correlation between them is only moderate.     

Assessment of Student Performance in Statistics

This article describes assessment and scoringmethods that have been used successfully ingraduate‐level statistics teaching.     

Student and Tutor Perceptions of the Role of the Tutor in a Sixth Form College

This article aims to explore and understand tutor and student perceptions of the role of the tutor in a large Sixth Form College. It examines whether these perceptions are the same and looks at whether the needs of the student are being met within the college. The tutorial structure within the college is described and the unique role of tutors in a further education setting is identified. The findings reveal how students perceive the tutors to have a wide range of roles, which are primarily focused on supporting and promoting learning. It also describes how, despite the acknowledgement of students for the need of emotional support and the recognition and willingness of tutors to fulfil this role, there is a gap in meeting the students' needs. The reasons for this are explored and shown to be a consequence of time constraints and the underlying relationship between students and their tutor.     

Peer Assessment of Student Constructed Posters: Assessment Alternatives in Preservice Mathematics Education

In this article I discuss a four-year action research project that involved the development of effective assessment tools for preservice mathematics teachers. The focus of the article is on peer assessment in which students reviewed posters created by their peers. The article discusses the strategies that were used and the implications that arose from the project. I argue that peer assessment is an effective tool for assessment in preservice mathematics teacher education but must not be seen as an alternative to teacher-based assessment due to the variability in marks between and within student cohorts. The value of peer assessment is its potential as a learning tool. This revised version was published online in August 2006 with corrections to the Cover Date.     

“同侪效应”在大学生网络群体事件中的疏导功能

本文基于对大学生群体的抽样调查数据,通过回归分析识别和量化了同侪效应在大学生网络群体性事件中的作用。结果显示,在剔除其他个体特质的影响后,大学生网络群体事件参与的同侪效应显著,建议大学生网络群体性事件的治理机制应为"堵疏并举、以疏为主"。     

浅议同辈群体视域下大学生价值观教育

大学生同辈群体作为大学生成长的重要环境,对大学生价值观的形成有着深刻影响。思想政治教育者要积极利用这一新平台,加强对大学生同辈群体的引导和管理,切实提高思想政治教育实效性。     

A Method for Investigating College Student Peer Group Holding Power

The interaction of group prestige among groups, dissonance of new member attitudes with those of the established group, and homogeneity of established group attitudes, were dependent variables studied. Groupattrition rate was the independent variable. The data consisted of attitude scores, group prestige ranks, and attrition statistics. Analysis was by the method of partial correlations. College fraternity chapters (N = 19) were the subject groups. It was concluded that no differences exist on the dimensions posited, however, trends of results seemed to support the theoretical notions. The method utilized should be explored further.     

高校辅导员队伍建设的思考

本文分析了导致目前高校辅导员队伍结构不合理,队伍相对不稳定的原因。提出应正确理解辅导员工作职业化,充分认识辅导员工作任务,细化工作方向,扩展职业空间,切实建立专职辅导员队伍,推动高校思想政治教育工作的开展。     

Peer Assessment of an Individual ‘s Contribution to a Group Project

In an optometry subject which utilised group projects, students complained that awarding the same mark to all group members was often not a fair reflection of individual effort. Accordingly, an examination was made of procedures for assessing the contribution of an individual to a group project. A classification system for such schemes is given. One subject in the optometry course used a system which modified the group mark by a two‐part weighting factor. A detailed evaluation and critique of this scheme is given. A simpler scheme with a one‐part multiplicative weighting factor was derived from the best elements of the initial scheme. The simplified scheme is described and examples of the calculations given. Its use in another subject in the same course is described and evaluation data presented.     

同伴评价在合作学习中的应用研究

本文旨在探讨如何通过同伴评价提高小组合作语言学习效率。研究发现,小组合作学习模式中同伴评价提高了小组的凝聚力并使小组成员发现语言学习中共性的问题和有效的解决方法;同伴评价使学生更专注于语言使用的准确性;提高学生责任感与可信度,并能促进有建设性的同伴交流。     

Assessment of Student Performance: a framework for improving practice

Assessment of student performance and the evaluation of courses and teaching are critical elements in the teaching‐learning environment and are central to each higher education institution's mission of preparing students for the future. There are increasing internal and external pressures for institutions to review and improve their practice in this area. While a vast knowledge‐base exists to inform good practice in assessment of student performance, change in practice seems to be slow. A framework for improving assessment practice, based on a simple quality management model, is provided as are some examples which illustrate application of the model/framework. Some suggestions are also made about support mechanisms and resources required for effecting significant improvement to practice.