检察机关执法办案风险评估预警机制研究

检察机关对执法办案风险的评估和预警,不仅是社会稳定风险评估机制的重要组成部分,也是其规范执法必不可少的环节。当前,检察机关执法办案风险评估预警存在机制运行不畅、部门衔接不够、评估内容不全面以及尚未完全实现开放式评估和动态评估等问题。对此,检察机关应在风险评估的主体、范围、等级判定、工作流程、责任划分等方面进行创新和完善,最大限度地防范和降低执法办案中的风险,化解矛盾,维护社会稳定。     

对高职高专院校评估工作的再思考

我国首轮高职高专院校人才培养工作水平评估即将结束,就整体而言评估取得了一定的成绩,为下一步评估奠定了基础,但在具体评估方针、评估主体、评估内涵、评估过程、评估结果等方面也存在一定问题。为使高职高专院校下一步的评估向更加健康、科学、公正、实效方向发展,需要从五个方面进行调整。     

自闭症儿童社会技能评估的研究进展

社会技能评估是自闭症儿童诊断、干预计划制定和效果评价的重要基础。本文回顾了自闭症儿童社会技能评估的学习理论及认知理论,系统梳理了行为观察、角色扮演测验等评估方法,并在此基础上提出了自闭症儿童社会技能评估研究进展的建议：进一步界定社会技能概念的外延及内涵;进一步完善角色扮演测验及编制学前自闭症儿童社会技能评估量表;临床评估中需整合各类方法;进一步将社会技能评估应用于临床实践中。     

Assessment for learning in the accountability era: New Zealand

The requirements for valid assessment for learning and assessment of learning are reviewed and then the tensions between these two purposes of assessment are explored, first in general and then within two areas of the New Zealand education system. First, the nature of assessment for learning in primary schools is discussed and how it is, or might be, affected by four accountability pressures associated with assessment of learning. The second area is assessment for qualifications in the final years of secondary education. Here, some of the assessment of learning occurs at local level, within schools, and the remainder occurs at national level. These two assessment pathways create substantially different conditions affecting assessment for learning.     

Assessment for learning in the multigrade classroom

This paper suggests that multigrade classrooms lend themselves particularly well to promoting assessment that enhances learning, rather than assessment aimed solely at selecting pupils for promotion to the next grade. Some strategies to encourage assessment for learning in the multigrade classroom are explored. These include facilitating individual responsibility for learning, drawing on other children as an assessment resource and using assessment tasks that have learning potential. For such strategies to be used, teachers need training, guidance and exemplification relating to the formative purposes of assessment and criterion- and pupil-referenced assessment.     

地方高校院系本科教学工作考核的 研究与实践

地方院校加强对院系本科教学工作的考核,是提升教学管理水平、提高人才培养质量的 重要举措。本文以安康学院院系本科教学工作的考核评估为例,介绍了院系考核评价指标体系的构 建及依据,列出了 7个一级指标及25个二级指标详细的评价标准;阐述了考核实施的过程和遵循 的原则,考核评估计算方法及考核结果;并在此基础上提出几点建设性的思考意见,希望为我国其 他地方本科院校实施院系教学工作的考核评估提供借鉴与参考。     

教育评价变革背景下语文学科核心素养测评框架研究

建构语文学科核心素养的测评框架是落实高中语文课程变革理念的内在要求。课程观念变革之际,核心素养评价发展趋势为:评价目的由评价学习结果转向促进学习过程,强调测评框架的可解释性;评价内容由知识本位走向关注对学科本质的深度理解;评价工具的设计强调测试任务的综合性与实践性。据此,本研究建构以情境为依托,以语言实践活动为载体,以实践活动中表征出的关键认知能力为核心的测评框架。通过对测试数据的分析发现,构建的语文学科核心素养测评框架结构合理并具有可操作性,能够为语文学科核心素养的课程评价提供一定参考。     

国际中文教师评价素养构念及影响因素研究

评价素养是国际中文教师基本素养的重要组成部分。文章采用扎根理论及方法,构建了由评价知识、评价观念、评价技术与评价元认知力构成的评价素养概念模型。对352名国际中文教师进行了调查,采用探索性因子分析与验证性因子分析的方法对模型进行了检验与调整。研究提出,国际中文教师评价素养概念模型包括四个维度,共18项指标。《国际中文教师专业能力标准》中的相关内容可据此进行调整充实。研究发现：专业背景与培训经历对评价素养影响显著,评价观念与评价技术是构成评价素养的关键因素,应成为培养教师评价素养的重要切入点。     

论研讨式教学的评价模式

研讨式教学的评价模式是深受学生欢迎的崭新的教学评价模式。注重学生多方面能力特别是创新能力的评价、注重学生学生的评价、注重学生自我评价和同学间相互评价的结合是其突出特点。它是我国高校教学改革的一次有益尝试，对建立适应于素质教育的新的评价体系将提供多层面的启示。     

形成性评价与总结性评价理论探究

自从形成性评价和总结性评价理论提出以来,人们对它们的涵义及相互关系仍有不同诠释。实际上形成性评价和总结性评价是一个连续体的两个方面：评价起于总结性,而形成性评价实际上是总结性评价加反馈和改进的过程。     

高等院校管理干部考核体系研究

文章从人事高校管理干部考核的重要意义出发,通过透析现行高校考核体系现状,把握其中存在的不足,针对性地提出了进一步完善高校管理干部考核体系应注意的几个基本原则,并在此基础上,对完善高等院校管理干部考核体系进行了理论思考。     

普通高校本科教学工作新旧评估方案比较研究

教育部第一轮本科教学水平评估基本结束,较好地促进了大众化阶段本科教育的顺利发展,但也存在评估针对性不强等弊端。新的普通高等学校本科教学工作合格评估方案在继承原有方案C级标准的基础上,针对新建院校实情及环境变化做了适当的修改。通过分析新合格评估方案的价值取向、基本思路、主要变化及重要特点,为下一轮合格评估提供重要指导。     

美国大学教师教学发展项目的评估研究

20世纪70年代中期迄今,美国研究者就诸多教师教学发展项目进行了大量评估。在评估内容上,基于不同目的,以及评估活动的各不相同,评估对象以教师与学生为主,对管理者的评估日益受到关注;在评估方法上,多采用严谨的对照实验与前后测实验设计,使用问卷、观察、访谈以及混合方法等实证研究方法,戏剧表演、学习评估工具等也是常用评估方法;在评估效果上,很多项目不仅改善了教师教学,也促进了学生学习。其项目评估可以给我国以借鉴:扩展项目评估对象,丰富项目评估活动;加强实证研究设计,提高评估的科学性;重视形成性评估,确保评估的连贯性。     

高职评估的驱动功能和功能驱动--以安徽省为例

阐述了高职评估的驱动功能,从评估活动的封闭性、矛盾性,评估指标的被动性、教条性,评估结果的形式性、终结性分析了高职评估的功能障碍,提出了高职评估从目标、机理、结果上进行优化的思路。     

Baseline assessment of writing: the need for reconsideration

This article questions the usefulness to teaching of items to be used in baseline assessment of writing in the UK. Current requirements for national baseline assessment are intended to serve two very different purposes: assessment for management and assessment for teaching. It is argued that this duality of purpose can threaten teaching and overemphasise assessment for management. This article describes a small study investigating items on the baseline assessment scale developed by the Schools Curriculum and Assessment Authority (SCAA, 1997a), which suggests that the SCAA criteria for baseline assessment of writing need to be reconsidered. This reconsideration can be sought in the light of research and evidence of children’s achievements. Finally the paper concludes that there needs to be greater clarity of purpose and a redefinition of the misleading term ‘baseline assessment’.     

Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff

The study investigates how higher education staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to further develop methodologies which capture both the complexity of thinking about assessment and real-world assessment practices.     

美国真实性学生评价及其启示

真实性学生评价是基层教师对标准化测试不满的直接产物,它体现了以学生发展为本的多元化的评价理念."真实性"是真实性评价的重要特征,与传统评价相比,真实性评价是一种直接的测量和评价方式,体现了当代建构主义学习观和评价观,整合了教学、学习和评价,并为学生提供了展示能力的多种途径和机会.真实性评价的理念对于我国现阶段的学生评价改革具有重要的启示意义.     

高师本科教育学教学“过程评价”的尝试

过程评价是指教师对学生在教育过程中的表现与阶段性学习效果所作的及时评价。学生平时成绩的评定是一种过程评价,结合某一学科学生平时成绩的评定改革来研究过程评价是一种有益的探索。高师本科教育学教学可从出勤、规范上课和记笔记、课堂讨论、作业等几个方面来评定学生教育学的平时成绩。     

美国基础教育学生评价新进展述评

文章从校本学生评价体系、家长参与评价、校本质性评价方式、评价反馈、校本绩效责任制五个方面对美国的基础教育学生评价进行评述和剖析，以求从中得到对我国学生评价改革的一些启示。     

Assessment in the science classroom

This paper reports on research into two teachers' views and practices about assessment at the classroom level. Emphasis was given to practical work and its assessment. Findings suggest it is unhelpful to define practical work as distinct from other activities in the science classroom. Various methods used for assessing activity within the participant teachers' classrooms are described. The participant teachers were found to be primarily concerned about issues of ‘fairness’: task validity, reliability of assessment based on co-operative work and assessment of the affective domain. The place of teacher intuition in assessment is raised and briefly discussed. Directions for the ongoing research are foreshadowed. Specializations: science education, technology education, assessment and curriculum development.