Editorial Vision for Science & Education

Science & Education -     

运用量规评估学生业绩

近年来,量规已成为业绩评估中备受推崇的一种评估工具.量规不仅有助于教师向学生澄清学习任务和目标,促进学生对任务目标的理解,而且还能给学生提供有效的信息反馈,监控任务的进展过程,同时还能确保业绩评估中的公平性和公正性.从概括介绍业绩评估着手,分析量规在业绩评估中的意义,并详细讨论了创建量规的具体步骤,以及判断量规有效性的依据.     

Performance‐Based Rubrics for Measuring Organizational Strategy and Program Implementation

While a majority of the literature in the field of performance measurement has focused on what organizations should measure, report, and use in order to improve overall organizational results, organizational leaders still experience difficulty in identifying performance measures to track the achievement of organizational strategy. This article describes the methods used to measure organizational strategy and program implementation and proposes the use of a performance‐based rubric to better enable organizational leaders to capture and identify the essence of organizational strategy as implemented and to attribute performance outcomes to specific strategic actions. Implications for organizational leaders and researchers from all sectors are presented.     

Vision and Change in the Biology Community: Snapshots of Change

Six years after the initial Vision and Change conversations, it is important to try to determine the extent of dissemination and implementation of the initiative. There is good evidence of use by some segments of the biology community; however, there is less use of Vision and Change principles or even acknowledgment of its existence within other segments.     

Rubrics for designing and evaluating online asynchronous discussions

The purpose of the study reported on in this paper was to identify performance criteria and ratings in rubrics designed for the evaluation of learning in online asynchronous discussions (OADs) in post-secondary contexts. We analysed rubrics collected from Internet sources. Using purposive sampling, we reached saturation with the selection of 50 rubrics. Using keyword analysis and subsequent grouping of keywords into categories, we identified 153 performance criteria in 19 categories and 831 ratings in 40 categories. We subsequently identified four core categories as follows: cognitive (44.0%), mechanical (19.0%), procedural/managerial (18.29%) and interactive (17.17%). Another 1.52% of ratings and performance criteria were labelled vague and not assigned to any core category.     

Position Paper on the Use of Rubrics

<正>Introduction In the beginning of this paper,we need to clarify the definition of"rubric".According to Schmoker(2006),"a rubric simply means a rule or guide…by which students’performance or product is judged.It nails down the criteria,making them available to schools,teachers,parents,and students and providing clear direction and focus"(pp.70-71,cited in Cooper,&Gargan,2009,p.54).When it comes to the question whether we should use rubrics for assessing students’performance,there     

Using Rubrics for Documentation of Clinical Work Supervision

In this article, the use of a scoring rubric for use in clinical supervision is discussed. The rubric is defined, a brief example is provided, and guidelines for development are included.     

开放性活动质性评价量表的开发与应用

随着学生学习空间的拓展与学习类型的丰富,以简单知识传授与初级认知能力培养为直接教学目的、拘于课堂之内的传统“圈内教学”逐渐显得不能满足当下课程与教学标准的需要;作为一种学习空间更开放广远、学习目标更丰富全面的新型学习方式,开放性活动渐入新课程教学理论与实践,并成为彰显新课程注重学生全面发展理念的重要学习手段之一。开放性学习活动与传统封闭式学习活动有何异同,其学习评价应该如何进行,如何保证客观公正地反映学习者的真实学业成就,都是很有挑战性的话题。本文力图做一简要探讨。一、什么是开放性活动与评价量表1.开放…     

Rubrics as a way of providing transparency in assessment

This paper reports on a study where rubrics have been used to convey assessment expectations to students (n?=?176) in three different assessment situations in professional education. These situations are: (1) the development of a survey instrument, which was part of a course in statistics and epidemiology; (2) an inspection of a house, which was part of a course about the functions of buildings for real estate brokers and (3) a workshop in communication with patients, which was part of a course in the evaluation of diagnostic procedures and treatments of oral infections in dental education. In all situations, students’ perceptions and uses of the rubrics were investigated. Findings suggest that it is indeed possible to convey expectations to students through the use of rubrics, in the sense that students not only appreciate the efforts to make assessment criteria transparent, but may also use the criteria in order to support and self-assess their performance. Important features of the rubrics, which were found to facilitate students’ understanding and use of the criteria in these situations, are presented and discussed.     

Women of Vision: Understanding the Ways Women Lead Change

In the midst of numerous global uncertainties, leaders are expected to have the ability to articulate a compelling vision of a preferred future that energizes and engages followers. In fact, Kouzes and Posner (2009) have argued that “Being forward-looking—envisioning exciting possibilities and enlisting others in a shared view of the future—is the attribute that most distinguishes leaders from nonleaders” (p. 20). Given that context, it is notable that research by Ibarra and Obodaru (2009) that involved 360-degree evaluations of 2,816 leaders in the corporate sector concluded that male raters of executive performance viewed women as being less visionary than men. In contrast, women were rated by both male and female raters as being as effective or more effective than male executives on 9 of 10 other “critical components of leadership” (Ibarra & Obodaru, 2009, p. 66). The authors offer three potential explanations for this anomaly, including the possibility that the collaborative leadership style of many women gives credit to the group for visionary thinking and actions rather than taking individual credit. In the male-normed culture of Christian higher education (Longman & Anderson, 2016), the perception that women are less “visionary” may contribute to their underrepresentation in senior leadership positions. This article reports the findings of a qualitative, grounded theory study that explored how 12 female leaders at Christian colleges and universities successfully developed and implemented a vision that resulted in institutional change. The participants were asked to describe their process of envisioning and the internal drivers that motivated them to persevere through challenges related to the institutional change process. Data analysis led to the identification of four primary themes: (a) the role of internal drivers such as confidence, a sense of purpose, and calling; (b) evidence of a strong orientation toward people throughout the process; (c) language barriers that often seemed to inhibit envisioning; and (d) the importance of the change aligning with the institutional mission and values.     

New Vision and Challenges in Inquiry-Based Curriculum Change in Singapore

A new primary science syllabus with strong inquiry focus has been implemented in Singapore since 2008. In this study, we attempted to understand how teachers experience the emphasis of inquiry-based curriculum under the current educational conditions that is routined and highly teacher fronted. We invited 50 pre-service and 41 in-service teachers to participate in survey questionnaires and narratives, reflective writings, and group discussions related to science inquiry which formed our data corpus. Data analysis in the form of thematic coding was carried out using NVivo8, with over 80% inter-rater coding agreement level. Three key aspects of teachers’ perceptions of science inquiry were revealed: (1) teachers’ responsibilities as facilitators, (2) privileging content knowledge rather than process skills, and (3) pressure of assessment systems in current educational contexts. These understandings bring out conflicts of inquiry teaching between teacher- and student-centredness, content and process, and curriculum and assessment. Based on these teachers’ perceptions and dilemmas of inquiry science teaching, the visions and challenges of inquiry science curriculum change against assessment requirements are discussed.     

Rubrics: Design and Use in Science Teacher Education

Journal of Science Teacher Education -     

Developing a Shared Vision for Change: Moving toward Inclusive Empowerment

Research in Higher Education - Shared vision is an important process for change projects, serving to amplify success, increase participation, and erode the divide between project leaders and...     

中国家庭变迁视野下的家长教育研究

改革开放以来，中国的家庭发生了翻天覆地的变化。家庭变迁也给家长教育带来了机遇与挑战。为了应对家庭变迁给家长教育带来的一系列变化，家长教育需从树立正确的教育目标、加强家庭自身认知能力的培养、积极鼓励社会教育力量办学、帮助家长建立良好的亲子关系等四个方面进行改进。