Quiz game:数字化学习评价方式的新取向

数字化学习是信息时代学习的重要方式.在这种学习方式下,学习评价应重视保持学生学习的自主性和积极性.quiz game作为一种教育游戏,能够有效实现数字化学习环境下学习者的自我评价;quiz game作为数字化学习的新型学习评价方式,对于实现教育评价与游戏的完美结合、促进教育游戏的发展与完善都具有较高的借鉴价值.     

新型竞赛用智力抢答器的设计与实现

针对目前使用的几款智力竞赛抢答器的设计方案,在分析各自优缺点的基础上,对电路进行了修改,使其能实现互锁、自锁,并且用声音、数字同时准确提示抢答的结果．     

面试评分规则的评价与修正

在多次实践的基础上,讨论了面试的评分规则,修改了规则中的不完善之处,并就评分满意度给出了简单评价。     

Reduced performance on examinations following untimed short assessments

The internet has allowed for the online asynchronous assessment of acquired knowledge; however, the delivery formats of these online assessments do require evaluation. To this end, the summative examination and preceding formative quiz performances of students enrolled in a freshman-level course were evaluated between four cohorts in which each cohort was administered formative quizzes differing in testing location (in-class versus online), time limitation and ability to use notes. Results indicate decreased monitoring of formative quizzes such as those that are untimed and delivered online leads to increased formative performance but decreased performance on proceeding summative examinations. While the use of online testing may appear enticing, care must be taken to ensure student learning.     

Portfolio appraisal: In search of criteria

Two inherently contradictory forces are pushing for reform in portfolio assessment. On the one hand there is a felt need for creating more rigid standards that operate to promote uniformity of ratings in appraisal practice to certify achievement. However, on the other hand, critical questions are being raised about separating acclaimed portfolio goals aimed both at appraising achievement while also improving quality of student learning and development. The position of portfolio assessment, which is widely used nowadays in teaching and teacher education, comes into debate. In our study, we look for actual practices in portfolio appraisal in search of criteria used for rating the quality of portfolio materials. It is our interest to find out how appraisal criteria are selected and used to evaluate achievement or to improve the quality of development and learning. In the context of teacher education, we have examined both the espoused criteria of both assessors and collectors of portfolios as well as the actual appraisal practices by looking at the judgmental orientations and supervision styles used by portfolio assessors. In addition, we offered an authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use. The actual processes we detected point to a most common practice of employing judgmental, usually normative evaluations based on assessor dependent, more or less pre-decided criteria which permit a “checkbox” approach to appraisal.     

Assessment In Practice: An inspiration from apprenticeship

The paper investigates the relationship between assessment and learning through an empirical study of apprenticeship training. The paper suggests that well‐established modes of learning, which facilitate meaningful assessment in apprenticeship training, present an “antidote” to a traditional emphasis on assessment as selection and control. In contrast to rejection of apprenticeship modes of assessment as being inappropriate and obsolete at the present time, the paper suggests that the concept of apprenticeship assessment can be seen as a highly attractive and effective alternative to current assessment practices in both schools and workplaces. Taking a situated and relational perspective on knowledge and learning, we argue that assessment practices should focus on contextually‐anchored reviews of the core competencies of the person. This contextual assessment contrasts with an emphasis on assessment as essentially controlling and selecting students for further education and, on the other hand, with assessment as a process of self‐monitoring and self‐reflection.     

A Research on Learner Retention and Learning Support

Why do some of adult learners successfully accomplish their learning while the others drop out？ This has been an important question in the field of adult learning. For a long time researchers has been exploring this subject around learning barriers as well as motivations. Not until lately did some of adult and distance scholars start to pay attention to the question of why some of the adult students could successfully push through their learning process even if they are in a disadvantaged situation. Thus, Learner Retention has become one of the important themes to discuss in order to understand more about how to assist learners to persist through their learning. The main purpose of this paper is to explore how adult learners persist through their learning and factors that might have influences on them. Adult teachers and NOU students （including those who already graduated and those who dropped out） were interviewed and surveyed. Concluding from those data and content of interviews, this paper set a model that describes how adult learner retain through their learning process and some suggestions are made for better student learning support policies.     

Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom

A prerequisite for AfL to be successfully implemented in the classroom is the teachers’ assessment practice. In many contexts, including the Norwegian, AfL has not been successfully dealt with during initial teacher education, and there is a need for qualified teachers to engage in professional development in AfL.This article first discusses different perspectives of professional development, not all of which lead to change of attitudes and beliefs resulting in changed practice. Difficulties in implementing AfL beyond the individual teacher and reach the full teaching staff is presented through experiences from a Norwegian research and development project. The next project to be briefly discussed focuses on engaging teachers in developing their own criteria for good classroom assessment.Finally the paper proposes that a major obstacle to teachers’ professional development in AfL is the competence of teacher educators in AfL. Do those who are to guide and support professional development in schools hold the essential knowledge and competence themselves?The conclusive argument is that for AfL to be common assessment practice in schools there is a need for development processes at various levels of the education system.     

Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing

This paper describes Hong Kong’s borrowing, primarily from the UK, of the assessment for learning policy, in the context of prolonged use of formal summative public examinations. The narrative review and analysis are guided by a social positivist critique of the assessment for learning policy in the Hong Kong context. This paper concludes that Hong Kong’s attempts to implement assessment for learning are ambitious but somewhat futile because of persistent use of public examinations for important decision-making. Change in Hong Kong may only happen through a gradual implementation of assessment for learning practices that takes into account cultural, societal, and historic norms. Critical issues are identified and recommendations are proposed for further implementation of assessment for learning in Hong Kong.     

Strategic counting: A novel assessment of place-value understanding

Children's counting strategies reflect how much they understand the place-value structure of numbers. In Study 1, a novel task, namely the strategic counting task, elicited strategies from kindergarteners and first graders that showed a trend of increasing place-value knowledge – from perceiving number as an undivided entity to seeing it as a collection of independent groups of powers of ten. In Study 2, first-graders' strategic counting task scores at the end of fall semester were better predictors of year-end mathematical achievement than the traditional place-value tasks. In Study 3, a five-item subset of strategic counting was the best among 15 various cognitive predictors of end of second-grade mathematical achievement. Growth curve modeling revealed that low-mathematics achievers at the end of second grade had been lagging behind their peers in strategic counting since early first grade. Implications for early support for children with difficulties in place-value knowledge are discussed.     

Exams as Learning Tools: A Comparison of Traditional and Collaborative Assessment in Higher Education

Exams are increasingly being used as learning tools in the form of collaborative assessments as opposed to their traditional use as a summative assessment tool for verifying individual student learning. Despite the growing popularity of collaborative assessments, few studies test the differential effects of collaborative assessments (versus traditional assessments) on student learning. This paper analyzes 16 empirical studies from various disciplines and investigates the extent to which collaborative assessments improve student learning. The paper further provides recommendations and improved practices for instructors interested in using collaborative assessment in their classroom.     

A validation framework for science learning progression research

This article provides a validation framework for research on the development and use of science Learning Progressions (LPs). The framework describes how evidence from various sources can be used to establish an interpretive argument and a validity argument at five stages of LP research—development, scoring, generalisation, extrapolation, and use. The interpretation argument contains the interpretation (i.e. the LP and conclusions about students’ proficiency generated based on the LP) and the use of the LP. The validity argument specifies how the evidence from various sources supports the interpretation and the use of the LP. Examples from our prior and current research are used to illustrate the validation activities and analyses that can be conducted at each of the five stages. When conducting an LP study, researchers may use one or more validation activities or analyses that are theoretically necessary and practically applicable in their specific research contexts.     

Learning,Media, and the Case of Dax Cowart: A Comparison of Text,Film, and Interactive Multimedia

Alternate reality games (ARGs) are a relatively new form of collaborative game that make use of both the virtual and real worlds to engage players in a series of challenges within a compelling narrative. The Alternate Reality Games for Orientation, Socialisation and Induction (ARGOSI) project aimed to use this game format to provide an alternative way to support the student induction process at Manchester Metropolitan University. The ViolaQuest game provided a mechanism for new university students to meet with others, navigate a new city and undertake information literacy induction activities within a purposeful context. The project ran from April 2008 to March 2009, and while the game itself had limited success in terms of student participation and impact, there were many lessons learned in terms of appropriate design and implementation of alternative reality games to support learning. This article describes the evaluation, results, lessons learned and raises a number of questions as to the suitability of ARGs in higher education.     

行政伦理论纲

行政伦理是公共行政领域的伦理 ,其价值基础是廉政 ,核心是勤政 ,目标是培养和完善行政人格。行政理想、行政态度、行政义务、行政技能、行政纪律、行政良心、行政荣誉和行政作风 ,构成行政伦理的范畴体系。行政伦理规范的本质特征是主观与客观的统一 ,他律与自律的统一。行政行为的善恶评价 ,以邓小平同志的“三个有利于”和江泽民同志的“三个代表”的思想为根本标准。行政手段的有效性决不能违背行政目的的伦理性 ,对于行政的“伦理妥协”应该科学地确定其限度     

Modifying the Monte Carlo Quiz to Increase Student Motivation,Participation, and Content Retention

Fernald developed the Monte Carlo Quiz format to enhance retention, encourage students to prepare for class, read with intention, and organize information in psychology classes. This author modified the Monte Carlo Quiz, combined it with the Minute Paper, and applied it to various courses. Students write quiz questions as part of the Minute Paper and the instructor selects questions to include in the next day's quiz. Rolling a die determines if the quiz will be taken on a particular day. If yes, a second roll of the die determines the quiz question answered. There was improved performance on quizzes and tests while students favorably reported that this format increases their out-of-class preparation and content retention.     

认知心理学中前瞻记忆的影响因素研究

结合现实生活中一些事例,论述前瞻记忆的特点和分类,重点阐述影响前瞻记忆的几大因素,对前瞻记忆的研究前景进行展望。