高校教师教学绩效评价机制研究

教师教学绩效评价是提高教学质量的关键,它直接影响着学生知识技能的获得和教师教学水平的提高。文章阐述了高等学校教师教学绩效评价存在的问题,同时针对存在的问题,提出了相应的改进措施。     

软件的性能设计

程序员可以通过优化算法、数据结构和代码组织来提高软件的性能与效率.优化的关键工作是找出限制性能与效率的"瓶颈",本文讨论了从高层的数据结构、接口设计到低层操作系统、编译器的行为对软件性能的影响,并提出了建议性的解决措施,对增强软件性能作了有益的探讨.     

The effects of speech production and vocabulary training on different components of spoken language performance

A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing.     

Engaging client groups differently: A standardized approach to performance improvement

Moving clients past counterproductive approaches to improving performance requires performance improvement (PI) professionals to work differently. They must collaboratively engage clients in anticipating and solving problems. It calls for a user‐friendly and explicit PI process that drives results. This proactive engagement promotes a shared view and language of the PI process. It enables PI professionals and clients to work jointly with common tools to improve performance, make everyday decisions, and achieve business results.     

Measuring business performance: A conceptual framework with focus on improvement

Managers look for measures that represent an integrated performance. These should lead to an analysis of unsatisfactory performance. Performance measurement and its evaluation is the first step toward formulating any plan for improvement. This article examines the imperatives of a good measurement system and presents a framework to measure business performance.     

Driving performance improvements by integrating competencies with human resource practices

This study explores the issues in the development and application of a competency model and provides implications for more precise integration of competencies into human resource (HR) functions driving performance improvement. This research is based on a case study from a Korean consumer corporation. This study employed document reviews, observation, and interviews. Although competency modeling is time‐consuming work, this study's results found that it can be a helpful intervention tool for improving HR performance in several ways. Furthermore, the results identified critical issues for success in each aspect of competency modeling. This article offers practical and useful insights into the relationship between competency modeling and HR performance improvement.     

Welfare dependency as a performance problem that requires a performance improvement approach

Leaving the welfare system does not necessarily equate to a sustainable self‐sufficiency of the dependents, as the welfare reform stipulates. Therefore, the success of the welfare reform program should be determined not by the number of dependents who leave the welfare system but by the change that the welfare reform creates in recipients' lives. From a performance improvement perspective, welfare dependency can be viewed as a performance problem that requires a performance improvement approach.     

Using importance‐performance analysis to evaluate training

The importance‐performance analysis (IPA) is a tool that can provide timely and usable feedback to improve training. IPA measures the gaps between the importance and how “good” (performance) a class is perceived by a student and is presented on a 2x2 matrix. The quadrant in which data land in this matrix aids in determining potential future action. This article focuses on integrating IPA into Kirkpatrick's (1959) four‐level framework of evaluation. Examples and suggestions for improving training are discussed.     

Standards-based accountability in South Africa

The implementation of standards-based accountability (SBA) interventions aimed at improving school performance often focuses on the testing component, at the expense of capacity building. This was the case in South Africa when a SBA programme was instituted by government in 2000, which was accompanied by substantial rises in senior certificate pass rates between 2000 and 2003. Our analysis indicates that the bulk of these effects was achieved by manipulating the results by means of 4 measures: eliminating high-risk candidates, encouraging candidates to register at the easier standard grade, lowering the standard of examination questions, and raising raw scores during the moderation process. However, research results from other school improvement programmes in the country indicate that significant improvement in school performance is possible when capacity-building elements are combined with accountability measures.     

Effects of performance visualization on employment interviews

Two studies were undertaken to assess the value of exposing people to performance visualization in order to help them cope with communication apprehension (CA) in employment interviews. The first study, which took place in a laboratory, employed a pre/post‐test experimental design. Seniors who were preparing to enter the job market took part in mock interviews, completed a state communication apprehension (CA) measure, a trait CA measure, and a scale designed to measure negative thinking. Participants were then assigned to performance visualization, placebo, or control conditions. After exposure to the requisite treatment, they participated in another mock interview and completed the same battery of measures. The second study took place in the field. In this study, participants, who were about to undergo a screening interview for a job, completed state and trait CA measures, were exposed to performance visualization, and completed the state and trait CA measures the second time. These studies indicated that exposure to performance visualization related negatively to CA and negative thoughts, as well as positively to being offered a job. It showed no relationship to being asked back for a second interview. The implications of these findings are discussed in the conclusion of this report.     

A performance technologist's approach to process performance improvement

Process performance management provides detailed understanding of the design of a process to improve performance. This article highlights a process performance model aligned with the DMAIC (Define, Measure, Analyze, Improve and Control) steps of the Six Sigma model, but with additional substeps to guide process improvement. It thus identifies process improvement as one of the key tools in the performance technologist's toolkit and provides recommendations for methods, practices, and tools.     

Employee Perceptions of Workplace Factors That Will Most Improve Their Performance

Training is often the performance improvement solution of choice, yet how often does the best training not yield performance improvement? There is a growing body of evidence that indicates that many times performance improvement can be achieved faster, cheaper, and better by altering factors in the workplace than by training. This article describes an activity designed to illustrate the importance of workplace factors in improving performance and a study that demonstrates its validity. Results of the study indicate that two-thirds of the participants believed the environmental factors of information, resources, and incentives needed improving in order to enable them to improve their own performance.     

The performance architect's essential guide to the performance technology landscape

The first two editions of the Handbook of Human Performance Technology helped define the rapidly growing and vibrant field of human performance technology—a systematic approach to improving individual and organizational performance. Exhaustively researched and edited by Dr. James A. Pershing, CPT, this third edition not only updates key foundational chapters on organizational change, evaluation, instructional design, and motivation, but features breakthrough chapters on “performance technology in action” and addresses many new topics in the field, such as certification, Six Sigma, and communities of practice. In this chapter, reprinted with permission of John Wiley & Sons, Inc. (copyright 2006), Roger Addison and Carol Haig take you on a journey through the key elements of a full performance process with its pitfalls and how to avoid them.     

Wear performance of metal parts fabricated by selective laser melting: a literature review

Selective laser melting (SLM) is one type of additive manufacturing which produces metal parts by powder bed fusion. Since the materials undergo repeated and sharp heating/cooling cycles, the SLMed parts have unique microstructures. The relations among SLM processing parameters, resultant microstructures, and mechanical properties have been investigated by many researchers. However, the wear performance of SLMed materials under various contact conditions has not been carried out until recently. This paper is a presentation of previous and recent research related to wear performance. This is a crucial aspect if SLM is to be expanded to produce friction pairs. Wear rates and mechanisms of the SLMed materials under dry, boundary lubrication, cavitation erosion, and corrosion conditions are discussed and compared with conventionally processed (CP) materials. SLMed materials benefit from fine grains and high hardness, which have higher wear resistance than CP materials. Moreover, a unique tribo-layer on the surface of the SLMed part is found to protect the bulk material under boundary lubrication conditions. An optimized combination of processing parameters increases part density, which further improves the wear resistance. Future work includes studying the influence of pores on the deforming and lubricating behaviors from dry conditions to different lubrication regimes. The final target is to actively control the processing parameters to obtain desirable material properties for improving wear performance.     

Efficacy of a template creation approach for performance improvement

This article presents the training and performance improvement approach, performance templates (P‐T), and provides empirical evidence to support the efficacy of P‐T. This approach involves a partnership among managers, trainers, and employees in the creation, use, and improvement of guides to affect the performance of critical tasks in the operating environment. The P‐T approach requires much involvement and hands‐on activities by training participants, and, as a result, training groups are not large. Given that limitation, a comparison of employees trained with P‐T methods and employees trained in more conventional methods indicates that the P‐T approach can lead to improved performance to some extent over a fairly short period.     

Even after thirteen class exams,students are still overconfident: the role of memory for past exam performance in student predictions

Students often are overconfident when they predict their performance on classroom examinations, and their accuracy often does not improve across exams. One contributor to overconfidence may be that students did not have enough experience, and another is that students may under-use their knowledge of prior exam performance to predict performance on their upcoming exams. To evaluate the former, we examined student prediction accuracy across 13 exams in an introductory course on educational psychology. For the latter, we computed measures that estimate the extent to which students use the prior exam score when predicting performance and whether students should use the prior exam scores. Several outcomes are noteworthy. First, students were overconfident, and contrary to expectations, this overconfidence did not decline across exams. Second, students’ prior exam scores were not related to subsequent predictions, even though prior exam performance showed little bias with respect to predicting future performance. Thus, students appear to under-use prior performance despite its utility for improving prediction accuracy about future exam performance.     

A comprehensive performance analysis and improvement method

Performance analysis and improvement are critical skills for the performance technologist. A comprehensive approach to these tasks, which includes techniques from industrial and organizational psychology, industrial engineering, and organizational behavior management, is described. The approach comprises four steps: (1) conducting an organization‐wide survey to identify general improvement areas, (2) objectively pinpointing performance improvement potentials, (3) systematically identifying performance constraints, and (4) selecting or designing an improvement technique. Survey results for 63 organizations are presented and the effect of management practices on management span of control are examined. Eighteen performance constraints are organized into a decision tree that is used to select 1 of 27 improvement techniques. The results of this approach to performance analysis and improvement are described for 58 improvement projects in a medium‐sized bank.     

Manipulation of logical structure of chemistry problems and its effect on student performance

It has been shown previously that manipulation of the M demand (amount of information needed for processing) of chemistry problems affects student performance, which suggests that manipulation of logical structure of chemistry problems could also lead to significant changes in performance. The objective of this study is to investigate the following: Given the opportunity for training, what is the effect of increasing (manipulation) the complexity of logical structure of chemistry problems on student performance, and to what extent can cognitive variables explain changes in performance. Results obtained show that (a) even a small increase in the logical structure of a problem can change the role of cognitive variables (mental capacity and formal reasoning) to the extent that increase in logical complexity outweighs the advantage students may have gained through training on a similar problem; (b) the use of algorithms and training on particular types of chemistry problems could lead to a situation in which formal reasoning is the only cognitive variable that explains variance in performance significantly; and (c) after having solved very similar problems on two different occasions with improving performance, the improvement is not retained if the logical structure of a third problem increases considerably. It is concluded that when dealing with significant changes in logical complexity of chemistry problems, developmental level of students is the most consistent predictor of success. A model for the qualitative analysis of logical complexity of chemistry problems is presented.     

Written expression performance in adolescents with attention-deficit/hyperactivity disorder (ADHD)

We examined written expression performance in a sample of adolescents with ADHD and subthreshold ADHD using two different strategies: examining performance on standardized measures of written expression and using other indicators of written expression developed in this study. We examined associations between standardized measures of written expression, cognitive processing measures (working memory, processing speed, language, fine motor ability, and reading efficiency) and behavioral ratings of ADHD by parents and teachers. We also developed a coding scheme for a writing sample to measure productivity and the ratio of self-corrections to errors. The results indicated that written expression performance was most consistently associated with cognitive processing measures and not behavioral ratings of ADHD, based on correlational and simultaneous regression analyses. These results were consistent in the analyses with both the standardized measures and the coding scheme measures of written expression. Findings generally remained robust, regardless of whether participants who met criteria for a learning disability were included or excluded in the analyses. The current results suggest that written expression difficulties in adolescents with ADHD are attributable to processing difficulties that may be associated with ADHD, not to ADHD reported symptoms. Implications for assessment and intervention are discussed.     

Predicting reading performance using the slingerland procedures

The purpose in this study was to examine predictive relationships between the Slingerland Pre- Reading Screening Procedures and performance on measures of word recognition and reading comprehension. Longitudinal data were collected on 104 children administered the Slingerland Procedures in kindergarten and the Stanford Achievement Test at first, third, and fifth grades. Outcome measures included achievement subtests, Word Study Skills, Reading Comprehension, Reading and Listening Total. Significant relationships were found between Slingerland measures and reading outcomes. However, prediction varied across grades and according to the measure of reading used. Listening contributed to reading comprehension but not to word recognition, and visual skills influenced early but not later reading performance. Gender and socioeconomic status influenced the strength of associations.