Deriving individual student marks from a tutor’s assessment of group work

The use of group work, in which three or more students jointly produce a piece of work for summative assessment, is an established aspect of teaching and learning in higher education. Opinions vary however about whether their marks should vary according to the respective contributions they made to the work. This paper is based on the assumption that if adjustments are to be made, they should be made on sound statistical grounds. Current methods for adjusting student marks do not allow the size of the adjustments to be controlled and empirical data are presented which show that very large adjustments can occur. This paper presents a method for deriving final student marks from a single tutor mark and ratings which students make of each other’s contributions. The method incorporates a mechanism for directly controlling the size of the adjustments made. It is demonstrated using data from students following a degree programme in computing. A spreadsheet has been written which undertakes the calculations necessary to apply the method.     

The structure of knowledge and departmental social organization

This case study of three university departments was designed to generate substantive theory about decision-making in academic departments. Using Homans' social systems theory as a framework, the theory postulates that the degree of parádigm development of a discipline affects the extent of interaction in the external and internal systems of its associated departments. The rate of interaction affects the crystallization of norm structures and consequently processes of influence and decision-making.     

Automatic representation of knowledge structure: enhancing learning through knowledge structure reflection in an online course

Educational technology research and development - Summary writing is an important skill that students use throughout their academic careers, writing supports reading and vocabulary skills as well...     

The development of children's knowledge of temporal structure

Adults have a rich understanding of a number of time systems, but little is known about how this knowledge develops. 3 experiments were conducted to test a model in which the first representations of the days of the week and months of the year have verbal-list properties, and these are later supplemented by image representations. In Experiments 1 and 2, fourth or fifth graders could judge forward relative order for these contents, but not until adolescence could backward order judgments be made accurately. In Experiment 3, fourth graders used a serial process to solve a categorical distance judgment task, whereas older groups shifted to a process with more rapid access to information about the position of remote items. The results are interpreted as supporting the 2-stage model and appear inconsistent with a number of alternative models.     

The effects of a combination of text structure awareness and graphic postorganizers on recall and retention of science knowledge

The purpose of this study was to determine the effectiveness of a self-regulated strategy on immediate recall and retention of science knowledge in community-college anatomy and physiology students who participated in a 14-hour (8 weeks) study skills class. The class emphasized the recognition of five common science textbook text structures (cause and effect, classification, enumeration, generalization, and sequence) and the construction of graphic postorganizers of the text structures. A pretest, two immediate posttests, and a retention posttest were used to measure recall and retention. Results indicated that on immediate posttests students who actively constructed graphic postorganizers of the test structure recalled significantly more content than did the control students who simply underlined, reread, or highlighted. On a 3-week retention posttest, those students in the study skills class retained significantly more of the material studied than did the control group of students.     

新型物理教师的知识结构和特点

新课程已进入全面实施阶段，教师要适应新的教育改革与发展，其知识结构有待进一步优化和建构．本文结合中学物理教师的职业特点和教育改革的需要，初步探讨了新形式下物理教师的知识结构组成及其特点。     

Topoi and literary interpretation: The effects of a critical reading and writing intervention on high school students’ analytic literary essays

Literary scholars use specific critical lenses called topoi (Fahnestock & Secor, 1991) to read literature and write their interpretations of these texts. Literary topoi are used in the discourse of modern college literature classrooms (Wilder, 2002) and are associated with higher grades in students’ literature classes ( [Wilder, 2002] and [Wilder, 2005]). However, research shows that high school students are generally unable to justify their literary interpretations (Marshall, 2000). In this study, six high school students were taught a strategy to recognize and use topoi to form an interpretation of literature, and then write an argument to support that interpretation. Three of the students were taught to recognize repeated examples of single patterns of symbolism and imagery that support a theme, i.e., the ubiquity topos. The other three were taught to recognize opposing patterns of symbolism and imagery that support a theme, i.e., the paradox topos. All participants were then taught to form arguments based on the topoi, to utilize direct quotations to back their arguments, and to write “tie-in sentences” that link the quotations to the writers’ arguments. Instruction about these topoi resulted in higher quality argumentative essays that provided more textual evidence to support their literary interpretations.     

语篇分析与名形词类转换的英译

从语篇分析的角度,结合语境和语义联想场,确定名词在某一特定语境中的确切含义,并找出与之对应的表示附加意义的形容词来进行翻译。根据具体语境不同,翻译方法也不相同。     

The effects of reticence on group interaction

Research regarding the effects of reticence on group interaction reveals that reticence does not necessarily impede the group process; however, reticent individuals are seen as less effective participators due to their limited vocal activity, and they are less likely to emerge as the group's leader.

Research on the effects of reticence on group interaction is reviewed and suggestions are made to instructors of the small groups course regarding helping reticent students participate in the small group.     

The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students

The purpose of the study was to investigate the effects of revising goals focused on content and audience awareness on the persuasive writing of fifth- and eighth-grade students. Students were randomly assigned to three different goal conditions: a general goal; a goal to improve content; and a goal to improve content and communication with an audience. Final drafts of essays were scored for elements of persuasive discourse relevant to content and audience and for overall persuasiveness. Students in the audience goal group were more likely than both other groups to consider opposing positions and rebut them. Students in both the content and audience goal groups wrote essays that were more persuasive than essays by students in the general goal group. The results also indicate that eighth-grade students wrote more persuasively than fifth-grade students and that girls wrote more persuasively than boys.     

缄默知识理论观照下知识与学习的重构

本文探讨波兰尼缄默知识理论引发的对知识结构、学习理论与实践的影响,以及缄默知识论观照下的知识与学习的重构,以期为当前知识与学习的理论与实践提供全新的视野,促使缄默知识的研究更快地从理论走向实践。     

Features of Metaphor Deriving from Differences between Metaphor and Simile

Metaphor is one kind of common rhetoric used in articles. It has some similarities with simile. In order to use metaphor well, it's necessary to analyze differences between metaphor and simile. This article shows the differences between them and gives some features of metaphor. Deviation is one salient features of metaphor. Similarity is the basic condition of metaphor.     

晶体结构与几何知识

本文以如何应用数学中的几何知识解决化学中的晶体结构类试题为例,说明数学是解决化学中诸多问题的工具。提出晶体结构类试题因其题型的特殊性,在解决时经常要应用到几何中的正弦定律、余弦定律、空间向量、体积计算等数学知识。     

Individualized acquisition of knowledge with the computer: Questioning and learning guided by the structure of knowledge

In the first part of this article, we define our view of knowledge acquisition by distinguishing it from text comprehension and memorization, and by presenting the principal characteristics of the concept of knowledge as the formalization used to shape the knowledge domains (Baudet & Denhière, 1988). In the second part, the computerized individual’s knowledge acquisition system we present permits a representation of memory knowledge in accordance with the formalization adopted. This also allows a diagnosis of the learner’s initial knowledge and, according to the diagnosis reached, presents texts and illustrations adapted with the learner’s initial knowledge and with the goal of reaching a particular state of knowledge (Poitrenaud, Denhière & Tapiero, 1987). Finally, in the last part, we relate the first experimental results of learning a particular knowledge domain: sea mammals. This experiment tested the system with children of 7 to 11 years of age (Tapiero, 1987).     

应用技能型高校学生知识结构的构建

有效构建大学生的知识结构,必须以可持续发展能力培养为中心,必须符合专业技能和综合素质齐头并举的原则,必须切合就业素质三个延伸的思路,必须创新人才培养四合模式。实现高校对于健全人的塑造职能,是高等教育必须持续重视、探索和实践的一项重点工作。     

The Causes and the Future of New Chinese Internet Words that Deriving from Regional Dialects

In the recent two decades,the computer industry and internet business have significant development all over the world which provide a cradle for the coming of new Chinese Internet words.Many scholars have studied this new group of word as a whole or just some specific parts of it.This paper will give the term,weblect(网络方言),a definition after it was raised by Professor Hou guojin.Meanwhile it will focus on new Chinese Internet words that come from regional dialects,analyzing the causes of their emerging and popularizing.In addition,this term paper will predict its future after describing the impacts these words brought to mandarin Chinese.     

试论语文教师指导研究性学习应有的知识结构

推演语文教师指导研究性学习应有的知识结构需要选择适当的理论依据。文章综合运用林崇德等的教师知识结构观、霍益萍等的研究性学习特征观和语文新课程的基本理念三种理论得知,语文教师应有的知识结构包括一般科学文化知识、本体性知识、条件性知识和实践性知识,它们是一个有机的整体。     

专家型教师的知识结构及其发展模式分析

教师专业发展的核心是教师的知识建构。专家型教师不仅具有丰厚的理论性知识,还具有大量的实践性知识,并能够灵活地进行理论知识和实践知识的转化,在建构知识的过程中能够不断创新知识,其知识结构是多元化的。新手教师要成为专家型教师可按照模仿、借鉴、反思、实践、科研的知识发展模式,实现从理论知识到实践知识的转化,在教学实践中不断将实践知识内化,最后完成由实践知识到理论知识的升华,构建合理的知识结构。