Beliefs and attitudes about assessment of a sample of student teachers in South Africa

Abstract

The purpose of this study was to take the first steps in a long-term approach to helping South African teachers understand and respond to government demands that they change their assessment practices. Specifically, it attempted to identify the beliefs, perceptions and attitudes about assessment that student teachers bring with them to courses that are designed to equip them to teach in ways that are consistent with current curriculum trends in South Africa. The study attempted to answer the following research questions: are student teachers’ beliefs about assessment consistent with the approaches to assessment advocated in the South African Revised National Curriculum Statement? Are student teachers’ beliefs about assessment consistent with the basic principles of outcomes-based education? The results indicated broad general agreement between student teachers’ beliefs about assessment and the principles of assessment espoused in the Revised National Curriculum Statement. However, there was evidence that the beliefs of some of the subjects were inconsistent with these principles.     

高职“外贸单证制作实务”课程考核方式改革与设计

以＂外贸单证制作实务＂课程的考核方式为例,对职业资格考证条件下的课程考核方式的改革进行了研究和探索,综合分析了课程考核方式改革的客观必然性和原则,设计了＂外贸单证制作实务＂课程考核新的考核方式模型,并完善该课程的考核评价体系。     

形成性评估理论探源及其要义

新的大学英语教学大纲颁布以来,许多高校推行形成性评估,许多研究者从不同的侧面对形成性评估的特点、功效、操作进行了研究。本文针对形成性评估在大学英语教学中实施时所面I临的问题,从理论上溯源,试图澄清其要义和实质,对教学有所助益。     

对我国32所地方高校院系目标考核文本的分析

运用内容分析法,以32所地方高校院系目标考核文件为调查对象,从考核时间、组织部门、考核目的、考核原则、考核范围、考核指标、考核程序、考核结果、结果使用等维度进行统计分析,调查结果发现,我国高校目标考核成效明显,但也存在目标考核工作滞后、考核指标层次不清、考核结果等次人为设置比例等问题,高校要重视发挥目标考核的作用,理清和处理好考核指标之间以及目标设定与目标考核、动态考核与终期考核、相对比较与绝对比较之间的关系。     

试论研究性学习成果的评价

研究性学习评价应具有开放性、过程性、激励性 ,并要注意评价主体的多元化。     

Interpretations of formative assessment in the teaching of English at two Chinese universities: a sociocultural perspective

Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The paper reports on a research study that utilised a sociocultural perspective on learning and assessment to analyse how two Chinese universities – an urban-based Key University and a regional-based Non-Key University – interpreted and enacted a China Ministry of Education policy on formative assessment in College English teaching. Of particular interest for the research were the ways in which the sociocultural conditions of the Chinese context mediated understanding of Western principles and led to their adaptation. The findings from the two universities identified some consistency in localised interpretations of formative assessment which included emphases on process and student participation. The differences related to the specific sociocultural conditions contextualising each university including geographical location, socioeconomic status, and teacher and student roles, expectations and beliefs about English. The findings illustrate the sociocultural tensions in interpreting, adapting and enacting formative assessment in Chinese College English classes and the consequent challenges to and questions about retaining the spirit of formative assessment as it was originally conceptualised.     

基于网络环境的高职英语自主学习评价模式的构建

通过对网络环境下高职英语自主学习评价模式中存在的问题分析,从理论上构建以形成性评价与终结性评价相结合的评价模式,井对其原则、构建和实施等方面进行初步探讨,认为此模式能激励学生兴趣和促进学生自主学习能力的发展,实现英语自主学习教学评价的目的。     

Two Models of Educational Assessment: a response from initial teacher education: if the cap fits …

This paper is supportive of the judgemental model of assessment posited by Hager & Butler (1996) and is a twofold response. First, it examines the underpinning principles of assessment and testing theory on which their paper is based. Whilst the judgemental model of assessment is not based on the traditional notions of validity and reliability, as in classical test theory, it nevertheless does take account of and is built on appropriate conceptions of these two fundamental principles of any instrument of assessment. It is the concomitant and necessary shift in perceptions of these underlying principles that give support for Hager & Butler's justification for a judgemental model of assessment as that which is appropriate for the assessment of workplace performance. Second, it supports the application of the judgemental model to workplace performance by considering a pertinent area, that of a postgraduate certificate in initial teacher education.     

六朝唯美诗歌研究导论

本文通过比较的方式,论述了六朝唯美诗歌的特质和表征,并且对六朝唯美诗歌的成就与地位作出新评价,同时也提出了六朝唯美诗歌研究应该遵循的原则。     

The relationship between students’ approaches to learning and the assessment of learning outcomes

The purpose of the present study is to gain more insight into the relationship between students’ approaches to learning and students’ quantitative learning outcomes, as a function of the different components of problem-solving that are measured within the assessment. Data were obtained from two sources: the revised two factor study process questionnaire (R-SPQ-2F) and students’ scores in their final multiple-choice exam. Using a model of cognitive components of problem-solving translated into specifications for assessment, the multiple-choice questions were divided into three categories. Three aspects of the knowledge structure that can be targeted by assessment of problem-solving were used as the distinguishing categories. These were: understanding of concepts; understanding of the principles that link concepts; and linking of concepts and principles to application conditions and procedures. The 133 second year law school students in our sample had slightly higher scores for the deep approach than for the surface approach to learning. Plotting students’ approaches to learning indicated that many students had low scores for both deep and surface approaches to learning. Correlational analysis showed no relationship between students’ approaches to learning and the components of problem-solving being measured within the multiple choice assessment. Several explanations are discussed.     

高职教育评价体系的构建原则

高职教育的评价原则,既是高职学校教育质量评估与人才培养质量监测整个过程中必须遵循的准则,也是构建评价体系、确定评估目的、制订评估方案、组织评估实施、得出评估结论的整个过程中必须体现和贯彻始终的原则,是做好评估工作的根基。文章从方向性、科学性、客观性、可测性、可行性和可比性六个方面对构建高职教育评价体系进行了论述,提出了构建高职教育评价体系的原则。     

工学结合人才培养模式下学生学习评价体系的构建——以贵州工业职业技术学院酒店管理专业为例

工学结合是培养高素质技能型人才的一种人才培养模式,构建实用、合理的高职教育工学结合人才培养模式下学生学习评价体系具有很强现实意义。以一定的原则为根据。以学习能力评价、工作能力评价和职业素养评价为主要内容,是工学结合人才培养模式下学生学习评价体系构建的根本。     

高职高专教育教学评价体系的比较研究

通过对比研究中外高等职业教育教学评价体系的理论和最新发展,在分析、研究国内外最新资料的基础上,本文探讨了21世纪我国高等职业教育教学评价的主要内容、原则、方法和应注意的问题,强调遵循高职高专教育的应用性本质特征和产学结合的基本途径,以及信息技术在评估中的应用。     

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

This study focused on the relationships between experiences with portfolio assessment, students’ approaches to learning and their assessment preferences by means of a pre- and post-test design in an authentic class setting. The participants were 138 first-year professional bachelor’s degree students in office management. They were assessed by means of portfolio assessment in a course that combined constructivist design principles and lectures. Approaches to learning and assessment preferences were measured by means of the Revised Two-Factor Study Process Questionnaire and the Assessment Preferences Inventory. Results showed that students’ preferences for student participation in examination and for permanent evaluation decreased significantly. Moreover, deep approaches were not enhanced. On the contrary, surface learning increased significantly. Notwithstanding, the surface approach proved to be a significant negative predictor of the portfolio assessment score.     

新课程实施以来学生评价改革的回顾与思考

新课程实施以来学生评价改革包括五个方面:学生评价理念的变革,日常学生评价实践的改革与研究,高利害学生评价体系的实践探索与研究,综合素质评价的实施与挑战,大规模教育考试的改进与研究。为了真正澄清学生评价的价值追求,以促进学生发展为根本目的,日常学生评价改革应遵循四个原则:促进每个学生的发展,不让一个学生掉队;全面关注学生身心各方面的发展;特别重视发挥评价的诊断功能;评价过程与学习过程相整合,充分发挥学生主体性,让学生参与到评价过程中。高利害学生评价改革的原则,一是尽量减少对青少年学生造成的伤害、压力,二是不让高利害评价的选拔、甄别功能扭曲学校应然的价值追求。     

形成性评价在大学英语教学中的实践

教学评价是实现英语课程目标的重要保障,应建立多元化和多样化的评价体系,注重形成性评价对学生发展的作用,注重评价结果对教学的反馈作用,使评价确实起到促进教学的作用。     

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes.     

试论中国教育史研究的学科性质与基本原则

中国教育史研究是一门现代教育科学与其他社会科学,特别是历史科学相结合的基础性教育理论学科。中国教育史研究的客观化原则,是指作为基本的研究要求,中国教育史研究应客观如实地阐释中国教千年不同历史阶段的教育思想风貌和教育制度嬗变轨迹,理性地认识和评价中国教育史实。     

模糊数学在学生综合素质评价中的应用

学生综合素质评价是一个多因素的评价,采用单因素的评价不可能得到满意的结果,必须同时考虑多方面的因素。运用模糊数学的原理和方法,先确立学生应该具备的基本素质,进而建立学生综合素质的评价的数学模型,进而对学生的综合素质进行客观的评价。     

Physics students' understanding of relative speed: A phenomenographic study

It is important that students of physics develop both quantitative and qualitative understanding of physical concepts and principles. Although accuracy and reliability in solving quantitative problems is necessary, a qualitative understanding is required in applying concepts and principles to new problems and in real-life situations. If students are not able to understand what underlies quantitative problem-solving procedures nor interpret the solution in physical terms, it is questionable whether they have developed an adequate understanding of physics. The research reported here is part of a larger phenomenographic study that is concerned with the assessment of physics students' understanding of some basic concepts and principles in kinematics. In this article students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of this concept. The teaching principles outlined concern both teaching relative speed, in particular, and teaching scientific concepts and principles, more generally.