走近PISA——国际学生评价项目综述

国际学生评价项目(PISA)自2000年公布第一次研究报告以来,已完成了一个周期的调查评价,本文概括介绍了PISA的产生和发展过程,测试主题和主要发现,国际影响及未来的研究计划,以利更多地借鉴其中的有益成分。     

Rethinking Course Assessment: Creating Accountability with Web-Based Tools

The World Wide Web (Web) offers many great tools for instructors of both distance and traditional science courses. These interactive sites primarily provide a service, as opposed to reference information. Instructors can often enhance student performance and course effectiveness by choosing from a wide range of these Web tools. Choosing good Web tools in a research supported assessment framework can result in courses that are more effective without adding significant work for instructors. The keys to success are high standards for student learning, a good assessment model, and quality tools. This paper seeks to describe a mastery learning environment where achievement targets are matched to existing Web-based assessment alternatives.     

The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course

Collaborating closely with a 10th-grade science teacher, we designed a Web-based learning environment (Web-LE) to improve student motivation to learn science. Factors believed to enhance intrinsic motivation (challenge, control, curiosity, and fantasy) were integrated into the instructional design of the Web-based learning tool. The Web-LE was implemented in the teacher’s 10th-grade classroom as a three-day student-centered learning activity. Data collection methods included individual student interviews, teacher interviews, motivation questionnaires, and observations. This study revealed multiple forms of evidence that the Web-LE and the associated learning activity improved student motivation. This study illustrates the benefits of educational researchers working closely with teachers using design-based research methods to successfully solve instructional problems and identify reusable design principles. Design principles for the integration of intrinsic motivation factors into the development of similar Web-LEs are presented as well as directions far future research.     

网络课程评价标准的研制

该研究按照标准研制过程在开发阶段和建立共识阶段上的要求,建立了初步的网络课程评价标准指标体系,随后采用德尔菲法进行了两轮专家评议,初步形成了具有共识性的网络课程评价标准指标体系及其评价方案。     

A Process Evaluation of an Online BSW Program: Getting the Student Perspective

This paper reviews the student perspectives of an online BSW program. The structure of this program is presented, along with findings from a mixed-method evaluation of four matched BSW courses where each instructor taught both the online and face-to-face sections. Although there are no identified differences in performance, grades, or retention, students report differences in developing instructor and classmate relationships and in overall course satisfaction. Qualitative findings highlight the advantages of the flexibility of online education, tempered by challenges in making connections and fewer spontaneous interactions. Implications for online course development are discussed.     

Evaluating a Psychology Graduate Student Peer Mentoring Program

Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were explored. As expected, mentoring functions were highly correlated with various outcomes. Results indicated psychosocial assistance, networking help, and relational outcomes were reported most among participants. Interestingly, pair compatibility and mentor preparation were not found to be essential program characteristics. Program recommendations and future research are discussed.     

Evaluation of Short-Term Impact of a High School Summer Science Program on Students' Perceived Knowledge and Skills

Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of laboratory skills, as well as the impact on student interest in pursuing a career in science. Students' exposure to advanced laboratory techniques and their interaction with professional scientists provided them with a very positive hands-on experience. Students who attended the program felt more confident in their ability to use sophisticated laboratory skills and that the Summer Science Academy program provided a positive influence on their performance in advanced science courses, as well as their desire to pursue a career in science.     

Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.     

从国际性学生评价项目引发的几点思考

国际性学生评价项目的研究,具有显性的时代意义。它对我国现行的课程及教学改革的研究、学生评价的研究均有重要的参考价值;探讨了我国学生评价与国际性学生评价项目相比存在的问题和对改革策略进行了思考     

Assessment of situated learning using computer environments

Based on a theory of situated learning, assessment must emphasize process as much as product. Assessment must move away from a linear additive model, accepting at the outset the complex, nonlinear, and possibly chaotic nature of real learning. Assessment must adapt to and take advantage of students working with technologies that extend their perceptual and problem-solving capacities beyond what they could do alone. To illustrate these points, several assessment examples are given, including a computer-based planning assistant for a videodisc mathematics and science video, suggestions for computer-based portfolio assessment, and speculations about embedded assessment of virtual situations. In all cases, the theory of situated learning emphasized perception over memory and the codetermined nature of learning and thinking.     

Educational Assessment via a Web-Based Intelligent System

Effective assessment is vital in educational activities. We propose IWAS （intelligent Web-based assessment system）, an intelligent, generalized and real-time system to assess both learning and teaching. IWAS provides a foundation for more efficiency in instructional activities and, ultimately, students＇ performances. Our contributions are summarized as （1） Given the causes （student knowledge levels and learning styles）, BN （Bayesian Networks） technique is utilized to automatically reason on the probabilities of the presence of the effects （learning outcomes）; （2） The absence of teaching practice assessments is addressed via the feedbacks from three different levels, aiming to correlate the teaching assessment with the learning assessments for the improved effectiveness in instructional activities; （3） Under a client/server architecture, IWAS is decomposed into a set of independent modules; through the standard inter-module interfaces, the flexibility of easy maintenance makes IWAS a generalized system adaptable to different domains; and （4） Web technologies are integrated to deliver the formative feedbacks to users in a timely manner     

学生评价的民主意蕴

在教育民主化过程中,学生评价民主是其中极为重要的一部分。民主意蕴被各种权威观念所遮蔽,导致学生评价因利益关系而异化的风险日益增加,使以评价促进学生自由、平等、全面发展的本真追求难以满足。从评价标准、评价权力和评价程序等方面阐明学生评价的民主意蕴,对解决学生评价民主缺失问题具有极为重要的实践意义。     

博士后考核评价工作的理性思考

本文通过对博士后考核实践和理论分析，基于鼓励博士后的创新性研究，促进其科技成果转化的思想，对博士后考核评价的办法及其标准提出了一些建设性的建议。     

Assessment of expert-novice chemistry problem solving using HyperCard: Early findings

Results of a HyperCard method for assessing the performance of expert and novice high school chemistry students solving stoichiometric chemistry problems (balancing chemical equations) have been reported. The assessment involved the use of a HyperCard instrument (Hyperequation) developed on a Macintosh platform to administer a set of five chemistry problems, register student responses, and collect data related to student performance. The chemistry problems have been previously tested and validated in traditional (pen-paper) assessment settings by other researchers. MANOVA results indicate a significant difference between the performance of expert and novice students solving the five stoichiometric chemistry problems using the Hyperequation. The study shows promise in that a HyperCard assessment method could differentiate between the performance of experts and novices in problem solving. The implication is that HyperCard might be a suitable technology for developing performance assessment methods not only in chemistry but also in other science disciplines.     

Student Task Modeling in Design and Evaluation of Open Problem-Solving Environments

Design and evaluation of computer-based open problem solving environments is a non-trivial task. Definition of a design framework, which involves a strong field-evaluation phase, has been the subject of the research described in this paper. This framework is based on the concept of student task modeling. Tools to support design and evaluation have been built and used in the frame of this study. The framework and the developed tools have produced promising results during the evaluation of an open problem-solving educational environment.     

基于网络的高职顶岗实习教学评价体系的构建

顶岗实习是高职专业人才培养的重要环节,为提高顶岗实习质量,必须设计科学合理的顶岗实习教学评价体系,从而客观评价学生顶岗实习成绩和顶岗实习教学效果。     

美国数学教育中的问题解决及其评价

“问题解决”是指在原有的原理和法则的基础上，学会在不同条件下使用各种手段，通过多种途径，解决问题，以达到最终目的。“美国的学校数学课程与评价标准”把它作为一切数学活动的组成部分，成为数学课程的核心。在这方面他们做出了不错的成缋，另外对问题解决能力的评价，更突破了一般的常规方法，这些方面对正在实施素质教育的我国很有借鉴意义。     

学生终身学习能力的评价与比较--OECD国际学生评估项目简介

OECD从终身学习的框架出发,对学生的阅读、数学和科学三个方面进行评估.在该评估项目中,OECD对学生评价的功能、评价主体、收集信息的方式以及评价方法都做了新的阐述,分析了影响学生成绩的因素--学生性别、家庭背景、学习环境和学校组织等,使政策制定者更清楚地了解影响教育成功的因素.     

国际教育评价中的科学探究能力测评简介及启示

科学探究能力测评已经成为世界科学教育专家关注的焦点。国际上目前采用了三种测评方法,分别为TIMSS、PISA和NAEP。通过对这三种测评中科学探究的能力目标分类体系的介绍,指出了三种测评在考查科学探究能力各个方面的特点,提出了可供我们借鉴的有关启示。     

PISA对化学学科素养的测评

本文结合具体案例介绍了PISA测评化学学科素养的特点,提出PISA试题在化学出题上,对创设情境的注重、互动性的问答方式以及开放性的评分方式都是鼓励学生应用知识、分析解决实际问题的好借鉴。