《评价量表——快捷有效的教学评价工具》评介

本文通过简要评述《评价量表——快捷有效的教学评价工具》,向读者介绍一个教学评价工具——评价量表。 该书不仅系统阐述了评价量表的定义、基本组成部分,还介绍了评价量表的建构以及在多种情境下的应用。在呼吁多元化评价的当今教学中,本书对于教育工作者来说无疑提供了一个方便有效的教学评价工具。     

当今美国高等教育质量评估的焦点:学生学习成果评估

学生学习成果已经成为当今美国高等教育质量评估的核心内容。学生学习成果评估提供了能够显示每一所院校办学成效的最为重要的证据。高等教育的学习成果按类型可划分为认知性学习成果和情感性学习成果。学生学习成果评估的一个主要环节是运用定性或定量测量等方法获取学习成果的信息和证据。全国性的标准化测试和问卷调查被更多地用于测评一所高校总体的学生学习成果水平和办学成效。当前,学生学习成果评估在实践中面临着一些问题。美国高等教育质量认证要求的变化促使美国高校前所未有地重视学生学习成果的评估和改善。美国学生学习成果评估运动对中国的高等教育评估有一定的启示。     

To Feedback or Not to Feedback in Student Self-assessment

Extensive research (Black & Wiliam, 1998) notes the importance of feedback for learning. It is posited that even final-year undergraduate students will benefit from feedback and would thus value tutor feedback as an integral part of the student self-assessment process. At a British university, students were trained to carry out self-assessment of two types: firstly, self-assessment prior to peer and tutor feedback and secondly, self-assessment which integrated feedback as part of the process. Students overwhelmingly favoured the latter. In addition, analysis of student errors showed that, contrary to expectations, the majority of students' errors in translation were principally caused by their native language. Furthermore, discussion and questions on criteria revealed that students' expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this.     

Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety,Self-Efficacy,and Perceived Emotional Support

This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of two feedback scenarios in which level of face threat was manipulated. Student feedback anxiety was measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that feedback anxiety predicts lower self-efficacy for learning and less perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student–instructor communication are discussed.     

Factors That Promote Faculty Involvement in and Satisfaction with Institutional and Classroom Student Assessment

This study examines institutional factors that promote faculty satisfaction with their institution's approach to and support for student assessment and that are related to faculty involvement in their institution's support practices and in their own engagement with student assessment in the classroom. The study is based on a survey of faculty from 7 institutions that vary by type, control, and accrediting region. The institution's student assessment purposes, its administrative support patterns, and its faculty instructional impacts are significant predictors of faculty satisfaction with their institution's approach to and support for student assessment. External influences on, faculty uses, and perceived benefits of professional development practices for student assessment are significant predictors of faculty involvement with student assessment in their institution and their classes.     

Doctoral Student Satisfaction: An Examination of Disciplinary, Enrollment, and Institutional Differences

Previous research suggests that it is the department, not the graduate school that bears the greatest responsibility for doctoral students’ progress and success (Ehrenberg et al., Doctoral education and the faculty of the future (pp. 15–34). Ithaca, NY: Cornell University Press, 2009) dictating the need to examine and understand how doctoral students experience their education at the department level. In the present study, we analyzed the NAGPS’ 2000 National Doctoral Program Survey (NDPS) data in an effort to understand the differences in the satisfaction levels of doctoral students (current, recent graduates, and former) across various academic disciplines (e.g. social sciences, humanities, engineering) and different institutional types (e.g. research extensive and research intensive). Employing both traditional (ANOVA) and item-level (Rasch Rating Scale Model) analyses we found that although overall satisfaction with doctoral experiences appears to be equivalent/similar across multiple disciplines, student satisfaction within disciplines varied significantly and consistently with respect to specific academic experiences.     

Closing the Feedback Loop: Ensuring Effective Action from Student Feedback

Feedback from students can informimprovement in higher education institutionsand be part of the students' role in universitymanagement. To be effective it is important to`close the loop': from student views, throughidentifying issues and delegatingresponsibility for action, to informingstudents of the action resulting from theirexpressed views. The focus of this paper is theStudent Satisfaction Approach, aninstitution-wide survey used internationally.The paper explores the different waysuniversities feed back information to studentsfollowing institution-wide surveys, includingthe different presentation styles and the typesof issues that are presented to students,drawing on international examples.     

论高等学校学生工作的制度创新

文章以制度创新的原则和意义为出发点，阐述了制度创新的方法、阻力和对策，认为制度创新应充分考虑针对性、导向性、激励性、约束性和实践性，创新制度是对实践经验的总结提炼，间接经验的学习借鉴，已有制度的推陈出新和微观制度环境的创设。     

Video: A Method of Delivering Student Feedback

This paper describes the implementation and evaluation of the use of video as a method of delivering feedback to students taking certain practical art and design modules, as part of their first degree programmes at De Montfort University. Initially tested within Lens Based Media photographic modules, the results were such that video was considered to enhance a feedback process that referred to visual imagery, as well as offering students comparative feedback on their own performance. Further tests were undertaken, with an Interior Design module, to investigate the effectiveness of video in assessment procedures that included both two and three dimensional work. Insights are also given into various perceived improvements that this use of video can offer art and design education. These include the freeing up of staff time for individual tuition and creative work, a rapid speed of turnaround between assessment and distribution of the feedback to students, and a method of alleviating problems associated with the storage of student work.     

360度反馈评价:应用、问题及建议

360度反馈评价是近年来从西方企业或组织的人力资源管理中借鉴的一种绩效评估和职业发展的评估工具。具有评价的公正、真实、全面、客观和准确等特征。在内容、结构、标准、评价者和结果反馈等方面也有特殊要求。在对它的运用过程中常出现标准不明确、未作工作分析和预测、依赖上级评价和缺乏沟通等问题。有鉴于此,我们应正确理解360度反馈评价的价值,重视企业高层领导的决定作用,注意使用360度反馈的文化差异问题。     

反馈何以有效:对当前课堂教学评价的新思考

有效的反馈是构筑发展性课堂教学评价体系的重要基础。当前课堂教学评价反馈在反馈观念、反馈形式、反馈内容、反馈做法以及反馈原动力等方面存在诸多问题,成为制约教学质量提高不可忽视的因素。要实现有效的反馈,必须要明确反馈的内髓,把握对象的需求,综合运用各种反馈形式,构筑起师生之间良性互动的通道。     

学生评价的转向:基于发展性评价的视角

创新人才培养迫切要求教育评价的转向。发展性评价作为一种"过程和结果并重、教学与评价紧密结合"的评价新理念,要全面实施必须实现全面发展的学生评价体系的转向、教师发展性评价的转向、教育评价管理理念的转化以及教育评价手段的升级和更新。     

Predictors of Tuition Worth: Psychological Sense of Community,Institutional Integrity,and Student Thriving

Using hierarchical multiple regression analysis, this study examined the factors that contribute to the variation in students' subjective perceptions of the value of their tuition dollars. This study utilized data on 6,322 undergraduate students from 11 institutions in the Council for Christian Colleges & Universities (CCCU) who completed the Thriving Quotient questionnaire. The results revealed that psychological sense of community (β = .321) was the strongest predictor of students' perception that their tuition was a worthwhile investment. Financial difficulty was the second strongest predictor (β = –.245), and students' perception of institutional integrity was the third strongest (β = .161). These findings indicate that helping students develop a sense of community on campus and perceive that their institutions are meeting the expectations created during the admissions process are important elements of helping students appreciate the value of their tuition. Further discussion on the theoretical and practical applications of the findings are included.     

Accelerated Learning: A Study of Faculty and Student Experiences

In this study we explored faculty and student experiences of accelerated learning. We conducted interviews with faculty members who had delivered the same course in 12 and 6-week timeframes, and we analysed a student survey. Students reported overall positive experiences in the accelerated courses, particularly in the social aspects of learning, higher than usual motivation, and confidence in their learning. However, both faculty and students raised concerns about the scope and timing of assessment tasks, student workload expectations, faculty workload, and administration of courses. We offer recommendations regarding implementation, assessment practices, and management of learning in an accelerated timeframe.