评分规则在学生自我评价中的应用

学生自我评价需要一定的条件,包括提供反馈、技能和情感指导、学生自身的改进行为。评分规则由于自身所具有的标准参照的特点,它能为学生自我评价提供反馈信息,为学生自我评价提供了一种适切的技术。结合学生自我评价的条件和评分规则的特征,本文为评分规则在学生自我评价的应用提供了七种策略,并通过一个鲜活的案例加以说明。     

基于粗糙集的油画评分决策分析

文章以油画评分方案为例,利用粗糙集理论来研究评分过程中哪些角度是影响评分结果的最重要的因素,并考查数据的协调性和对系统的条件属性进行约简分析,再做决策规则的简化,最后得到评分决策规则.     

评分规则在高中音乐鉴赏教学中的应用研究

评分规则是连接教学与评价的桥梁,在高中音乐鉴赏教学中,具有多方面的价值。通过评分规则,可以培养学生的聆听习惯,调节教和学过程,提升学生的审美能力,促进学生全面发展等。评分规则具有很大的潜能,充分挖掘并释放其作用,将使高中音乐鉴赏教学更具生命的活力。     

一种有效的学生学业成就报告形式：评分规则

学生学业成就报告是评价体系中重要的一个环节,审视当前常见的学生学业成就报告形式,从中可以发现它们还存在着一些不足。评分规则由于自身所具有的特征,它能较好地弥补这些不足,在学生学业成就报告中具有独特的优势。据此,本文提出了在学业成就报告中应用评分规则的基本环节。与此同时,本文还审视了评分规则在学生学业成就报告中所存在的问题,并提出了相应的建议。     

评分规则在写作教学中的有效运用

为了提升写作教学质量,需要构建教、学、评三位一体的教学新形态,其关键在于评分规则的运用.我们可以运用评分规则伴随写作过程的有序展开,引领学习体验的不断深化,获取写作结果的全面信息,呈现写作学习的持续进步.     

上海市学位论文“双盲”评议中评分异常的 监测研究

应用2013-2014 学年上海市研究生学位论文“双盲”抽检系统的数据,对评议专家在论 文评议中的评分异常现象进行分析,归纳出评分异常现象的基本判定规则,提出了“双盲”评议异常 监测模型,该模型主要利用多元回归法构建。通过上述数据,获取学位论文在选题、创新、学术性、 应用性和准确性等方面的评分异常监测系数,并用2013-2014 学年上海交通大学工程硕士专业学位论文“双盲”成绩进行评分拟合度实验,实验证实了模型的有效性。     

多面Rasch模型在英演讲比赛中的应用研究

针对影响演讲比赛打分结果的各种误差来源,本文引入多面Rasch模型对评分进行分析。此模型在分析评分结果中的应用不但有利于有效测量考生的能力水平,而且为识别问题评委、完善评分规则、及评委培训等问题都提供了全新的解决思路。本文同时也介绍了多面Rasch模型的理论及其在演讲比赛评分中的应用框架。     

真实性评价中的评分规则

评分规则是真实性评价中不可或缺的组成部分，它作为描述性评价方案具有四个构成要素；它不仅是评价性工具，也是教学性工具；更为重要的是，它在教师的专业发展和课堂教学评价中有着重要意义。当然，评分规则需要合理地开发和运用。     

用Longford方法检验主观评分差异

主观考试采用评分员进行主观评分,由于评分一致性不高,缺乏信度,测量学界一直在努力探索提高主观评分信度的办法。本文用Longford方法对参加HSK[高等]作文考试评分的异常评分员作了一次实证检验。结果证明,该方法对检验大规模标准化主观考试评分员差异确实有效。     

如何制定英语写作评分规则

使用评分规则是教学过程中不可缺少的一部分，它是连接评价和教学的关键部分。制定英语写作评分规则，可使写作评价过程中主观的、非正式的观察，最终成为客观又可信的教学评价，同时帮助学生进行自我评价，增强学生的信心，提高学生的成绩。     

For the World in Which They Will Be Living

To examine the antecedents of perceptions of grading fairness, approximately 600 college students were surveyed about the prevalence and desirability of 1) teaching practices that assisted students to prepare for examinations, and 2) common test scoring manipulations used to transform poor scores into acceptable ones (e.g., curving low scores upward). Students also described the fairness of the grading they had experienced. Regression analysis revealed that grading fairness was predicted best by exposure to the teaching practices rather than the scoring practices. Results are discussed in terms of the possible effects of these teaching and grading practices on grade inflation.     

Two-step control grading method

The incorrectness of function grading in value engineering has been an essential problem for decades. This paper proposes a new method, where the functions under consideration are ranked in queue according to their importance and then graded quantitatively. By using this method, the reviewers are more aware of the degrees of importance, and therefore will have an easier time grasping the standard and reducing the erroneous grading. In the first step, the sign test is used to discard incorrect data, to count the grading result and to arrange in queue according to the degrees of functional importance. In the second step the queued up functions undergo quantitative grading, where the “average value of fluctuation coefficient” is proposed to determine the control levels and to delete unreasonable data outside the controlled region so as to get more satisfactory grading value. The proposed method solves the problem of the incorrectness of function grading in value engineering. It has been proved that the correctness has been raised from the original 70% to over 95%. This new method is not only contributive to the discipline of value engineering but also suitable in the evaluation of technical economy.     

TWO-STEP CONTROL GRADING METHOD

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Grading Standards,Student Ability and Errors in College Admission

Grades are important for admission of students in most higher education programs. Analyzing admission and student performance data at a major Norwegian business school, we find that the grading practice of teachers at regional colleges sending students to the school is affected by the average performance of the students being graded. Teachers at colleges recruiting good students from upper secondary school tend to be strict in their grading practice, while teachers at colleges recruiting less good students tend to follow a lenient practice. This has implications for the interpretation of grades and hence for optimal admission procedures. We develop a methodology to assess the consequences of differential grading standards. Approximately 10% of the students in our data are admitted at the expense of more competent students. We demonstrate costs for the school admitting the wrong students and in particular for the rejected students.     

扩招形势下的英语分级教学

近几年高校不断的扩招，推动了高等教育由昔日的“精英教育”向“大众化教育”的转变，但扩招也带来了学生生源分布广、水平参差不齐的新问题。遵循“以人为本”、“以学生为中心”的教学理念，体现因材施教的原则和灵活的教学管理方法的分级教学在一定程度上扭转了教学上的被动局面，大大提高了教学效果。     

利用XML的采分点匹配评分技术

分析了现有自动阅卷技术的特点,提出基于XML的采分点匹配技术,标准答案引入XML结构,采用正则表达式匹配的方法进行评分,具有较好的灵活性.实验结果证明该系统运行稳定,与人工评分的结果大致相符.     

Dissertations on Improvement of College Teaching – 1960

This article proposes the use of a new technology to assure student anonymity and reduce bias hazards: identifying students by using bar codes. The limited finding suggests that the use of bar codes for assuring student anonymity could potentially cause students to perceive that grades are assigned more fairly and reassure teachers that they are avoiding identity bias to the greatest extent possible. The authors recommend further implementation of bar code usage to investigate whether students and faculty could achieve positive perceptions as well as whether there are any drawbacks to such use.     

Grading as a Reform Effort: Do Standards‐Based Grades Converge With Test Scores?

Standards‐based progress reports (SBPRs) require teachers to grade students using the performance levels reported by state tests and are an increasingly popular report card format. They may help to increase teacher familiarity with state standards, encourage teachers to exclude nonacademic factors from grades, and/or improve communication with parents. The current study examines the SBPR grade–state test score correspondence observed across 2 years in 125 third and fifth grade classrooms located in one school district to examine the degree of consistency between grades and state test results. It also examines the grading practices of a subset of 37 teachers to determine whether there is an association between teacher appraisal style and convergence rates. A moderate degree of grade–test score convergence was observed using three agreement estimates (coefficient kappa, tau‐b correlations, and classroom‐level mean differences between grades and test scores). In addition, only small amounts of grade–test score convergence were observed between teachers; a much greater proportion of variance lay within classrooms and subjects. Appraisal style correlated weakly with convergence rates, but was most strongly related to assigning students to the same performance level as the test. Therefore using recommended grading practices may improve the quality of SBPR grades to some extent.     

标准设定与等级划分

标准设定在教育测量领域是一个相当重要的议题,它涉及面十分广泛、备受人们争议,解决起来非常棘手。为了解决此难题,国外涌现出大量标准设定方面的理论研究和实践应用。我们在标准设定方面的研究还比较欠缺,文章归纳各种方法进行标准设定的步骤、介绍一些经典的标准设定方法以及剑桥评价在进行等级划分时的运用,以期对我们的标准设定实践有所助益,增加考试的信度。     

加强自学考试评卷管理工作的探讨

在高等教育自学考试诸多工作中,评卷工作是一个重要环节,客观、公正、合理地评卷,可以鼓舞鞭策学员积极学习、努力进取,为国家选拔更多的合格人才。本文就自学考试评卷管理工作进行了深入的探讨。