高职院校学生成绩预警管理模式的探究

高职院校学生成绩预警管理是以对学生学习成绩的记载、统计和分析为依据,并通过成绩数据对存在的学习态度不端现象的学生进行及时告知和警示为管理核心的工作过程。高职院校成绩预警管理模式具有课程考核阶段化、成绩数据多元化、成绩统计立体化、成绩预警与反馈及时化等主要特点。实践证明,成绩预警管理模式的实施对高职院校在稳定教学秩序、树立良好学风、促进人才培养工作等方面有着极其重要的意义。     

高职教学考核评价方式的新探索

高职教学改革在多方面已取得突破性成果,已经形成了较为完整的高职教育理论、体系和运行方式,但目前大多数高职院校在学生考核评价方式上,仍然沿用以笔试为主要形式,以卷面成绩为主要依据的传统方式。因此,有必要对考核方式进行研究和改革,提出新的理念和模式。本文提出了对学生的考核评价注重平时成绩,注重平时的过程,以学生平时成绩、期末考试成绩等各方面综合评价来确定每门课程的最终成绩。     

对高职院校学生成绩考核模式改革的思考

高职院校考试方法改革对教学内容和教学模式的改革有着直接的影响,对强化学生应用技能考核、突出学生职业应用能力培养具有十分重要的作用。文章分析了现阶段高职院校在学生成绩考核模式方面存在的主要问题及原因,提出了加强考试方式方法改革的具体措施。     

高职学生入学成绩、在校成绩与职业能力关系简论

从表面上看,我国的就业形势一片大好,但是高职学生的就业率却不容乐观,不少高职院校的毕业生找不到自己满意的工作。一方面,企业＂用工荒＂;另一方面,高职生＂就业难＂。这种现象是否与高职学生的职业能力有关？学生的在校学习成绩与入学成绩有无相关性？学生的职业能力与在校学习成绩有无相关性？对此进行调查研究的结果表明,高职学生的在校成绩与入学成绩之间相关性不明显,学生的职业能力与在校学习成绩则呈正相关。     

高职专业英语考核改革探索

高职院校英语专业的学生与本科院校的学生相比,不管是在基本知识的掌握还是在专业学习的方面都是有一定的差距的,这就说明沿用传统的考核方法考查高职院校的学生是不合适的。考核影响学生的成绩和最后的毕业,有理有据的考核结果对学生来说是至关重要的。     

高职院校实践教学环节考核方式创新研究

高等职业教育必须以培养学生"实践能力、创造能力、就业能力和创业能力"四种能力为本位,而培养四种能力的关键是实践教学环节考核方式,因为考试方式具有导向、激励和指挥教育教学的功能.创新高职院校实践教学环节考核方式,有助于高职院校学生四种能力的培养.目前,高职院校学生实践教学环节考核方式较单一,缺乏科学合理的实践教学环节考核指标体系,考核方式不利于学生实践能力的培养.本文主要探讨了高职院校实践教学环节考核方式创新的重要性以及改革的基本思路.     

高职院校数学课程改革的思考

高职院校数学课程目前存在种种不适应高职教育发展的问题。高职数学课程改革,涉及教育思想、教育管理的变革,包括课程设置、教学内容、教学方法、学生成绩考核等方方面面,是一个长期的、艰巨的、复杂的过程。因此,改革必须科学规划,有计划、有步骤地实施才能取得成功。高职院校数学课程改革,需要转变教师的教育思想,明确高职数学的课程目标,着力搞好课程建设,改进教学研究方法,改变学生成绩考核办法等。     

重新确立高职学生数学成绩的考核标准

传统的数学成绩考核标准存在诸多弊端,无法适应当前高职院校数学课的教育目标与教学内容的转变。教师应该按照全面、科学、有效的原则,重新确立高职学生数学成绩的考核标准,促进高职学生数学应用能力的培养和综合素质的提高。     

信息化背景下高职院校学生主观能动性因素与英语成绩的关系研究

高职院校学生来源组成不同,不同的认知态度及实践程度等主观能动性因素会对英语成绩产生不同程度的影响。高职院校学生主观能动性因素与英语学习成绩的关系研究显得很有必要,是否有规划目标、规划目标是否落实、手机使用时间、用于查资料的时间与学习成绩的关系研究,可以客观反映目前高职院校学生的主观能动性状况,为学生学习、家长配合、教师指导、学校规划等提供理论依据和实践指导。     

关于高职院校大学语文课程“3+1”模块化考核方式的实践与思考

随着高职院校课程改革的逐步深入,大学语文课程改革也在不断进行中,传统考核方式已明显不能适应课程建设和学生发展的需求,因此建立合理的考核方式迫在眉睫。本文主要从高职院校大学语文课程常见的考核方式入手,根据高职院校的培养目标,大学语文的课程定位、教学目标以及高职院校学生学习的特点,提出了建立"3+1"模块化考核方式,以考促教,以考促学。     

课堂评定:学生学业评价的重要方式

随着基础教育学生评价改革的深化,学业考核已经向关注学习过程的形成性评价扩展。课堂评定作为形成性评价的一种重要方式,对于提高学生学习质量和改进教师教学方法具有重要的作用。课堂评定能够考查学生的知识理解、分析与推理、综合与批判、问题解决、学习方法和学习情感。教师可以通过书面反馈、课堂观察、学习日志和学生同伴检查来开展课堂评定。要提高课堂评定的有效性,教师应当清楚确定评价内容,运用多样化评价手段,精心组织评价活动,及时反馈和使用评定结果。     

Assessment for learning in the accountability era: Queensland, Australia

Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers’ assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through a focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government's implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent.     

Effects of teacher professional learning activities on student achievement growth

The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning.     

教学文化的结构要素及其对学业成绩的影响效应研究

采用结构方程模型(SEM)研究教学文化(culture of teaching)的结构要素及其对学生学业成绩的影响效应。主要有以下发现:第一,教学的有效性(effective teaching)、学生的参与性(student engagement)和学习的主动性(learning motivation)是描述教学文化的有效要素。第二,教学文化的各结构要素与学业成绩具有显著相关性。第三,教学文化结构要素对学业成绩具有层次性影响关系:教学的有效性和学生的参与性对学习的主动性具有直接显著影响效应;学习的主动性对学生的学业成绩具有显著的直接影响效应;学习的主动性在教学的有效性、学生的参与性与学生学业成绩之间存在着显著的中介性影响效应;而教学的有效性、学生的参与性两个变量对学业成绩不存在显著的直接影响效应。本研究运用实证数据揭示了教学文化发生作用的动力机制,提出构建良性的教学文化必须以提高教学的有效性为前提,以提高学生学习的主动性为中心,通过提升教与学的品质,促进学生内生性的、可持续的发展。     

High Quality Classroom Assessment: What Does It Really Mean?

Teachers who gather accurate information about student achievement through the use of sound classroom assessment contribute to effective teaching and learning. On the other hand, those who fail to understand and apply the rules of evidence for sound assessment risk doing great harm to students. Thus, all teachers must understand the differences between sound and unsound assessments. This module is designed to promote that understanding. It examines the many users and uses of classroom assessment, the wide range of achievement targets to be assessed, the array of assessment methods teachers use, and the importance of marrying targets and methods in ways that promote sound assessment. Four key attributes of sound assessment are presented for the teachers to apply in their own classroom assessment environments.     

Students’ conceptions of assessment purposes in a low stakes secondary-school context: A mixed methodology approach

Though assessment in its early history was conceived as a measurement device, alternative approaches to assessment of student achievement have appeared the past few decades. In this context, studies have been conducted to investigate students’ conceptions of assessment approaches and purposes, as there is evidence that these will affect their learning and ultimately their achievement. This study uses a sequential mixed methods design to investigate students’ conceptions about the purposes of assessment and their definitions of assessment. A questionnaire was administered to 599 lower secondary school students in Cyprus, followed by group interviews with 15 students to explain and build upon initial quantitative findings. Results show that students’ perceptions are in alignment with the current shift in assessment to be used primarily for enhancing teaching and learning. Students seem to agree with the legitimate purposes of assessment and realize that it is an ongoing procedure linked with teaching and learning.     

Formative Assessment Techniques to Support Student Motivation and Achievement

Formative assessment can have a powerful impact on student motivation and achievement. This article discusses five key practices that teachers can use to gather important information about student understanding, provide feedback to students, and enable students to set and attain meaningful learning goals. Each of the techniques can enhance student motivation as well as achievement.     

Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development

This study investigates the extent to which the Dynamic Approach (DA) to Teacher Professional Development (TPD) can help teachers develop their assessment skills and through that contribute to the improvement of student learning outcomes. To achieve this aim, a multi-treatment group randomisation study was conducted to compare the impact of the DA with the impact of the Competency-Based Approach (CBA) on developing assessment skills and promoting student learning outcomes. Assessment skills of 178 teachers and achievement of their students (n = 2358) were measured before and after the intervention. The DA had greater impact on teacher assessment skills and student learning outcomes than the CBA. Differential effects were also identified since differences in the impact of each approach were only identified for teachers who were situated at higher stages of assessment skills. Implications of findings for research, policy and practice are drawn.     

Analysis of assessment practice and subsequent performance of third year level students in natural sciences

Abstract

Summative assessment qualifies the achievement of a student in a particular field of specialization at a given time. Questions should include a range of cognitive levels from Bloom's taxonomy and be consistent with the learning outcomes of the module in question. Furthermore, a holistic approach to assessment, such as the application of the principles of the Herrmann Whole Brain Model, needs to be used to accommodate learning style diversity. The purpose of this study was to analyse, assess and compare the summative assessment of two third year level modules in the Bachelor of Science degree programme, namely Biochemistry and Zoology as part of action research with a view to enhancing the professional development of the lecturers involved. The questions posed in summative assessments were classified in terms of Bloom's differentiation of cognitive levels and the four different learning styles determined by Herrmann. Spearman's non-parametric analysis indicated that no correlation existed in this study between cognitive level and student performance based on achievement. In addition, there was not much difference between the cognitive levels and student performance between the two disciplines. Although the students seemed to do better at application level questions, the authors need to reflect on whether the assessments were valid with respect to the learning outcomes, methods of facilitating learning, and the assessments based on cognitive levels and learning style preferences. We conclude that continuous action research must be taken to improve the formulation of learning outcomes and students' achievement of these outcomes and quality of student learning – the main aim being the successful completion of the modules.     

Contextualising practice: Hallmarks of effective teachers of writing

This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. Multiple data collection methods included lesson observation, analysis of the classroom environment, teacher and student interviews and teacher documentation. Common was a commitment to formative assessment practices and classroom environments supportive of student literacy learning. Hallmarks of teachers whose students showed a greater awareness of their learning were a sense of purpose and meaningfulness; of coherence or connectedness and of being consistent and systematic. This paper argues that student achievement in writing is likely to be higher when teachers exhibit strength s in these hallmarks.