浅谈大学英语四、六级考试考务管理工作中的“以人为本”

大学英语四、六级考试是由教育部高等教育司主办的全国性统一考试.本文作者结合自己十余年大学英语四、六级考试考务管理工作的经验教训,从考务管理工作各环节中“人”的角度进行分析和思考,对完善大学英语四、六级考务管理工作提出自己的一些建议和看法,从而保证大学英语四、六级考试顺利有序地进行.     

大学英语四、六级考试考务管理的现状与对策

大学英语四、六级考试是社会、学校、学生普遍关注的国家级考试,考试规模逐年增大,加大了考务管理工作的难度。本文针对大学英语四、六级考试考务管理工作的主要问题进行分析,并提出对策,从而保证大学英语四、六级考试顺利有序地进行。     

浅谈大学英语四、六级考试考务管理

大学英语四、六级考试是教育部为提高高等教育英语教学而采取的一项措施,本文就如何做好大学英语四、六级考试考务管理工作提出一些建议,以促进CET考试考务管理工作制度化、规范化、科学化。     

我省隆重召开大学英语四、六级考试考务工作会议

按照《教育部办公厅关于大学英语四、六级考试管理工作分工调整的通知》和《教育部办公厅关于大学英语四、六级考试部分考务管理工作交接的通知》精神，2005年10月8日，省教育厅将我省大学英语四、六级考试部分考务工作移交到了省教育考试院。省教育考试院领导高度重视此项工作，为了保障考试工作的顺利举行，进行了统一规范部署。12月9日，在石家庄隆重召开大学英语四、六级考试考务工作会议。     

关于地方院校大学英语四、六级考试考务管理工作的思考

文章通过对大学英语四、六级考试的评价标准对大学英语教学的影响、大学生就业竟争的压力以及考试管理工作重视不够等问题进行分析研究,提出了要完善大学英语四、六级考试评价体系,淡化大学英语考试的功利性,加强考务工作的组织与管理等相应策略,以确保大学英语四、六级考试考务工作顺利进行。     

大学英语四、六级考试考务工作易忽略问题和改进措施

大学英语四、六级考试社会认可程度高,报考人数多,考务程序复杂,在考务实施过程中难免出现问题。本文从考前环节、考试环节、考后环节三个方面阐述了考务工作中容易忽略的细节问题,提出相应的改进措施,以期优化大学英语四、六级考务管理工作,更好地为大学英语四、六级考试服务。     

大学英语四、六级考试考务管理的问题与对策

大学英语四、六级考试是全国性的教学考试,参考人数多、社会关注度高,而高校考务管理工作是否规范、科学直接影响考试顺利实施.针对目前大学英语四、六级考试考务管理中普遍存在的问题,提出了相应的对策.     

高校大学英语四、六级考试工作队伍现状及综合素质提升的多元化改革路径探析

大学英语四、六级考试具有很强的权威性、规范性以及严肃性,它设立的初衷是为高校英语教学服务。但是,随着高校教育及社会经济的发展,英语四、六级考试被赋予更多的功能,社会权重放大,使得该项考务管理工作,特别是考试工作队伍的管理面临着重重困境和挑战,因此提升高校大学英语四、六级考试工作队伍的综合素质势在必行。本文在对当前高校英语四、六级考试考务管理现状做出分析和论述的基础上,就其如何提升综合素质进而提高其管理水平进行了研究。     

对四川省普通高校大学英语四、六级考试考务管理的思考

大学英语四、六级考试是教育部为提高高等教育英语教学质量而采取的一项措施。本文就如何加强大学英语四、六级考试考务管理进行深入分析,以维护大学英语四、六级考试的公正性、权威性和可信性。     

省教育考试院对我省大学英语四、六级考试（CET）报名资格做出新的要求

本刊讯 根据教育部要求，自2005年12月考试开始，我省全国大学英语四、六级考试部分考务管理工作由管教育考试院管理。     

商务英语教学中跨文化交际能力的培养

经济全球化使得跨文化的交流频繁;在商务英语教学中,广大教师认识到跨文化交际能力的重要性,开始注意如何对学生加强这方面的培养,作为英语教师,在商务英语教学中,应该让学生懂得这三方面内容：跨文化交际正在成为我们生活中的一部分;商务英语被广泛地运用于多方面的商务活动;用外语进行跨文化交际的能力被视为现代人的重要素质。     

A Systematic Replication Comparing Interteaching and Lecture in the Community College Classroom

Researchers demonstrated the effectiveness of interteaching relative to lecture in 4-year university classrooms, but exploration in other settings is deficient. This systematic replication examines the extent to which interteaching leads to increased exam scores compared to traditional lecture in the community college classroom. Participants in two introductory psychology sections took identical exams following counterbalanced alternating lecture and interteaching conditions. Most student exam scores following interteaching were slightly higher than exams following the lecture condition, with statistically significant differences in two of the six exams. Students in both sections correctly answered more interteaching-based than lecture-based questions on the cumulative final exam, although these differences were not significant. During interteaching, students earned significantly more points throughout the semester compared to the lecture condition. Also, more students reportedly preferred interteaching relative to lecture. The results of this study comparing interteaching to lecture in a community college setting are consistent with the results in the original study within a 4-year university classroom. Students’ exam score gains and significant cumulative point differences suggest interteaching may be an effective alternative to traditional lecture, potentially producing meaningful differences in student performance within the community college setting.     

大学英语四级考试焦虑学生的人格特征分析

在各高校尤其是非重点的院校中,有一批深受英语四级考试焦虑困扰的学生,由于存在着严重的焦虑而非学习水平等其他因素,他们总是不能通过四级考试,这种焦虑情绪严重地妨碍他们对英语以及其他科目的学习和身心健康。而具有不同人格特征的学生对于考试环境、过程、结果的反应是不同的,因此研究考试焦虑学生的人格特征对于我们采用恰当的方法和手段来辅导学生有着非常重要的作用。     

英语专业四级测试与精读课教学共进论

目前旨在检验学生综合运用能力的英语专业四级测试越来越引起高校、学生乃至社会的高度重视，而寓培养综合运用能力于核心教学目的之中的英语精读课则更突显其重要地位，其应以精品教学为导向，以优化测试为目标，使二同融共进，相得益彰。     

Knowledge Assessment of Food Safety Managers in Utah and Its Implications on the Exam and Instruction

ABSTRACT: Food Safety Manager's Certification is offered through a state‐local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access for students in all 29 Utah counties. All 454 students (Jan 2008–Mar 2009) successfully passed the food safety managers exam in 1 or 2 attempts and received certification. Twenty‐nine percent of those taking the exam received certification without accessing any of the course materials. The overall passing exam score mean was 82%. When combining both passing and failing exam attempts, the students' mean was 79%. The students' mean of the lower 25% was only 65%. When evaluating the 7 food safety knowledge domains, students' means were highest in personal hygiene and lowest in facility, equipment, and layout. The lower 25% of students failed to score 70% in 6 of 7 food safety knowledge domains. The English course materials were provided in 3 options where students could select 1 or more: online, textbook, and DVD. For students who chose to access educational materials 67% used online learning, 40% textbooks, and 10% DVDs as part of their study options. Extension Agent feedback on Hispanic students enrolled in the program indicates a need for Spanish language study materials. Overall, the Utah Food Safety Managers program demonstrates a successful state‐local Food Science Extension approach to distance education, online curricula, and the use of computers to facilitate testing and learning.     

Regulating interest when learning online: Potential motivation and performance trade-offs

Online learning may be particularly sensitive to self-regulatory trade-offs between maintaining interest and performance. Undergraduates in online or on-campus sections of the same course rated strategies used to motivate studying for the first exam, and interest after the first exam and at semester's end. First exam and final class grades were obtained. We compared online and on-campus students in reported use of strategies to enhance the importance of studying-related outcomes (goals-defined) and to enhance the studying experience (experience-defined). The latter included an Internet-based strategy (i.e., making studying more enjoyable by exploring class web page). Online and on-campus students did not differ in reported use of outcome-focused strategies but online students were more likely to report exploring the class web page. For online students, greater exploration was associated with higher interest but lower first exam grades, which predicted final interest and grades. Implications for regulating interest and online learning are discussed.     

Investigating effects of reading medium and reading purpose on behavioral engagement and textual integration in a multiple text context

The study addressed to what extent behavioral engagement and textual integration may differ when undergraduate readers work with identical printed versus digital texts in preparation for an exam versus for pleasure. We expected that working with printed texts would lead to greater engagement and better integration than working with digital texts, but that reading purpose would moderate this effect of reading medium because those reading in preparation for an exam would display greater engagement and better integration regardless of reading medium. Results showed interaction effects of reading medium with reading purpose on the behavioral engagement indicators of reading time and the length of the post-reading written products. For reading time, the interaction involved that students used longer time when reading digital and mixed texts for an exam, compared to reading for pleasure, whereas there were no difference between exam and pleasure oriented reading when reading printed texts. For the length of the written responses, students produced more text when reading printed texts for an exam than when reading printed texts for pleasure, whereas there were no differences in text production between reading for an exam and reading for pleasure when reading digital or mixed texts. Finally, there was an indirect effect of reading purpose on textual integration via text production when students read printed texts: students who read printed texts in preparation for an exam produced longer written responses compared to those who read for pleasure and, in turn, gained a more integrated understanding of the issue in question. These results are discussed in terms of the implications they offer and the avenues they suggest for future research.     

Admission mechanisms and the mismatch between colleges and students: Evidence from a large administrative dataset from China

This paper provides empirical evidence on how China’s transition from the Boston mechanism to the Chinese parallel mechanism (a simplified version of the Deferred Acceptance mechanism), along with changes to the information available to students on their entrance exam performance when they submit their college preferences, affect the academic match between colleges and students. Using data on students admitted to Chinese colleges from 2005 to 2011, we characterize the general patterns of mismatch between colleges and students based on students’ scores on China’s National College Entrance Exam and find evidence of substantial overmatch and undermatch. Results from a generalized difference-in-differences model indicate that switching from the Boston mechanism to the Chinese parallel mechanism lowered the probability of mismatch by approximately 6%. Allowing students to submit their college preferences after learning their exam scores rather than before the exam reduced the probability of mismatch by 18%.     

College Credit on the Table? Advanced Placement Course and Exam Taking

Millions of high school students who take an Advanced Placement (AP) course in one of over 30 subjects can earn college credit by performing well on the corresponding AP exam. Using data from four metro-Atlanta public school districts, we find that 15 percent of students’ AP courses do not result in an AP exam. We predict that up to 32 percent of the AP courses that do not result in an AP exam would result in a score of 3 or higher, which generally commands college credit at colleges and universities across the United States. Next, we examine disparities in AP exam-taking rates by demographics and course taking patterns. Most immediately policy relevant, we find evidence consistent with the positive impact of school district exam subsidies on AP exam-taking rates. In fact, students on free and reduced-price lunch (FRL) in the districts that provide a higher subsidy to FRL students than non-FRL students are more likely to take an AP exam than their non-FRL counterparts, after controlling for demographic and academic covariates.