工程教育专业认证背景下光电检测原理及应用教学探讨

本文简要介绍了工程教育专业认证基本要求,针对测控技术与仪器专业的光电检测原理及应用课程,在分析课程培养目标、课程特点等具体情况下,将工程教育专业认证的基本要求引入到课堂理论教学、课程评价机制和工程素养的培养过程中,以工程项目为引导,提出问题、分析问题、设计开发解决方案,实现课程教学质量工程化,达到以评促建,适应专业认证基本要求。     

公路工程试验检测技术及其应用

现在,我国的公路工程建设项目遍地开花,对工程质量也提出了更高的要求。工程试验检测是确保工程质量的一个重要手段。它要求检测数据具有准确性、客观性。如今,随着科学技术的快速发展,不少全新的公路工程试验检测技术也先后诞生,广泛地运用于公路工程当中。提升了公路工程的试验检测效果。本文专门对公路工程试验检测技术及其应用进行分析,探索出合理的应用方案。     

建筑环境与能源应用工程专业建筑环境测试技术课程教学改革探索

《建筑环境测试技术》是建筑环境与能源应用工程专业本科生的专业基础课,在建筑环境与设备工程专业课程教育中占有特殊地位。该课程实践性强,涉及知识面宽,在应用型人才要求不断提升的行业发展背景下,本文对该课程的教学改革进行了教学内容、教学方法、考核方式等方面的改革和探索。     

基于信息技术的实验室安全管理智能预警系统建设

针对高校工程训练实验室种类多、要求差异化管理、实践教学过程长、实验室开放管理难度大等特点,建设了基于图像识别技术的工程训练实验室安全管理预警系统。对人员面部识别认证、危险行为识别预警、实验室人流量统计等进行了智能化系统的建设。实验室安全管理智能预警系统对传统实验室管理手段进行了有效补充,为高校的现代化实验室管理体系建设提供借鉴方案。     

"通风与空调工程施工质量验收规范"中漏风量测试问题及其工程实践

对“通风与空调工程施工质量验收规范”漏风量测试实施过程中如何界定低、中、高压风道系统的问题进行了分析;针对“规范”推荐的测试办法在工程实践中面临的困难,提出了一种漏风量测试的新方法,该方法在东莞玉兰大剧院空调工程中实际应用效果良好。     

校园视音频教材数字化建设的构想

随着网格技术的发展和“校校通”工程的不断完善,校园数字化信息的共享、应用对师生信息素养的形成发挥了越来越大的作用。从构建校园视音频教材数字化环境等角度探讨了模拟视音频信息数字化的意义及实施要求。     

以应用技术为导向的焊接技术与工程专业课程改革

根据国务院对工科高校人才培养的最新要求,结合焊接课程实际,以应用技术为导向,对焊接技术与工程专业课程进行改革,重视学生焊接技术应用能力的培养,以满足我国制造业对焊接技术与工程专业人才的高要求和大需求。     

隧道光面爆破施工关键技术

针对黔张常铁路大坡隧道工程断面大、掘进困难等问题,采用了光面爆破施工技术,为使爆破效果能够满足设计要求,对爆破参数、装药量及炮眼数量进行了理论计算,并在现场进行试验验证,总结了隧道光面爆破技术的关键施工工艺,该项技术成果可为类似工程施工提供经验借鉴,具有较高的工程应用价值.     

虚实结合的应力应变测试实验教学研究

为满足工程教育专业认证要求,提出了以学习产出为导向的虚实结合的真实工程问题驱动的实验教学项目。实验对象为工程实际中的蒸压釜开门机构,实验项目包含理论分析、有限元仿真、试验测试等环节,通过该实验教学项目能够使学生形成分析问题、解决问题的系统性思维,锻炼学生解决工程复杂问题、自我学习和团队合作能力,对工程人才培养具有重要意义。     

校园视音频教材数字化建设的构想

随着网格技术的发展和“校校通”工程的不断完善，校园数字化信息的共享、应用对师生信息素养的形成发挥了越来越大的作用。从构建校园视音频教材数字化环境等角度探讨了模拟视音频信息数字化的意义及实施要求。     

High stakes testing and student perspectives on teaching and learning in the Republic of Ireland

There is now a well developed literature on the impact of high stakes testing on teaching approaches and student outcomes. However, the student perspective has been neglected in much research. This article draws on a mixed method longitudinal study of secondary students in the Republic of Ireland to explore the impact of two sets of high stakes examinations on student experiences. The analyses are based on surveys completed by 897 lower secondary students and 748 upper secondary students, along with 47 lower secondary and 53 upper secondary group interviews with students. Findings show the presence of impending high stakes exams results in increased workload for students, with many reporting pressure and stress. Throughout their schooling career, students clearly favour active learning approaches. However, for some students, particularly high-aspiring middle-class students, these views change as they approach the terminal high stakes exam, with many showing a strong preference for a more narrowly focussed approach to exam preparation. This article highlights how students shift from a position of critiquing exam-focused teaching methods as inauthentic to accepting such methods as representing ??good teaching??.     

Devising inequality: a Bernsteinian analysis of high‐stakes testing and social reproduction in education

High‐stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high‐stakes testing and its effect on classroom practice and pedagogic discourse in the United States, the present paper applies Bernstein’s concept of the pedagogic device to explain how high‐stakes tests operate as a relay in the reproduction of dominant social relations in education. This analysis finds that high‐stakes tests, through the structuring of knowledge, actively select and regulate student identities, and thus contribute to the selection and regulation of students’ educational success.     

Can high stakes testing leverage educational improvement? Prospects from the last decade of testing and accountability reform

This article examines major trends in testing and accountability reform in the United States over the past decade. The review covers the apex and decline of the national experimentation with a range of alternative assessments and the rise of test-based accountability as a central policy initiative. These trends signify that testing has become a widely utilized instrument for educational reform in America. Research on these trends indicates that high stakes testing does motivate teachers and administrators to change their practices, yet the changes they motivate tend to be more superficial adjustments in content coverage and test preparation activities rather than promoting deeper improvements in instructional practice. Further, the information provided by large scale assessments is primarily useful to measure school and system progress, but of more limited utility for instructional guidance. Most problematic is that the high stakes testing system in America has been repeatedly promoted as a substantive reform in itself. However, high stakes testing is a relatively weak intervention because, while it reveals shortcomings, it does not contain the guidance and expertise to inform response. The article concludes with suggestions on how to capitalize on the strengths of high stakes testing while minimizing its shortcomings.     

Do examinations stakes moderate the test anxiety–examination performance relationship?

The study reported here aimed to establish whether the stakes of examinations taken by students in the final two years of compulsory education in the UK were associated with degree of self‐reported examination anxiety, and whether examination stakes moderated the anxiety–examination grade relationship. Data were collected from 615 students who were due to take examinations conceptualised as high stakes (a terminal examination), mid stakes (a modular examination), or low stakes (a mock examination). Findings suggested that students reported the lowest levels of anxiety and attained the highest grades in the mid stakes examination. Regression analysis suggested that examination stakes do moderate the inverse anxiety–grade relationship, but the effect for high stakes examinations was not in the expected direction. Results are interpreted in the context of limitations to this study’s design. Factors associated with the different timing of the examinations may have influenced results. Due to design limitations, these findings should only be considered provisional and an attempt should be made to replicate the findings using a more robust design. This study highlights the difficulties with designing studies and collecting data in an applied educational context.     

The Effect of Differential Motivation on IRT Linking

The purpose of this study was to investigate whether simulated differential motivation between the stakes for operational tests and anchor items produces an invalid linking result if the Rasch model is used to link the operational tests. This was done for an external anchor design and a variation of a pretest design. The study also investigated whether a constrained mixture Rasch model could identify latent classes in such a way that one latent class represented high‐stakes responding while the other represented low‐stakes responding. The results indicated that for an external anchor design, the Rasch linking result was only biased when the motivation level differed between the subpopulations to which the anchor items were administered. However, the mixture Rasch model did not identify the classes representing low‐stakes and high‐stakes responding. When a pretest design was used to link the operational tests by means of a Rasch model, the linking result was found to be biased in each condition. Bias increased as percentage of students showing low‐stakes responding to the anchor items increased. The mixture Rasch model only identified the classes representing low‐stakes and high‐stakes responding under a limited number of conditions.     

How reliable are informal reading inventories?

Informal Reading Inventories (IRI) are often recommended as instructionally relevant measures of reading. However, they have also been criticized for inattention to technical quality. Examination of reliability evidence in nine recently revised IRIs revealed that fewer than half report reliability. Several appear to have sufficient reliability for lower stakes decisions such as selection of classroom reading materials, but not for higher stakes purposes such as identification of reading difficulties. This article provides recommendations for improving IRI reliability and addresses the need for expanded guidelines for evaluating reliability, particularly for measures of score agreement. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 593–603, 2005.     

High Stakes Testing and the Structure of the Mind: A Reply to Randall Curren

'High stakes testing' is to be understood as testing with serious consequences for students, their teachers and their educational institutions. It plays a central role in holding teachers and educational institutions to account. In a recent article Randall Curren seeks to refute a number of philosophical arguments developed in my The Limits of Educational Assessment against the legitimacy of high stakes testing. In this reply I contend that some of the arguments he identifies are not mine, and that others survive his critique.     

Connected Learning and the Foundations of Psychometrics: A Rejoinder

This paper continues an exchange between its author and Andrew Davis. Part I addresses the attribution and ontological status of mental constructs and argues that philosophical work on these topics does not undermine high stakes testing. Part II examines the significance for testing of the connectedness of meaningful learning. Part III addresses the high stakes in high stakes testing in connection with the risk entailed by limited scoring reliability. It concludes that there is no straightforward relationship between the magnitude of what is at stake for students and teachers and the threshold of acceptable reliability in scoring.     

Raising the Stakes of Test Administration: The Impact on Student Performance on the National Assessment of Educational Progress

This article briefly reviews the current discussion of the effects of test administration conditions (i.e., testing stakes), and the motivational levels associated with them, on achievement test performance. The non-experimental study presented here investigates whether differences in test administration conditions and presumed levels of motivation engendered by different testing environments affect student performance on National Assessment of Educational Progress (NAEP) administrations. The testing conditions under study are the "low-stakes" environment of the current NAG administration and a higher stakes environment typified by many state assessment programs. The results suggest that in comparison to a "moderate-stakes" testing environment NAEP does not seriously underestimate achievement levels. However, the results cannot lead to the conclusion that student achievement is unrelated to testing stakes. Nor can one conclude that substantially raising the stakes of NAEP would not be accompanied by an increase in achievement scores.     

An examination of alternate assessment durations when assessing multiple‐skill computational fluency: The generalizability and dependability of curriculum‐based outcomes within the context of educational decisions

The current study extended previous research on curriculum‐based measurement in mathematics (M‐CBM) assessments. The purpose was to examine the generalizability and dependability of multiple‐skill M‐CBM computation assessments across various assessment durations (1, 2, 3, 4, 5, and 6 minutes). Results of generalizability and dependability studies (N = 104 students) suggest that relative interindividual decisions can rely on the results from 1‐minute administrations for low‐stakes decisions and the results of 4‐minute administrations for high‐stakes decisions. Moreover, absolute intraindividual decisions can rely on the results from 4‐minute administrations for low‐stakes decisions and 13‐minute administrations for high‐stakes decisions. The implications and limitations of these results are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 615–622, 2005.