What contemporary work are student ratings actually doing in higher education?

It is conventionally assumed that student ratings perform a significant function in driving improvement in pedagogical practices in higher education. As a result, this form of evaluation has gradually become institutionalised in recent decades as an essential proxy for understanding teaching and course quality in universities across the world. However, with the rise of market-based models in higher education and heightened expectations for accountability mechanisms, the role and functional purpose of ratings-based student evaluation have become increasingly confused. This rising ambiguity has created strong tensions between the seminal drive of student ratings as a tool of quality improvement, and the emerging demands for its use as a transparent accountability measure for the comparative assessment of academic performativity. So are student ratings now largely a tool of quality assurance or performance measurement, or do they remain a legitimate tool for pedagogical improvement? This paper reports on a study that responded to this critical question by considering the contemporary work of student ratings in a major Australian university. The outcomes of this research demonstrate that tension between improvement and accountability motives is causing considerable confusion and discord around the role and value of the student voice. It also reveals that academics are tending to discount the often critical insights of students on the implications of their pedagogical practices as a result of the elevating institutional role of student ratings as a proxy for teaching quality. In considering these outcomes, rising levels of academic dissonance around student ratings would suggest a necessity to consider broadened evaluative strategies that are able to more effectively capture the improvement potential offered by the student voice.     

What reasons are given by teachers who refer problem behavior students?

Referral information regarding 215 students referred to school psychologists was reviewed. Of this group, 74% were males and approximately one-half were referred while enrolled in the third through sixth grades. The most frequently stated reasons for referral were: (a) poor peer relationships, (b) displays frustration, (c) below academic expectations, (d) shy and withdrawn behavior, (e) disruptive behavior, (f) fighting, (g) refuses to work, and (h) short attention span. Referral reasons presented by classroom teachers correspond to the four major characteristics of behavior disorders: conduct disorders, personality disorders, inadequacy/immaturity, and socialized delinquency. Most referrals corresponded to reported behaviors representing conduct and personality disorders.     

are given in

皮皮和丽丽去郊外散步,请按时间顺序排列这五幅图。答案:①8点:散步前的准备;②9点:散步;③10点30分:到达山顶;④12点:山顶野餐;⑤14点:散步结束,回家。再来一个游戏~~     

What are they?

四个好朋友各有不同的工作,究竟谁是教师?谁是医生?谁是农民?谁是司机?你能根据这篇短文做出判断吗?     

What are these?

1.Electronic PetsThese pets can respondto emotional(情感的)needs,and react tovoice commands aswell as touches or ges-tures.They have sen-sors. sO they can be—come familiar with theirhomes .Like animalpets ,they love to beloved!     

What are these?

19th-century brace and bit(手摇曲柄钻头) TEA’S UPIn the automatic(自动的)tea-makerof 1904,levers(杠杆),spring(弹簧),and the steam from the kettleactivate stages in the teamakingprocess,A bell is rung to tell you thatthe tea is ready.     

What are objects?

Object oriented development of software systems is becoming de-facto standard in large software projects. This article explains the motivation behind object orientation and how it promotes the use of software components.     

What does ratemyprofessors.com actually rate?

This research looks closely at claims that ratemyprofessors.com creates a valid measure of teaching effectiveness because student responses are consistent with a learning model. While some evidence for this contention was found in three datasets taken from the site, the majority of the evidence indicates that the instrument is biassed by a halo effect, and creates what most accurately could be called a ‘likeability’ scale.     

What are you doing?

填一填请你根据图将句子补充完整。1.The______is taking photowith a______.(小猴正在用照相机拍照。)2.The______is sitting be-fore a______(.小猫正坐在电脑前。)3.The fox likes listening tothe______under the______(.狐狸喜欢在树下听收音机。)4.In the evening,two mo     

What are association formation models?

In his presentation of the propositional account of associative learning, De Houwer (2009) argues that association formation models (AFMs) assume excitatory link representations and automatic learning processes. However, the application of AFMs to human causal and contingency learning has assumed propositional forms of representation, although excitatory link representations are also required to explain certain nonrational consequences of associative learning. Moreover, at least two of the AFMs that have been applied to human associative learning invoke processing with nonautomatic characteristics. In conclusion, the distinction between the propositional account and AFMs of associative learning lies not in the form of representations but in the specific details of the learning processes generating the associative representations.     

What are open universities for?

This article proposes a framework within which the question as to the purposes of open universities should be examined. It argues that the question has become submerged over time through the establishment of so many open universities that have become natural elements in a higher education landscape rather than remaining radical and innovative institutions. The article looks at a number of innovative distance teaching higher education institutions from the nineteenth century through to the contemporary period, and examines case studies in a wide international range. The outcome of the argument is that open universities should articulate their purposes within a discourse of development, and engage with the ethical and political questions as to how development is understood and advanced.     

What row are you in?

M:Good evening,Mrs Read.Nice to see you again. R:Hello,Meimei.Nice to see you. M:What row are you in R:I'm in Row 14.What about you     

What are you going to be when you grow up？

One day our teacher in charge of class （我们的班主任） calked us, “What are you going to be when you grow up？” Some of my classmates answered him at once one after another.