Assessment Needs in GCSE Examinations: Some student perspectives

This article explains the conceptual link between the special assessment needs of disabled; GCSE examination candidates and the assessment needs of ordinary, non-disabled; candidates within the context of the available guidance. It reports the results of a study sampling the views and experiences of 66 ordinary GCSE mock examination candidates by questionnaire or interview. The findings indicate a range of potential insufficiencies in ordinary examination arrangements which are testimony to the value of a student perspective in the EP assessment of assessment needs. The results challenge the validity of the distinction between special and ordinary assessment needs as presently constructed and also suggest the utility of more evidence-based functional data. Future research could usefully elucidate how the range of GCSE examination assessment needs are manifest and for whom. This may lead to examination arrangements that are maximally inclusive and offer equality of opportunity to both disabled and non-disabled candidates alike.     

小学英语教学中的持续性评价

小学英语教学有其特殊性，对小学生的英语评价不能只做终结性的评价。为了保证小学生学习英语的兴趣和动力，真实、客观地反映小学生的英语水平，及培养小学生的品质，持续性评价起着越来越重要的作用。     

Writing Matters: Linguistic Characteristics of Writing in GCSE English Examinations

The article describes the outcomes of a national investigation in the UK into the linguistic characteristics of writing in GCSE English examinations. The study analysed samples of writing in terms of their correctness, effectiveness and patterns of linguistic features used. This article exemplifies how the procedure used can provide valuable information about what writers can and can't do and argues that greater precision in describing writing will promote better teaching and learning.     

Changing boards: investigating the effects of centres changing their specifications for English GCSE

The awarding bodies and their regulator carry out research to maintain the equivalence of examination standards. However, some criticisms remain, suggesting that examination boards may be lowering standards in specifications (syllabuses) in order to attract more centres (schools or colleges). This article reports our investigations on whether centres that decide to change their specifications do so to a specification with a higher percentage of candidates achieving grade C and above, based on the argument that such specification is easier. Using GCSE English data for the years 2000–2003, we show that there is insufficient evidence for this assumption; instead, alternative explanations may be more plausible. We then consider whether centres that changed their specifications improve their mean level of performance more than centres that did not change. There was not enough evidence for this second assumption either.     

p-叶星形性的充分条件

设An(p)(p,n∈N={1,2,3,…})表示f(z)=zp+ap+nzp+n+…一类函数,这类函数在单位圆盘E={z;|z|＜1}上是解析的.利用微分从属的方法得到了单位圆盘内p-叶星形函数的某些充分条件.     

p叶星形性的判别准则

设Ｓｎ（ｐ）（ｐ,ｎ∈Ｎ）表示单位圆盘内ｐ叶星形函数ｆ（ｚ）＝ｚ＾ｐ＋ａｐ＋ｎｚ＾ｐ＋ｎ＋…构成的类。本文给出函数ｆ（ｚ）属于类Ｓｎ（ｐ）的新的充分条件。     

当代中国改革评价的标准

中国改革开放进行了30年,恰当地评价改革成果必须确立正确的评价标准。在唯物史观视野内,生产力标准、人的自由全面发展标准和现实性标准是判断改革成果的基本标准。生产力是最高标准,人的自由全面发展是最终的价值标准,现实性标准是前提性标准。但三者具有总体的一致性,具体的矛盾性。解决这个矛盾的根本方法是发展生产力。     

Cognitive Style and GCSE Performance in Mathematics,English Language and French

A preliminary study was undertaken of cognitive style and performance in General Certificate of Secondary Education (GCSE), the British public examination for pupils at 16 years. The positions of 182 pupils on two fundamental cognitive styles dimensions (Wholist‐Analytic and Verbal‐Imagery) were assessed by means of the Cognitive Styles Analysis (CSA). The pupils were from two comprehensive secondary schools and all took Mathematics, English Language and French in the GCSE administered by the Midland Examining Group (MEG) in 1991. Comparison of cognitive style and GCSE performance indicated that, for overall performance across the subjects, the pattern was a modified dome shape with the candidates who were intermediate on both dimensions of cognitive style doing best. There was a significant interaction between the styles of the candidates and the GCSE subjects in their effect on performance. The results were discussed in terms of the implications for GCSE and for further research.     

Criteria for the Evaluation of High-School English Composition

Abstract

Normals, Institutionalized retardates, and non-Institutionallzed retardates, matched on the basis of MA, were tested on a simple performance task under social and tangible reinforcement conditions. Differences in performance under the two reinforcement conditions were belle red to reflect differences In the motivational systems of the groups. The performances of the normals and institutionalized retardates were very similar, as these two groups did not perform significantly longer or faster than each other on the task. The non-institutionalized retardates performed significantly longer than either of the other two groups, and significantly faster than the Institutionalized retardate group. This result was explained In terms of the greater frustration and failure which these Ss may experience In their daily lives.     

数字化背景下的大学英语学习评价:实施方案和运行机制

网络化学习评价是数字化背景下监控和管理学习质量的核心所在。文章阐述了大学英语网络化学习评价的现状、特征、指标体系描述、评价工具和技术、评价方案的设计以及评价的运行机制等,旨在提高网络化学习的实效性。     

Some Dilemmas of the Consultant in a College:

Psychotherapists working in colleges live with a peculiar imbalance: what looms largest in our day to day work is likely to be relatively invisible in the institution, whereas what we see as rare or unusual moments of being on stage in a public crisis are likely to be the moments which most shape the institution's view of us. The role conflicts or strain we experience in moving center stage can be partly understood in terms of the need to modify our usual psychotherapeutic rules in order to be of use in those urgent situations.     

基于网络语言训练的形成性评价提高学生英语综合技能的实证研究

本实验借助新视野大学英语网络版系统软件,设计网络语言训练的形成性评价,在学校网站上开展学生自主的英语听、说、读、写、译技能的在线训练。实验从2007年9月开始,一直延续至今,全面考察了基于网络语言训练的形成性评价对学生英语综合应用能力发展的影响。实验表明,在"网络+课堂"的大学英语新型教学模式中,该评价体系能有效督促学生的网上自主训练,使学生的各项英语技能得到不同程度的发展。     

新理念下高职高专大学英语教学改革思路

随着信息社会知识经济的到来，跨文化交际明显增多，经济全球化也日益加快和深入。大学英语教学如何随着时代的变化进行变革体现“以人为本”的教育理念，充分发挥学生潜能，培养创新人才，以顺应新课程标准的需要，已成为英语界当务之急。本文从大学英语教学的实际出发，探讨了高职高专大学英语教学需要解决的问题，并提出了高职高专优化大学英语教学的一些途径和改革措施。     

基于任务教学法的英语听力研究述评

听力是一项基本的语言技能，在外语学习中起着重要的作用。近年来，英语听力教学发生了根本的变化．本文基于现阶段英语听力教学现状的总结以及存在问题的分析，结合任务教学法的功能介绍，特征分析，理论探索以及实际运用，对于中国听力教学研究进行了初步的研究与探索，以期对中国英语听力教学，英语学习者提高听力水平以及二语习得能力有一定借鉴意义。     

浅析商务用途英语翻译标准的细分

作为中国与世界其他国家商务交流纽带和桥梁的国际商务英语及其翻译起着越来越重要的作用。商务用途英语的内容和读者有很强的针对性,翻译标准有其特殊性。在进行商务用途英语翻译时,有必要细分标准,对不同的商务文体区别对待,适用不同的具体标准。     

教育法规贯彻执行中的几个问题

我国已逐步建立了相对完整的教育法规体系。但在这些法规的执行过程中,不同程度地存在一些问题。有些问题是经济原因造成的;但更多的问题则是认识不到位造成的,也有些问题是法规尚无明文规定的新问题。这些问题均须认真研究解决,并进一步完善法规体系。     

英国GCSE化学考试探究性技能评价方法及启示

科学探究性技能的评价是英国GCSE化学课程考试评价目标中重要的一项.它对探究性技能进行分领域评价,制定详细的、便于操作的评价目标和评定细则,突出课程作业在评价中的地位,重视学生的探究过程和关注学生发展,其做法值得我国借鉴.