STAFF AND PEER ASSESSMENT ‐ MEASURING AN INDIVIDUAL'S CONTRIBUTION TO GROUP PERFORMANCE

Group Modelling is expanding in the UK and has provided a suitable medium for Communication training at Robert Gordon's Institute of Technology. The CNAA has approved a scheme in which 10% of the marks in Mathematical Models and Methods course are peer awarded. The criteria which students use are not cited explicitly because the scheme wishes to reflect the shift from staff‐sponsored instruction to self/peer sponsored perception of relationships and the tender of solutions. The scheme provides the opportunity to measure what happens outside class contact hours and is proving an effective method of group assessment.     

多义名词对个体量词的选择

一名我钽现象是以名词为基础,确定名词对所搭配量的选择,名词的意义是决定选择量词的主要因素;多义词是有多个义项的名词,义项的不同,使它们对个体量词的选择也不同;在选择上有相斥、重合、交叉关系;对量词选择不同的多名词主要是植物类、体育类及其他类名词。     

A CASE FOR SELF‐ASSESSMENT BASED ON RECENT STUDIES OF STUDENT LEARNING

An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.

The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning.     

FORMATIVE ASSESSMENT IN TEACHER EDUCATION: THE DEVELOPMENT OF A DIAGNOSTIC LANGUAGE TEST FOR TRAINEE TEACHERS OF GERMAN

ABSTRACT:  This article describes the development and validation of a diagnostic test of German and its integration in a programme of formative assessment during a one-year initial teacher-training course. The test focuses on linguistic aspects that cause difficulty for trainee teachers of German as a foreign language and assesses implicit and explicit grammatical knowledge as well as students' confidence in this knowledge. Administration of the test to 57 German speakers in four groups (first-year undergraduates, fourth-year undergraduates, postgraduate trainees, and native speakers) provided evidence of its reliability and validity.     

PRODUCT COMPARISONS AND PROCESS BENEFITS OF COLLABORATIVE PEER GROUP AND SELF ASSESSMENTS

Any student assessment procedure should meet a number of criteria. It should be -valid, reliable, practicable and fair, and useful to students.⁽¹⁾ The prevailing authoritarian model of assessment in higher education is examined and its disadvantages elaborated. Results of some previous studies of self assessment are discussed. The present study attempts to meet Percival and Ellington's criteria, and addresses itself to a number of important questions concerning the comparability of self and peer group assessment with traditional methods; the extent of over‐ or undermarking by students, the relationships between accuracy of grading and age or overall ability, and the possible effects on learning or personal development of self and peer group assessment procedures. Details of the implementation of the scheme are recorded, and results presented and discussed. In terms of both product (the correspondences between self or peer and tutor assessment) and process (the evaluation by students of the effects of the scheme), the scheme appears to be successful. Implications and plans for future studies are elaborated.     

THE DEVELOPMENT OF A MEDICAL STUDENT INTEREST GROUP IN GERIATRICS

As society ages, there is an increasing demand for knowledge and skills to care for the elderly. Innovative ways to stimulate the interest of medical students in geriatric medicine present an important challenge to medical schools today. This article discusses the value of a student interest group in meeting this challenge. In 1988, the Department of Geriatrics at the Mount Sinai School of Medicine in New York City initiated a student interest group in geriatrics. Over the ensuing years, this group has provided medical students with a forum for pursuing research interests in geriatrics, networking with other students, and interacting with faculty role models interested in geriatric medicine.     

DIFFERENTIAL EFFECTS OF INDIVIDUAL AND GROUP TESTING STRATEGIES IN AN OBJECTIVES-BASED INSTRUCTIONAL PROGRAM

A total of ten first-grade teachers in an objectives-based reading program utilized on a biweekly basis three types of criterion tests: (1) individually-administered, constructed-response tests; (2) group-administered, selected-response tests with three choices per item; and (3) group-administered, selected-response tests with four choices per item. Scores on these tests and scores on an end-of-year, constructued-response posttest were collected on a sample of 40 Ss for each type of test. Both the individually-administered, constructed-response tests and the 4-choice, selected-response tests provided scores that accurately predicted end-of-year performance. The 3-choice tests did not. The use of 3-choice, selected-response tests in similar type instructional programs is not recommended.     

PERSONAL GROWTH ASPECTS OF PEER COUNSELOR TRAINING FOR OLDER ADULTS

Although there has been an increase in the use of older adults as peer counselors, little is known about the effects of such training on the peer counselor students. In order to be an effective counselor, the older adults must not only examine their own lives, but they must also disclose their life experiences as well as their personal feelings to their clients. It was thought that these processes of self‐examination and self‐disclosure would result in a reappraisal of the older adults’ attitudes and feelings about themselves. The present study sought to examine the degree of personal growth experienced by older adult participants of a peer counselor training course. It was found that the training course attracted individuals who were self‐assured in their ability to deal with the problems of their lives and who wanted to assist others gain the same degree of self‐confidence. Furthermore, it was found that the training course served to increase the participants’ levels of self‐confidence and self‐reliance while at the same time training the students to use these qualities to help others.     

THE DEVELOPMENT AND ASSESSMENT OF A NEW EXAMINATION OF THE CLINICAL COMPETENCE OF MEDICAL STUDENTS

This paper describes a new examination of the clinical competence of medical students developed because the traditional approaches used by many medical schools have been shown to be unreliable and invalid. A problem‐based criterion‐referenced approach was adopted. Studies have confirmed that the new approach achieved a satisfactory level of validity and reliability. One of the main aims of the project was to exert a positive influence on the students learning in the direction of the Faculty's clinical objectives. A questionnaire survey showed a high degree of satisfaction with the new test and a high level of perceived relevance of the content to future practice. These seemed to be the main reasons why students’ study habits were directed in the desired direction.     

论个人素质的积累和管理

素质是指个人在社会中所具备的可以创造社会公认的成功的思维和行为能力。素质具有自然性与社会性,稳定性、可塑性及进化性,资本性。素质的提高是一个积累过程,素质拥有自身应该努力经营和管理其素质。     

THE USE OF A FACTOR-ANALYTIC MODEL FOR ASSESSING THE VALIDITY OF GROUP COMPARISONS

This paper assesses the validity of a comparison of mean test scores for two groups of students, and of a longitudinal comparison of means within each group. Using LISREL, confirmatory factor analyses were carried out (a) to test the hypotheses of similar factor patterns, equal units of measurement, and equal accuracy of measurement between the two groups, and (b) to estimate the correlation between the latent traits measured by two successive test administrations in each group. The results indicate (a) that a comparison of the group means may be invalid because, although the factor pattern was the same for both groups, the factors were not measured in the same units, and (b) that longitudinal comparisons within each group are seriously complicated by evidence of structural change.     

特殊教育中的动态评估

随着社会与科学的发展,以“动态”为概念的教育评估方式在特教领域越来越广泛地得到应用。动态评估在决定如何协助个人受测与传统标准化测验评估最大的不同点就是它改变了测验的本质、测验与互动的情境,以及对测验结果的解释,并将结果导向的评估转变为重视过程导向的评估。本文就动态评估的发展背景、概念及特点、不同理论模式及其评价,以及评估方法和存在的主要问题,做了较详细地阐述     

POTENTIAL IMPACT OF THE ADDITION OF A WRITING ASSESSMENT ON ADMISSIONS DECISIONS

The effects that adding a writing measure to theGraduate Management Admissions Test would have on thegender and ethnic composition of an admissions pool wereevaluated. Data from the first operational administration of the Analytical WritingAssessment in October 1994 were used. Standardizeddifferences from the white male reference group werecomputed separately for men and women in four ethnicgroups: white, Asian-American, African-American, andHispanic/Latino. Within the white, African-American, andHispanic/Latino groups, women received higher scoresthan men on the Analytical Writing Assessment; in the Asian-American group, men receivedhigher writing scores, but the difference was not asgreat as on the Verbal score. Examinees whose bestlanguage was not English scored relatively higher on the Analytical Writing Assessment than on theVerbal measure. Simulations of eligibility for anadmissions pool suggested that the addition of theAnalytical Writing score would noticeably increase thenumber of women in the pool, but would have virtuallyno impact on ethnic minorities. Rater and scorereliability were reasonably consistent across ethnic andgender groups.     

阳江市实施点轴开发战略的探讨

阳江市是广东西南沿海的一个次发达地区，经济发展水平较低，空间布局不甚合理。本文运用点轴开发理论，对阳江市空间经济布局进行探讨，提出市域开发的主要轴线和基本框架，并阐述主要产业部门的布局。     

一类笛卡尔积图的连通性

本文主要运用约化的方法证明了对图集F上的任意图H,则有H×Cm,m≥2,是Z3-连通的。     

A NEW PROJECT FOR EUROPE: COPERNICUS

The ecological problems facing the world today are of such a nature and magnitude that no country can hope to solve them alone. Pollution knows no political boundaries, and the dimensions of the problems involved call for concerted international co‐operation. At a meeting of CRE (the Standing Conference of Rectors, Presidents, and Vice‐Chancellors of the European Universities) held in Warsaw in June 1988, a meeting to which non‐member rectors from the universities of Eastern Europe were invited, the idea of launching a project to bring together the universities and industry in all the European countries for a concerted attack on environmental problems was proposed and accepted. Named after Copernicus, the Renaissance Polish scientist, whose education and contributions to science represented, for his day, a stellar example of international East‐West educational and scientific co‐operation, the resulting programme will act in three areas: research, education, and information, and will stress the continental scope of environmental problems and the interdisciplinarity of possible solutions. COPERNICUS is important from a scientific, a practical, and a political point of view. The first problems to be tackled will probably be the excessive pollution of the Baltic Sea and the complex environmental and ecological problems of heavily industrialized regions in Europe, both those which like Silesia are still productive, and those which are currently in serious decline, but searching for new opportunities.