Validating a computerized scoring system for assessing writing and placing students in composition courses

How do scores from writing samples generated by computerized essay scorers compare to those generated by “untrained” human scorers and what combination of scores, if any, is more accurate at placing students in composition courses? This study endeavored to answer this two-part question by evaluating the correspondence between writing sample scores generated by the IntelliMetric™ automated scoring system and scores generated by University Preparation English faculty, as well as examining the predictive validity of both the automated and human scores. The results revealed significant correlations between the faculty scores and the IntelliMetric™ scores of the ACCUPLACER™ OnLine WritePlacer Plus test. Moreover, logistic regression models that utilized the IntelliMetric™ scores and average faculty scores were more accurate at placing students (77% overall correct placement rate) than were models incorporating only the average faculty score or the IntelliMetric™ scores.     

Assessment of Cooperative Learning: A Goal-Criterion Approach

The problem of assessment of non-traditional teaching techniques has long challenged educational administrators and faculty. The approach to assessment that we followed in this instance employed a model that we developed to assess group learning, variously known as cooperative learning, collaborative learning, or team learning. We applied the model to group-based case study courses that included innovative enhancements such as group exams and group-based role-play. The model required balanced representation among multiple learning criteria arranged in six goal-criterion sets, all drawn from the literature on group learning. We designed a test instrument based on the model and administered the instrument to 85 students near the end of three business strategy courses. Imbalances among criteria in the six goal-criterion sets helped identify and correct weaknesses in course design and in methods of instruction.     

西部新建院校非英语专业学生口语交际能力培养初探

我国西部地区新建高等院校中非英语专业学生大多缺乏英语交流环境,口语交际能力普遍偏弱,可通过在课堂教学和课外活动中创设良好的语言环境来提高学生的口语交际能力。     

研究性学习活动的设计与实施

随着新课程计划的实施,作为培养创新精神和实践能力的研究性学习活动已在不少省市展开,为了避免活动的盲目性,本文就研究性学习活动设计与实施中的目标、内容、程序及评价等作必要的探讨.     

Substituted plan analysis in the environmental impact assessment of Yongchuan wastewater treatment project

Substituted plan in EIA mainly means a the treatment technology and the substituted site of wastewater plant, and it also includes the many kinds of environment protection measures. In principal, the substituted plan should reach the same aim and achieve …     

试论高校质量保障评估机构的中介化

从国外近年来高等教育质量保障的实践与我国高等教育管理体制改革方向与高校发展的状况出发，我们认为建立具有中介性质的校外质量保障评估机构既是高等教育质量保障体系不可或缺的组成部分，又是国际高等教育质量保障运动的发展方向，就该问题进行进一步的理论探讨是十分必要的。     

雨课堂辅助物理化学实验教学方法探讨

物理化学实验是化学类专业大学教育的重要组成部分。为提高教学质量,我们采用雨课堂辅助实验教学,以解决目前物理化学实验教学中存在的问题,进而改革教学模式,优化考核方式,使其在创新性人才培养中发挥重要作用。     

数学教学评价的内容和方法

数学教学评价的问题是关系到数学教学改革的成败问题，因此，必须正确认识数学改革中的数学教学评价，深刻理解它的意义和功能，建立科学有效的评价手段和方法。     

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum

Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R² < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.     

谈专科英语专业视听说课教学存在的问题及对策

目前专科英语专业视听说课在实际教学中存在一些问题,本文分析了这些问题并提出相应的策略,旨在探讨如何使视听说课达到预期的教学目标,促进专科英语专业的繁荣发展。