论学生品德评价的困境

学生品德评价是学生评价的重要组成,品德培养和评价的复杂性和环境复杂与过去操作的种种失误使学生品德评价困难重重。本文在分析学生品德评价的四大困境:品德标准模糊、品德评价的定位误区、品德评价的方法单一、多元环境的挑战的基础上,提出对策建议:建立合理的学生品德发展目标体系、坚持正确的评价价值取向、重视德育,积极改革、正视评价的作用,多种评价方法和手段综合运用、重视学生自评和互评,充分发挥学生群体教育和自我教育的力量。     

高校招生中使用发展性评价结果面临的问题

高校招生中使用发展性评价结果是必要的.但是,对发展性评价的使用还存在着其评价结果缺乏可比性,效度、信度不高,在现有高校招生条件下难以操作等问题.     

新疆旅游服务质量模糊综合评价

旅游业的发展很大程度上取决于旅游服务质量的好坏。采用模糊综合评价方法,选取海外旅游者对新疆旅游服务质量进行综合评价,从而为旅新疆游管理和决策部门提供决策依据。     

湖北旅游业的发展现状及对策

旅游业作为一个朝阳产业,对经济的发展起着促进作用。依据甘巧林教授的旅游业评价指标体系对湖北旅游业的发展状况进行了评价,在此基础上与国内旅游大省进行了对比分析,探讨了湖北旅游业发展面临的机遇与存在的问题,提出了若干对策建议。     

房地产企业绩效管理的问题与改进措施

随着人力资源管理在我国企业中的广泛应用,作为其重要部分之一的绩效管理越来越被管理者所重视。然而很多企业对绩效管理的认识和运用均与其本质有所偏差。通过对房地产企业的调研,分析了现阶段房地产企业在绩效管理时所存在的问题,并提出了解决方法。     

European standards for quality assurance and institutional practices of student assessment in the UK,the Netherlands and the Czech Republic

This article analyses the student assessment procedures of 12 universities in the UK, the Netherlands and the Czech Republic with respect to their alignment with the European standards and guidelines on the quality of assessing higher education students (European Standards and Guidelines for Quality Assurance [ESG] 1.3). Based on qualitative methodology combining document review with semi-structured interviews, the analysis has yielded three major results. First, the assessment procedures of the UK universities studied indicate the highest alignment with the ESG 1.3 when compared to the Czech institutions, with the Dutch universities occupying the middle ground. Second, a preference for summative assessment to account for pressures of massification can be observed at institutions in all three countries. Third, it is argued that contrary to some (ministerial) expectations, the influence of the ESG on institutions seems to be insignificant, due to unawareness of the ESG 1.3 at all of the UK and Dutch universities analysed and only moderate knowledge of ESG 1.3 in the Czech case. For this reason, there seems to be a need for communicating the ESG to higher education institutions rather than revising the scope of the ESG as envisaged in the 2012 Bologna policy document (Bucharest Communiqué).     

新时期高校档案的服务创新

新形势下高校档案服务社会化全面展开，促使高校档案馆必须树立新的服务理念，创新服务模式，改进服务手段，革新评价体系。本文基于高校档案管理服务创新理念，提出档案服务创新方法，用服务质量评估衡量高校档案服务是否到位，促进高校档案馆合理生存，顺向发展。     

Formative Assessment: A Meta‐Analysis and a Call for Research

An effect size of about .70 (or .40–.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K‐12 were reviewed. Many of the studies had severely flawed research designs yielding uninterpretable results. Only 13 of the studies provided sufficient information to calculate relevant effect sizes. A total of 42 independent effect sizes were available. The median observed effect size was .25. Using a random effects model, a weighted mean effect size of .20 was calculated. Moderator analyses suggested that formative assessment might be more effective in English language arts (ELA) than in mathematics or science, with estimated effect sizes of .32, .17, and .09, respectively. Two types of implementation of formative assessment, one based on professional development and the other on the use of computer‐based formative systems, appeared to be more effective than other approaches, yielding mean effect size of .30 and .28, respectively. Given the wide use and potential efficacy of good formative assessment practices, the paucity of the current research base is problematic. A call for more high‐quality studies is issued.     

VLOOKUP函数在学生体质健康评价中的应用研究

通过对Excel中VLOOKUP函数进行剖析,以学生体质健康评价为例,对VLOOKU函数进行调用实验。研究发现VLOOKUP函数可以有效提高学生体质健康评价的准确性和工作效率。但在应用时务必正确设置函数参数,避免出现批量错误。另外,VLOOKUP函数灵活性较大,应用时人为误差和失误率会加大,专业、人性、智能的学生体质健康评价软件需进一步普及推广。     

Aiming for autonomy: formative peer assessment in a final-year undergraduate course

This article takes a dual focus on the theme of student formative peer assessment. On the one hand it offers a thorough literature review in this field, while on the other it unpacks a case study of curriculum design where peer assessment has been adopted. The practical example draws on recent changes made to a third- and final-year undergraduate research dissertation course in a UK architectural school. Although peer assessment worked quite well in this small setting, similar findings might be uncovered when scaled up to larger cohorts, as well as other disciplines and year groups. The research findings are certainly relevant for other contexts. Qualitative research from a focus group with six students on the course informs the empirical body of the paper. Through engaging with students’ reflections, as well as the relevant literature, and reflexively looking at the curriculum changes, this paper discusses some of the benefits and drawbacks that can arise from peer assessment in this context. Peer assessment is not without its challenges and hiccups, but, despite these, the benefit to autonomous critical thinking cannot be understated. And arguably peer assessment is especially germane for final-year undergraduates as they embark on employment or more advanced studies.