Does calibration reduce variability in the assessment of accounting learning outcomes?

Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability and develop a shared understanding of national threshold learning standards by a cohort of reviewers. The intervention involved consensus moderation of samples of accounting students’ work, with a focus on three research questions. First, what is the quantifiable difference in grader variability on the assessment of learning outcomes in ‘application skills’ and ‘judgement’? Second, does participation in the workshops lead to reduced disparity in the assessment of the students’ learning outcomes in ‘application skills’ and ‘judgement’? Third, does participation in the workshops lead to greater confidence by reviewers in their ability to assess students’ skills in application skills and judgement? Our findings suggest consensus moderation does reduce variability across graders and also builds grader confidence.     

关于我国新课程改革中考试与评价问题的思考

在新课程改革的实施过程中,考试与评价改革取得了一定的进展与成效,同时也存在着形式化、功利化、矫枉过正的倾向。在新课程全面推进的今天,对考试与评价改革所积累的经验进行系统总结,对目前所面临的问题作建设性的反思,就显得十分必要。     

美国校企合作案例及评价标准研究

校企合作在提高企业技术竞争力,拓展企业技术资源方面起着重要作用。校企合作还加快了新技术市场化的进程,20世纪90年代美国的校企合作取得了巨大的成功。通过四个典型案例重点介绍了当代美国大学与企业合作研究的情况,并对校企合作中的关键问题进行了探讨。     

新课程教学评价的困境与对策

新的课程标准强调评价在促进学生发展方面的作用，强调评价的多元性、过程性、开放性以及综合性，倡导运用多种方法综合评价。然而在教学实践中新课程评价面临很多困难，如评价的工作量大、评价过于依赖教师的主观判断、评价的系统性和规范性不强、评价的具体方法亟待改进等等。通过对目前评价存在问题的剖析，提出一些改革的建议与措施。     

NSFC 海外科技人才政策及其效果评估

经过多年的发展,我国已建立比较完善的海外科技人才政策体系,但对于政策的执行效果仍然缺乏全面的分析。以国家自然科学基金委员会所制定的海外科技人才政策为对象,根据现有的权威调查和统计数据,尝试对部门的有关政策进行相对独立的多角度评估,以客观展示我国海外科技人才政策的实施效果,为今后进一步完善NSFC海外人才政策和科技政策评估提供有价值的参考。     

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。     

Computer-based knowledge of results feedback in different delivery modes: Effects on performance,motivation, and achievement emotions

Immediate Knowledge of Results (KR) feedback at the task level may motivate test takers by showing that their answers matter. Appealing feedback cues may help to prevent negative emotions in lower performers who receive a higher amount of negative feedback. In this experiment, we varied the presence of KR feedback and the feedback delivery mode in a 1 × 5 between-subjects design (i.e., no feedback vs. text, color, sound, or animation feedback) to investigate effects on learning outcomes and affective-motivational measures. Our sample included 661 fifth and sixth graders who solved two computer-based multiple-choice science tests. First, students worked on an 18-item treatment test (with experimental feedback manipulation). Students repeatedly rated their effort, enjoyment, pride, and boredom during the test, as well as their expectancy of success and attainment value after the test. Subsequently, they worked on a posttest (without feedback) that assessed recall and near-transfer learning. All KR feedback conditions significantly increased recall, but there was no evidence for near-transfer learning. Feedback had a significant, negative effect on attainment value, whereas significant interactions between the feedback conditions and students’ treatment performance revealed that feedback effects on several affective-motivational dimensions (i.e., expectancy of success, enjoyment, pride, and boredom) were performance-dependent. Feedback benefited higher performers’ motivation and affect but showed negative effects on some affective-motivational measures for lower performers. The pattern of results indicated that color/sound/animation feedback may have reduced the effect of performance on emotional feedback perception to some extent. However, none of the feedback conditions improved affective-motivational outcomes independent of students’ performance.     

Developmental co‐ordination disorder (DCD): more than just a movement difficulty

Developmental co‐ordination disorder (DCD) also known as dyspraxia, is characterised by severe impairment of movement that has a detrimental effect on activities of daily living. This impairment of movement can be the result of poor planning or execution during an action. An assessment for DCD usually comprises of a standardised test for movement skills and clinical observations, but an assessment may not always consider both planning and/or execution components. This study used an ecologically valid task to examine how typically developing children compared with children with DCD plan and execute their movements in response to a novel movement challenge. Children were asked to cross a ‘river’ using as few ‘stepping stones’ (carpet tiles) as possible without falling in. The study measured a number of variables in order to construct a profile of the child's ability to plan and execute movements, including pattern and consistency of movement, and distance travelled by each child, as well as the ability to formulate and correct their plan. The results of this pilot study showed both differences and similarities between the two groups, with the DCD group showing more difficulties in planning, executing and in correcting their movements, as well as being more inconsistent in their movement patterns. The results are discussed in terms of the need for multiple measures for a complete assessment of a child, the implications for educational practice and the potential of an additional clinical tool to aid intervention in children with DCD.     

应用型人才培养模式下单片机课程教学改革与实践

为达到应用技术型的人才培养要求,地方本科院校向应用型大学转型发展的需求,文章针对现有的单片机教学模式,探讨了改革的必要性。从课程教学目标、教学方法和教学评价三个方面提出了适合应用型人才的课程改革措施,以促进和提高教学质量。     

Northern Ireland Special Educational Needs Coordinators creating inclusive environments: an epic struggle

A key role in the development of inclusive practices in schools and classrooms is that of the Special Educational Needs Coordinator (SENCO), a role that has changed most radically since the introduction of the Code of Practice in England, Wales and Northern Ireland. Through interviews with SENCOs in primary and post‐primary schools in Northern Ireland, the present study sought to examine the extent to which they created inclusive environments. Specifically, it investigated the scope and main challenges of their work, the support received and how far initial teacher education and in‐service training underpin inclusion and, thereby, the SENCO’s role. The findings showed that the responsibilities, skills and attributes expected of the SENCO were numerous and that it was a core position, yet carried a substantial teaching load, that the role was strongly managerial and that there was fragmented support in practical terms. Despite expectations that the SENCO would initiate and implement improved inclusive strategies, many significant obstacles persisted and progress could be slow considering, for example, teacher knowledge of, and attitudes towards, special needs. A much sharper focus is needed on all phases of the teacher education continuum as they impact on inclusive cultures at whole‐school and classroom level. The SENCOs identified their own perceptions of key factors to make inclusion work.