谈职业学校学生英语学科学业评价

分析了浙江省现行职校学生英语学科的学业评价体系及其不足,提出了一个改进的评价体系,认为因材施考、增设口试、恢复听力考试和全省职业学校英语等级考试制度,都是有效的评价手段。     

动态评估及其在特殊教育中的应用

动态评估是一种新型的评估方式,把它应用到特殊教育中也是近些年才兴起来的。文章对动态评估的概念和理论基础进行简单的介绍,然后分析了动态评估对特殊教育的价值意义以及动态评估在特殊教育应用过程中所产生的问题,并提出了改进建议。     

输电线路防雷评价模型及管理系统设计

通过相关影响线路耐雷水平各项因素分析,并借助计算机辅助设计管理系统,建立防雷评价模型,得到综合比较整体评价结果,同时以某一改造工程实例加以验证,从运行情况看,改造后的线路工程达到了预期目标,有效地减少了线路雷击.     

新时期学校体育教学评价的改革与发展

采用献法、比较分析法等对新中国成立以来各个历史时期我国中学体育教学评价演变发展回顾的基础上，就评价目的、评价内容、评价方法、评价主体等方面存在的问题进行剖析和反思，提出新时期中学体育教学评价改革与发展趋势．     

魏晋南北朝史学发展的原因

魏晋时期社会思想和学术风气的变化为史学的发展提供了必要的思想和学术条件;魏晋南北朝时期社会历史的变化,深刻影响了史学的发展,直接促成了史学体裁的多样化及内容的繁杂,并使之表现出鲜明的时代特点;魏晋南北朝时期社会经济、文化的发展,为史学的发展提供了前提条件,特别是造纸业的发达,引起文化用具的革新,为书籍的传抄和文化传播提供了便利条件。     

Can a systematic assessment moderation process assure the quality and integrity of assessment practice while supporting the professional development of casual academics?

There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework.     

Fuzzy Comprehensive Assessment Method to Determine Tectonic Stress Patterns

The tectonic stress patterns were determined by a fuzzy comprehensive assessment method. Data of in-situ survey and fault information were utilized in the method. First, by making pressure and tension in the directions of along-river, cross-river, shear clockwise, and shear counterclockwise , 26 types of tectonic stress patterns were presented. And the stress vector of each pattern was obtained with FE software by taking unit displacement as boundary load. Then, by taking the 26 types of tectonic stress patterns as index set and 3 main stresses as factor set and choosing various operators, comparison of directions of computational stress vector and survey stress vector was made and the most possible tectonic stress pattern was obtained. Taking the 26 types of tectonic stress patterns as index set and strike angle as factor set, comparison of relationships between formation of fault and tectonic stress was made,and the tectonic stress patterns were assessed with known fault information. By summarizing the above assessment results, the most impossible tectonic stress pattern was obtained . Finally an engineering case was quoted to validate that the method is more feasible and reliable than traditional empirical method.     

Assessing collaborative learning: big data,analytics and university futures

Assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally stored student activity data, open new practical and epistemic possibilities for assessment, and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge, this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address twenty-first century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts.     

建立发展性的学校评价模式

建立发展性的学校评价模式，应以校为本，重视自我评价，强调诊断性评价功能；要实现以鉴定为主的评价观向以发展为主的评价观转变，促使学校不断挖掘自身潜力和价值，承担发展目标的责任，真正做到评价为中小学校发展服务，为创新教育服务。     

The judgement processes involved in the moderation of teacher-assessed projects

Classroom-based assessments have the potential to enhance validity by facilitating the assessment of important skills that are difficult to assess in written examinations. Such assessments tend to be marked by teachers. To ensure consistent marking standards, quality assurance procedures are needed. In the context of continued debate over the robustness of assessment by teachers, this research aimed to provide insights into the cognitive and social processes involved in the moderation of project work in General Certificate of Secondary Education qualifications (taken by many 16 year olds in England). The research involved nine examiners across three subject areas ‘thinking aloud’ whilst moderating the marks given to six students (treated as a mock school). The participants were also interviewed. These methods were chosen to provide an in-depth look at the judgement processes involved. The research provides an improved understanding of moderation judgements and how aspects of this process relate to existing theories of judgement. Improving our understanding of the judgement processes involved when an examiner moderates teacher marking can help to evaluate the appropriateness of this assessment method, may contribute to debate on whether teacher marking can be sufficiently well verified by quality assurance procedures, and may inform moderation practice.