Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education

Student evaluation of teaching (SET) only becomes an effective tool for improving teaching and learning when the relevant stakeholders seriously consider and plan appropriate actions according to student feedback. It is common practice in medical education to provide clinical teachers with student feedback. However, there is limited evidence about how teachers in higher education, and medical education in particular, systematically apply student feedback to improve the quality of their teaching practice. The focus of this case study was to examine clinical teachers’ perceptions of and responses to SET with respect to its purposes and uses for enhancing their teaching. An explanatory sequential mixed methods approach was employed to collect both quantitative and qualitative data from the clinical coaches. These clinical coaches perceived the main purpose of student evaluation as quality assurance, and were moderately receptive to student feedback. Four key factors enabling or inhibiting their responses were revealed: institutional requirements, operational practices, personal biases and provision of support. Future research should further explore the interrelationships among the above factors as the core mechanism in influencing clinical teachers’ perceptions of and responses to student evaluation.     

Schools in the making: mapping digital spaces of evidence

In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist.     

内蒙古产业结构调整和劳动匹配研究

资源富集地区在资源输出的刺激下带来了经济的高速增长,但是较好的经济绩效并没有取得与资源的丰裕水平相一致的水平。通过对我国重要资源输出地——内蒙古自治区的产业结构调整与劳动匹配进行实证研究发现：1995—2011年内蒙古自治区产业正经历着向第二、三产业的转型与升级,处于快速转型的行业主要是资源型产业和装备制造业：需要注意的是,这一时期内蒙古自治区产业结构调整与劳动匹配的协调性并不明显,产业结构调整快于劳动市场匹配。因此,要想提升内蒙古自治区产业转型升级水平和劳动匹配效果,还需要加快产业转型升级,推进城市化和完善社会保障。     

陕西不同生态区玉米超高产的潜力和途径探索

回顾了陕西玉米高产栽培的发展历程和超高产栽培技术研究现状,分析了陕西玉米超高产的群体生理基础,根据陕西3个不同生态区的气候、土壤条件,利用FAO农业生态区域法评价分析了玉米超高产的产量潜力,提出了陕西玉米不同生态区的高产目标,并结合陕西玉米生产现状,从品种选择、合理密植、适期播种、科学施肥和灌溉等5个方面提出了高产栽培的技术途径和措施.     

数学教学系统中的反馈和控制方法初探

由学对教的反馈信息和教对学的反馈信息的全过程,便构成了数学教学系统中的反馈.数学教学系统中的反馈包括正反馈和负反馈.数学教学系统中的控制方法包括教师子系统中的控制方法和学生子系统中的自控方法.对数学教学系统中的反馈和教师、学生子系统的控制方法进行研究和探索,有助于数学教学系统效能的提高.     

一种减少搜索的软输出检测算法及其在Turbo均衡中的应用

为了减少MAP算法的复杂度 ,可以采用减状态或减搜索技术 .本文提出了一种完全基于M算法原理、应用于Turbo均衡的减少搜索的软输出检测算法 ,它是一种次最佳的Lee算法 .该算法称为软输出M算法 (SO M 算法 ) ,它同时在Lee算法的前向迭代及扩展前向迭代中采用了M策略 .计算机仿真结果表明 ,通过适当选择和调整Turbo均衡迭代过程中算法的广度参数和深度参数 ,该算法可获得较好的性能与复杂度的折衷 .     

Computer-based feedback matters when relevant prior knowledge is not activated

BackgroundHow feedback is given may influence its utility.AimWe examined the effect of activated prior knowledge on learning from feedback by manipulating whether knowledge of a foundational concept was activated before solving fraction division problems.Sample and methodsUndergraduates (N = 171) were randomly assigned in a 3 (feedback timing: delayed, immediate, or no feedback) x 2 (knowledge activation: relevant or not) between-subjects design.ResultsIf irrelevant knowledge was activated, immediate feedback enhanced learning as compared to no feedback during the learning task, whereas if relevant knowledge was activated, then there was no impact of immediate feedback. On the posttest, any feedback (immediate or delayed) resulted in greater performance, but feedback timing did not matter. Thus, activating prior knowledge moderates the effect of feedback on learning.ConclusionWhen researchers or practitioners are investigating or giving feedback, they must also consider individual differences of the learner such as the prior knowledge they bring to the task.     

"谁解其中味"--略论《红楼梦》"情"的信息反馈美

曹雪芹和脂砚斋生怕《红楼梦》不为人们所接受 ,而发出“谁解其中味”、“能解者方有辛酸的泪”的浩叹。从信息论和控制论观点来看 ,2 0 0多年来广大读者群从“情而思、情而动、情而伤、情而痴”四个方面韵趣信息反馈了《红楼梦》作者美的情愫信息的施控 ,虽然大量集中在“恋情、爱情” ,但也不乏对“友情、亲情、人情”的积极反馈     

论高校乒乓球教学中学生良好学习动机的培养

学习动机是学生学习最基本的动力因素之一，通过对教学目标设置，创设激起内驱力的情境和积极进行反馈等方面进行分析，论述了高校乒乓球教学中培养学生良好的学习动机，对提高教学质量必将起到积极地推动作用。     

Easing the transition from school to HE: scaffolding the development of self-regulated learning through a dialogic approach to feedback

High quality feedback is known to be essential for learning, yet in higher education it has been highlighted as a problem area in the UK by both the Quality Assurance Agency (QAA) and National Student Surveys. Furthermore, a recent study has shown that there is a fault-line between the highly structured guidance system that exists in schools/colleges and the culture of ‘independent’ learning that is promoted in higher education and suggests that this is a significant barrier to a successful transition. This article reports research to improve the transition for first-year undergraduates by providing a structured set of guidance activities (scaffolding) as a means of an extended induction into the assessment processes in higher education. The activities are based on the dialogic feedback cycle, which encompasses principles of feedback as dialogue, emphasising guidance at the start of and during an assignment rather than summative written feedback. The intervention was evaluated by means of a questionnaire and supported by focus groups. The questionnaire was administered to a control group and an intervention group. Results showed statistically significant improvements (p < 0.05) in students’ perceptions of their understanding of assessment tasks and criteria and increased confidence in terms of completing assessment tasks and self-regulated learning.