A proposed methodology for contextualised evaluation in higher education

This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de‐contextualised. As a consequence, many data collection methods do not address aspects that affect students’ learning. This is problematic because the core aim of higher education is to facilitate student learning. We propose a contextualised evaluation methodology, guided by 10 key questions, which can help evaluators address concepts and questions of student learning in their evaluations.     

The influence of competences and support on school performance feedback use

Information‐rich environments are created to promote data use in schools for the purpose of self‐evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from primary education was set up and a post‐test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited.     

普通高校篮球选项课“反馈教学法”实验研究

本文通过随机抽取2009级两个教学班进行一学年的教学实验,来研究探讨反馈教学法应用在普通高校篮球选项课教学中对学生运动技能、理论知识、综合能力等方面的影响以及在教学中的可行性和主要优势。实验结果表明：反馈教学法比传统教学法更有利于提高学生的运动技能、理论知识水平和观察分析解决问题的能力。     

体育教学中教师反馈频率对学生目标定向的影响

将目标定向理论应用于体育教学,以素质教育的体育教学思想为指导,采用实验的方法,以三所普通高等院校选修摩登舞为体育课程的学生作为实验对象,研究不同反馈干预频率对学生目标定向的影响,分析得出比起低频率的反馈干预,高频率的反馈干预能够使运动达到更好的效果。     

有关多媒体技术在跆拳道教学中应用的研究

跆拳道运动的教学模式多年来一直是以教师亲身示范、讲解,学生随之学练为主。随着这项运动普及率和运动水平的不断提高,单一的教学模式在某种程度上限制了教学的效果和范围。文章旨在研究和探索一种新的方法和思路来指导跆拳道教学,以达到优化教学内容,提高教学效率的目的。文章从视频反馈教学,CAI课件辅助教学和连拍图片分解技术动作教学三个方面分析多媒体在跆拳道教学中的应用。     

Enhancing query translation with relevance feedback in translingual information retrieval

As an effective technique for improving retrieval effectiveness, relevance feedback (RF) has been widely studied in both monolingual and translingual information retrieval (TLIR). The studies of RF in TLIR have been focused on query expansion (QE), in which queries are reformulated before and/or after they are translated. However, RF in TLIR actually not only can help select better query terms, but also can enhance query translation by adjusting translation probabilities and even resolving some out-of-vocabulary terms. In this paper, we propose a novel relevance feedback method called translation enhancement (TE), which uses the extracted translation relationships from relevant documents to revise the translation probabilities of query terms and to identify extra available translation alternatives so that the translated queries are more tuned to the current search. We studied TE using pseudo-relevance feedback (PRF) and interactive relevance feedback (IRF). Our results show that TE can significantly improve TLIR with both types of relevance feedback methods, and that the improvement is comparable to that of query expansion. More importantly, the effects of translation enhancement and query expansion are complementary. Their integration can produce further improvement, and makes TLIR more robust for a variety of queries.     

科技特派员运行模式创新探索——以四川为例

从科技特派员内部集成创新、外部整合创新、实施路径创新、动态管理创新四个维度,对实践中科技特派员能力集成、科技特派团、工业科技特派员、科技特派员预警反馈进行探索,并以四川为例,总结科技特派员运行模式的创新,以求促进科技特派员制度在全国的推广。     

情报学反馈理论及模型：认知观和情境观视角

介绍了控制论和社会科学中的反馈理论和模型以及情报学现有的反馈思想,在此基础上,指出情报学应该具有自己特殊的反馈理论及模型,而不是简单地搬用其他学科的反馈理论和模型。文章认为认知观和情境观是建立情报学反馈理论及模型的基石。建立基于认知观和情境观的情报学反馈理论,并对二者进行了统一。以情报分析这一具体领域为例,分析基于认知观和情境观的情报学反馈模型。     

部队装备管理信息化建设的动态反馈复杂性分析

部队装备管理信息化建设是一个由诸多要素相互作用、相互依赖相结合而成的具有特定功能的有机动态反馈复杂系统.为分清其内部的复杂动态反馈结构,提高建设质量,在对其进行系统分析的基础上,利用系统动力学流率基本入树建模法构建了整个建设系统的反馈结构模型,并利用极小基模生成集法对模型中的反馈环进行了基模分析.通过对反馈基模的分析,提出了相应的管理策略,以期为部队装备管理信息化建设提供有效的理论指导.     

中学体育与健康学生学业评价的实施分析

传统的学业评价虽然能在一定程度上体现学生学习情况,但不能做到因人而异,不能做到全面的、综合的体现一个学生的学业学习水平及态度,也不能体现一个学生的技能发展及体能增长,也不能做到评价结果与教学反馈之间的有效关联。我们这几年来通过自身的课题研究及引入先进地区的评价体系,逐渐形成了具有特色的能够基本全面反映学生真实学业能力的评价体系,并且很大程度提高了学生的对自我及他人的评价能力。