世界一流大学本科生选拔体系研究

如何实现分类考试、综合评价、多元录取的考试招生模式,实现科学选才的体制机制,是各个大学特别是高水平大学在新的招生制度改革下面临的重要课题。本文对美国六所世界顶尖大学的选拔评价方式开展调研,学习国外的先进经验,对逐步完善我国高校的招生选拔制度提供一些参考。     

基于FCA的高职物流专业实践教学课程成绩评定研究

传统的实践课程成绩评定难以确保公正和合理,仅用分数也不能客观地反映学生对实践技能的掌握情况,借助模糊数学综合评价方法和Excle软件为现实工具,通过确定评定部分的权重,并结合企业、教师和学生三方面的因素,将原始评价转化为隶属度来反映学生对实践技能的掌握情况,更能反映学生真实的实践能力。     

论人才测评技术在人力资源管理中的应用

随着我国人力资源近几年的发展,人才测评技术也被开始应用于企业人力资源管理的实践中。     

论大学英语教学中的形成性评价

教学评价是大学英语教学的一个重要环节,而形成性评价能发挥学生的主动性,为教与学提供及时、有效的反馈信息,有利于教和学过程的完善和发展。从形成性评价的概念入手,分析评价过程,通过与其他评价进行对比,阐述形成性评价的特点以及在实践中的应用。     

概率论中事件独立性的几个命题

为了充分应用概率论中事件独立性概念及相关性质,简化实际解题过程,文章采用随机变量的有关独立性性质,构造指示变量研究了事件的独立性,得到事件独立性的几个命题,并给予了数学证明,完善了教材中的独立性理论,方便了实际问题的解决。最后通过举例阐述了概率计算中事件独立性的重要性。     

加强高校班级管理 促进高校班级建设

高校的班级建设对大学生的全面健康发展起着有效的作用。文章主要从班风建设、班级凝聚力建设、班级干部选拔任用、班级建设的考评四个方面来具体论述。     

Equity in opportunity-to-learn and achievement in reading: A secondary analysis of PISA 2009 data

Using data from PISA 2009, the present study investigates firstly how equally students are exposed to opportunities to improve their reading skills (OTL) depending on the school they are enrolled in, and secondly the links between OTL in reading and achievement at the school level. A multidimensional within-item IRT is used to model the OTL. The intraclass correlation of both OTL dimensions issued from the IRT analysis – reading fiction and reading non-continuous tasks – is high, especially in differentiated education systems, showing an unequal exposure to OTL in reading according to the school. Robust correlations between the two OTL dimensions and reading achievement are observed at the school level. In addition, the results of a multilevel regression analysis show that a substantial proportion of the between-school variance in reading can be explained by OTL and by the school social intake. The proportion of between-school variance explained jointly by OTL and social intake is higher in differentiated education systems than in comprehensive ones.     

基于成熟度模型的供应链柔性模糊评价研究

通过引入成熟度模型,构建了供应链柔性评价指标体系,采用三角模糊数对指标体系进行了评价。最后通过实例介绍评价体系的使用方法,验证了评价体系的可行性,为实施供应链柔性评价提供理论依据和实证借鉴。     

Understanding participant and practitioner outcomes of environmental education

Environmental education can deliver benefits to individuals, society and the environment, but few studies have asked practitioners or participants what they feel these benefits are. This research compares the perspectives of practitioners and participants in environmental education projects, using questionnaires, focus groups and participant observation. Practitioners and participants listed a large number of outcomes, with increasing knowledge about the environment mentioned most frequently. For participants, this was often in relation to gaining new skills. Social outcomes, such as making new friends, were more prominent in participant than practitioner responses. Practitioners did not spontaneously mention any negative outcomes of environmental education, and few were suggested with prompting. Participants suggested more negative outcomes than practitioners, notably damage to the environment. The differing views suggest a need for greater discussion between practitioners and their participants.     

The Challenge of Evaluating Action Learning

The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation framework is outlined, based on recent reviews of evaluations of development programmes, while recognising that establishing clear causal links remains problematic.