我国政府在高等教育评估体系中的角色定位——美国国家质量奖的启示

文章介绍了美国政府在高等教育评估中的行为特点,分析了我国高等教育评估体制的现状以及中国政府的行为。探索我国政府在高等教育评估体系中应有的角色定位,并提出了相应的对策。     

Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study

This pilot study measures university students’ perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive effects and negative effects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects.     

绩效考评亟待实现的三公平

薪酬分配不满意，人才流失严重，与薪酬挂钩的绩效考评是关键。合理、有效的绩效考评为保留人才提供有力保障。首先在了解公平绩效考评的作用的基础上，分析绩效考评的不公平现状，然后拟提出解决这些不公平问题亟待实现的三个公平（自我公平、企业内部公平、企业外部公平），试探索通过实现这三个公平来促进绩效考评作用的高效发挥。为企业保留人才提供有力保障，并在最后提出了具体实施三公平的几点对策。希望能为相关内容的研究提供一些思考。     

英国GCE物理A级考试简介

英国 GCE物理 A级考试相当于我国的高招物理考试 ,但又有所不同。本文介绍了它的考试评价目标、考试内容和考试方案 ,对其特点进行了简要概括 ,供我国的高中物理课程改革和高考改革借鉴。     

Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy,instructional and assessment practices

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning.     

论特殊教育的生态评估

特殊教育的生态评估是人类行为与环境之间互动关系在概念上日渐改变的结果。本文就生态评态的重要性、生态评估的概念及特征、生态评估的理论依据，以及生态评估的常用方法进行阐述。同时特别强调生态评估的重点是事先肯定学生都有能力而且可能在不久伪将来就会实际参与生活中的各项活动。     

The Design of Competency-Based Performance Assessment in E-Learning

This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model. This model enables the construction of realistic whole tasks instead of advocating education that is restricted to more isolated skills. A new assessment procedure also implies an alternative view of instructional design, learning and assessment. The requirements for the learning environment are addressed. Examples from a virtual seminar are presented to illustrate the design approach. The article concludes with the identification of possible pitfalls related to the approach and gives directions for future research.     

词素分析及其在教学中的习得过程

章着重分析了词家——语言的最小单位以及在语言功能中的重要地位，同时也分析了在语言学习和教学中获得词家知识和运用的语言习得过程。     

自闭症儿童的行为问题辅导--功能评估的应用研究

自闭症儿童的行为问题是其主要障碍之一.近年来应用广泛的功能评估为正确评估与干预行为问题提供了新的机会.功能评估的实施有三种方法,分别是资料收集法、直接观察法和功能分析法.许多研究支持了功能评估的有效性,但还需要对其进行深入的研究.     

The reflective institution: Assuring and enhancing the quality of teaching and learning

Three definitions of ``quality' have entered the qualityassurance (QA) debate: quality as value for money, quality as fitfor the purpose of the institution, quality as transforming. The firstis pivotal for retrospective QA, which sees QA in terms ofaccountability, and conforming to externally imposed standards. The lasttwo are pivotal for prospective QA, which sees QA asmaintaining and enhancing the quality of teaching and learning in theinstitution. In this paper, the reflective practitioner is taken as themodel for prospective QA. Three stages are involved in institutionalreflective practice: articulating an espoused theory of teaching, thequality model (QM); continually improving on current practicethrough quality enhancement (QE), in which staff development should playan important role; and making quality feasible (QF), by removingimpediments to good teaching, which often arise through distortedpriorities in institutional policy and procedures. These three stages,QM, QE, and QF, are essential ingredients in prospective QA.