构建有效促进数学理解的学习活动的研究与实践

理解困难是学生学习数学的最大障碍,数学理解形成的条件是学生的自主活动."说数学、扎实有效地解题、变式练习、将知识系统化"是促进理解的有效活动,并应纳入正常的教学活动有计划地实施,并遵循"机会均等、分层次、平和性、长期性"原则,把对学生活动成就的评价作为一个不问断的过程整合进教学过程.     

Aligning the Assessment Process in Academic Library Distance Education Services Using the Nash Model for Improved Demonstration and Reporting of Organizational Performance

ABSTRACT

Academic libraries are facing additional calls for improved accountability while the academic library distance education service environment continues a rapid pace of evolution. The Nash Model for Improved Demonstration and Reporting of Organizational Performance assists librarians in the assessment of distance education services by focusing on integrating and aligning the assessment process components of capacity, stakeholders, participation, technology, and organizational leadership to improve effectiveness and increase positive outcomes. Using the Nash Model for Improved Demonstration and Reporting of Organizational Performance, libraries can effectively align their distance education processes and services with the distance education service environment in which they operate and support. Nash Model aligned assessments for distance education services have the potential to be more successful in exhibiting and reporting assessment of their overall performance to stakeholders, therefore opening new doors to strategic opportunities and resources.     

Comprehension tests in mathematics

An alternative way for testing a student's understanding of theory in a tertiary mathematics course is presented. Two sample questions are provided and advantages and disadvantages of the method are discussed. We argue that the method is an acceptable and flexible means of testing students, and can be adapted to be used in other contexts as well. This revised version was published online in July 2006 with corrections to the Cover Date.     

Assessment to improve learning in higher education: The BEAR Assessment System

This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate some common educational practices that may be contributing to underpreparation and underperformance of students. Elements of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is described in the context of the UC Berkeley ChemQuery project.