改革学生成绩管理办法 创建新的人才评价模式

传统的学生学习成绩管理办法已经不适应当今人才培养的客观要求。为此,改革学生成绩管理办法,创建新人才培养评价模式,势在必行。一是要扩大平时成绩在学习成绩评定中的比重;二是把素质教育内容实行量化考核,并纳入学生综合成绩评价体系。     

The influence of a response format test accommodation for college students with and without disabilities

Standardised and other multiple-choice examinations often require the use of an answer sheet with fill-in bubbles (i.e. ‘bubble’ or Scantron sheet). Students with disabilities causing impairments in attention, learning and/or visual-motor skill may have difficulties with multiple-choice examinations that employ such a response style. Such students may request and receive testing accommodations that intend to mitigate these impairments, such as circling responses in a test booklet, which contains both the questions and corresponding multiple-choice answers. The current study evaluated this test accommodation as compared to using a bubble sheet or Scantron on a multiple-choice vocabulary test. College students with (n = 25) and without (n = 76) disabilities completed a vocabulary test under both booklet (accommodated) and bubble sheet (standard) conditions. Results demonstrated that answering in a test booklet, a much preferred response mode, allowed students to attempt significantly more items than using a bubble sheet, improving their overall test scores. Booklet responding tends to improve overall performance, even for students without disabilities, calling into question the specificity and validity of this accommodation.     

基于ICF理念下《康复功能评定学》在理论、实践教学与科研引导相结合模式中的探讨

随着健康中国理念的深入人心,康复治疗专业显然成了热门的朝阳专业,而康复功能评定学是康复治疗专业的重要专业课程之一,其以培养学生的科研热情和临床创新思维为目标,将理论教学、实践教学与科研引导有效结合,构建了基于ICF理念的课程教学模式,为《康复功能评定学》的教学改革进行了有益的探索。     

网络环境下的教师教学评价问题研究

随着计算机网络等信息技术参与到课堂教学过程中,整个教学环境发生了质的变化,这种变化必然带来对教师的新的要求.新的要求体现在对教师的评价中,也带来了教师教学评价的变化.对网络环境下教学评价应包括信息技术技能、引导作用、课堂教学设计能力、教学监控能力和利用网络开展教学科研的能力.同时还应将新的信息技术运用于教师教学评价过程中,对于教师评价方法进行丰富和创新.     

Supporting the less-adaptive student: the role of learning analytics,formative assessment and blended learning

Abstract

How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start of their bachelor programme? In this empirical study into blended learning and the role of assessment for and as learning, we investigate learning processes of students with different learning profiles. Specifically, we contrast learning episodes of two cluster analysis-based profiles, one profile more directed to deep learning and self-regulation, the other profile more directed toward stepwise learning and external regulation. In a programme based on problem-based learning, where students are supposedly being primarily self-directed, this first profile is regarded as being of an adaptive type, with the second profile less adaptive. Making use of a broad spectrum of learning and learner data, collected in the framework of a dispositional learning analytics application, we compare these profiles on learning dispositions, such as learning emotions, motivation and engagement, learning performance and trace variables collected from the digital learning environments. Outcomes suggest that the blended design of the module with the digital environments offering many opportunities for assessment of learning, for learning and as learning together with actionable learning feedback, is used more intensively by students of the less adaptive profile.     

Sustainable assessment for lifelong learning

This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning.     

论学生对教师进行教学评价及实践

教学评价是根据教学目标，运用科学方法，对教学活动的过程和结果进行价值判断。通过教学评价可以客观地、科学地鉴定教学的质量，了解教学的成绩和问题及时调整教学。为此，我们一直在探索科学的评价体系，最后制定了学生和教师的全面教学评价体系。     

Dynamic Assessment of Young Children: Educational and Intervention Perspectives

Dynamic/interactive assessment (DA) has been motivated by the inadequacy of conventional static tests to provide accurate information about the individual's learning ability, specific deficient functions, change processes, and mediational strategies that are responsible for cognitive modifiability. A growing need for DA with young children has emerged recently because decisions about treatment should be made as early as possible. The objectives of this paper are to review the major criticism of the standardized static testing approach, present the theoretical basis of the DA approach, describe current research on DA of young children within educational and intervention perspectives, and suggest some directions for future research. The theoretical foundations of the presented research derive from Vygotsky's sociocultural theory, specifically the zone of proximal development concept, and Feuerstein's mediated learning experience theory. DA has been applied with different clinical and educational groups and was found to be more accurate in reflecting children's learning potential than static tests, especially with minority and learning disabled children. The mediational strategy is also reported as more effective than other intervention approaches (e.g., graduated prompt). The DA approach was found useful in assessing outcome effects of cognitive education programs aimed at enhancing learning how to learn skills. Crucial issues of cost-effectiveness, training, reliability and validity, and generalization are discussed.     

高职院校应加强学生综合素质测评基地建设

高职院校综合素质测评基地建设，是新时期高职教育人才培养目标所决定的，是高职学生成功就业、健康发展的需要，它有助于促进高职教育理论联系实际，增强学生动手能力、适应能力与创新能力，促进学生综合素质的全面发展。     

人事选拔的社会公平范式

本文从传统选拔的心理计量模式入手，分析指出仅仅关注评估工具的信度效度指标对有效的人事选拔还远远不够。候选人在选拔过程中所产生的认知评价、心理反应会最终影响组织的选拔结果。因此，本文提出了基于组织公平理论充分重视候选人对选拔过程公平感知的社会公平范式，主要包括评估指标与岗位匹配性；评估过程的开放性；评估者的人际效率；评估信息的反馈四个特点。