科研论文“一文多注”现象浅析

通过对科研项目资助论文标注的"一文多注"现象进行分析,深入讨论了重复资助和管理不规范两大主要原因的内在影响因素,认为导致重复资助的"马太效应"和"低额平均化"是科研活动发展的必然阶段。对"一文多注"的弊端进行分析,并提出避免"一文多注"现象泛滥的应对措施:1)项目负责人层面,要强化严谨的资助标注意识;2)高校层面,要加强专款专用管理;3)项目管理部门,要适当控制"马太效应"和"低额平均化"的发展。     

巧用Flash组件制作单项选择题自动阅卷系统

为了完成Flash CS3中组件应用一章的教学任务,特设单项选题自动判卷这一案例作为教学任务,采用Flash组件及ActionScript2.0中的条件语句,实现对用户所选答案的显示及对错判断、得分,从而实现单选题的自动阅卷工作。     

Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?

Multiple‐choice (MC) examinations are becoming increasingly popular in higher education because they can be used effectively to assess breadth of knowledge in large cohorts of students. This present research investigated psychology students’ performance on, and experiences of, MC examinations with and without correction for guessing. In Study 1, data were collected from two cohorts of students across three psychology MC examinations. The results revealed that students scored higher, and left fewer questions unanswered, when there was no correction for guessing. Furthermore, when the correction for guessing was removed from the theory MC examination, students who were told there was no correction for guessing did better than those told there was a correction. In addition, there was limited evidence of gender differences, with female students performing significantly better on one MC examination than males. In Study 2, a further set of first‐year psychology students reported their experiences of correction for guessing on open‐book and closed‐book MC examinations. Students reported feeling less anxious and more confident on the open‐book MC examination. The findings of both of these studies have implications for instructors deciding whether or not correction for guessing is appropriate, and for the advice to be given to students preparing for MC examinations.     

Bones,boys, bombs and booze: an exploratory study of the reliability of marking dissertations across disciplines

The primary aim of this study was to evaluate the reliability of the University’s Masters’ level (M‐level) generic assessment criteria when used by lecturers from different disciplines. A further aim was to evaluate if subject‐specific knowledge was essential to marking these dissertations. Four senior lecturers from diverse disciplines participated in this study. The University of Teesside’s generic M‐level assessment criteria were used and formatted into a grid. The assessment criteria related to the learning outcomes, the depth of understanding, the complexity of analysis and synthesis and the structure and academic presentation of the work. As well as a quantitative mark, a qualitative statement for the reason behind the judgement was required. Each lecturer provided a dissertation that had previously been marked. All participants then marked each of the four projects using the M‐level grid and comments sheet. The study found very good inter‐rater reliability. For any one project, the variation in marks from the original mark was no more than 6% on average. This study also found that subject‐specific knowledge was not essential to marking when using generic assessment criteria in terms of the reliability of marks. The authors acknowledge the exploratory nature of these results and hope other lecturers will join in the exploration to test the robustness of generic assessment criteria across disciplines.     

企业研发机构建设情况监测研究——基于粤苏浙三省比较

企业是技术创新的主体,加强企业研发机构建设是强化企业技术创新主体地位的重要途径。企业研发机构既是企业依靠科技创新赢得竞争优势的重要制度安排,也是区域创新体系的重要组成部分,在集聚创新资源,开发新技术、新产品,带动行业技术进步和产业转型升级方面具有重要作用。通过比较分析广东、江苏、浙江等我国发达省份企业研发机构建设情况,对企业研发机构建设情况进行重点监测,全面了解其建设情况、发展趋势及存在问题,并提出加大创新投入力度、鼓励企业建设研发机构、加强产学研合作、强化人才引进培养、强化知识产权意识等政策建议。     

用《中图法》标引语言类原文图书的难点辨析

文章对在工作中遇到的语言类原文图书标引难点作了辨析,并提出了自己的看法.     

Collaborative design of assessment criteria to improve undergraduate student engagement and performance

Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next cohort of students in 2012 (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments, and the quality of, and commitment to, logbooks was noticeably improved. Student input resulted in a more defined, tougher mark scheme. However, this provided an improved feedback system that gave more scope for self-improvement. The majority of students found the exercise incorporated their ideas, enhanced their understanding, and was useful in itself.     

Developing assessment policy and evaluating practice: a case study of the introduction of a new marking scheme

In 2011, Southampton Solent University, a post-1992 university in southern England, introduced a new marking scheme with the aims of changing marking practice to achieve greater transparency and consistency in marking, and to ensure that the full range of marks was being awarded to students. This paper discusses the strategic background to the scheme's development, analyses the role of the working group and stakeholder involvement in developing the initiative, and presents a critical commentary on its success within the frame of the university as a ‘learning organisation’ [Senge, P. M. (2006). The Fifth Discipline: The Art and Practice of the Learning Organisation. London: Random House].     

Excel操作题自动阅卷系统的设计与实现

介绍了用学生提交的文档与样卷比对进行自动阅卷的设计思路及方法,详细说明了题库设置和自动阅卷的实现方法,给出了其中的关键代码,并对系统的效果进行了测试及评估．     

浅谈初中作文教学

作文教学是语文教学过程中的一个重点和难点。怎样提高学生的写作能力,引导学生从怕写作文到爱写作文,作者围绕这个问题,结合学生的写作实际,谈了自己的一些体会。