朋辈辅导及其在大学生职业生涯规划中的实施路径

朋辈辅导具有易接受性、及时性和便利性、交叉性的特点,在大学生职业生涯规划中具有重要作用。其实施的基本路径有:心理委员和志愿者,学生社团,团体辅导,网络新媒体。     

科技期刊在线审稿系统应用中的问题及对策

为缩短审稿时间,降低出版时滞,许多科技期刊编辑部相继建立了在线审稿系统.分析科技期刊在线审稿系统应用中存在的问题,并提出对策.     

46种中华医学会系列杂志的审稿与退修程序分析

为了解委托办中华医学会系列杂志在审稿方面存在的问题,探讨改进措施,以规范审稿制度与规则,抽检46种期刊的46期,发现不少共同性的问题.建议:参加终审定稿会的人数不得少于5人,要有记录,要有签字;退修并不是次数越多越好,编辑要尽可能地将专家审稿意见、编委会的终审意见消化吸收,加上自己的意见一次性转告作者,以便作者通盘考虑,全面修改.     

国外开放获取期刊的同行评议方式研究

通过网络调研和文献梳理的方式,结合具体案例,如Elsevier、Nature、PLoS、F1000 Research等,对国外开放获取期刊的同行评议方式进行研究.认为结构化同行评议、发表后开放式同行评议以及第三方独立同行评议,各有利弊,应该取长补短,优化评议方式,更好地发挥科技期刊作为学术质量把关者和过滤器的作用.     

从稿件本身入手准确遴选审稿人

阐述综合性科技期刊编辑针对一篇具体的来稿选择审稿人的方法。从稿件的题名或关键词、作者信息、参考文献等方面入手,分析利用网络选择审稿人的特点及注意事项,以期解决"送审"这一编辑工作中的难点问题,提高审稿质量。     

论编辑的沟通之道

编辑与作者、审者、读者的沟通是编辑工作中的重要环节.为进一步提高沟通效能,建议从沟通的方式、时限、技巧等角度入手,努力提高沟通的有效性、时效性和诚信度.     

Using the method of normalisation for mapping group marks to individual marks: some observations

Abstract

The method of normalisation combined with peer ratings is utilised to provide the solution to the biased rating problem of mapping group work marks to individual marks. We critically evaluate the method of normalisation following the findings of an article which argued against the use of self and/or peer rating mechanism. We demonstrate that the findings of that article also hold for the method of normalisation as the influence of human behavioural factors are not accommodated in the designs. Additionally, we argue that the method (and its variants) is rather complicated, where all possible contingencies are not pre-specified. It makes the arrangement between tutors and students in conducting peer assessments incomplete and unverifiable by a third party.     

An empirical review of anonymity effects in peer assessment,peer feedback,peer review,peer evaluation and peer grading

Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.     

Peer Teachers With Autism Teaching 3D Modeling

ABSTRACT

Few autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role.