Digital Portfolios

Abstract

Educators are faced with developing performance indicators for reporting to state and national agencies on pre-service teacher candidates' ability to teach using innovative pedagogy as well as content-specific standards. Portfolio assessment has gained momentum as a standard in assessing student-learning outcomes. This paper is a discussion of digital portfolio development as a stimulus to the intellectual involvement of the learner (a Type II application). Digital portfolio development is an activity that naturally involves intellectual involvement as the learner identifies the problem (developing the digital portfolio) and then problem solves as he or she creates the digital portfolio. Each student is in control of portfolio development and manipulates the Web-based software to create the professional portfolio.     

Validating Automated Measures of Text Complexity

Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students’ responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed.     

The new ‘market‐state’ and education

This paper argues that changes at all levels of education and training (i.e., learning) policy exemplify a new capitalist state formation. This has been aptly named by US political scientist Philip Bobbitt (2002) ‘the new market‐state’, particularly with reference to its administration or ‘governance’. It can be seen especially in the governance of education and training where a new centralized system of contracting or devolving provision to ‘non‐governmental agencies’ has all but replaced the previous ‘national system locally administered’ (Ainley, ). The latter typified the administration of the classic post‐war welfare state, which Bobbitt calls the ‘nation‐state’. Like the former welfare state, the new ‘market‐state’ is also a capitalist state and, therefore, also the means to rule for a persisting capitalist ruling class (Roberts, , pp. 169–192). The new state formation is, however, as different as the former welfare state was in turn from pre‐war capitalist state forms in England. This is particularly clear when the new ‘settlement’ of education and training, imposed by the 1988 Education and 1992 Further and Higher Education Acts, is contrasted with the former welfare state ‘settlement’ established by the 1944 Education Act. In conclusion, implications for opposition to the ‘new market‐state’ are discussed.     

“信都国,景帝二年为广川国”诸问题之再探讨——兼与王文涛先生商榷

对班固与颜师古所处时代及立场加以综合分析，并通过对“广川国”沿革的准确爬梳，得出《汉书·地理志》中关于“景帝二年为广川国”的论断无疑是正确的，而后半句“宣帝甘露三年复故”实应为“甘露四年”。     

知识形态及其转化论纲

分析了主观知识和客观知识的基本特征，探讨了知识形态相互转化的4种模式，指出了图书馆在知识转化中的重要作用。     

公共图书馆平民化研究

公共图书馆平民化是公共图书馆的本质属性,平民化建设是公共图书馆事业的发展方向。公共图书馆平民化有五个基本内涵:普及化、社区化、平等性原则、公益性原则、便民性原则。深圳的"图书馆之城"和佛山市的联合图书馆之路,是公共图书馆平民化建设的具体实践。公共图书馆应树立平民化理念,以制度为保障,推进平民化建设。参考文献17。     

田径运动训练的模糊检验系统之探析

运动员的训练状态是不断变化的。在训练状态发生变化过程中的各个阶段,及时、客观地运用有效的检测手段诊断、掌握运动员所处状态的基本信息,对于顺利组织和有效控制运动训练过程有着重要意义。运用模糊集合理论针对训练过程建立了检验系统。基本实现了对训练状态进行量化诊断,从而为训练过程量化控制提供了直观、准确的依据。     

中国古代小说的"心理缺失"及其他

中国古代小说中普遍存在“心理缺失”现象。其形式表现为叙述视角等技法的长期滞后,直接原因是古代小说家游戏、载道等偏颇落后的文学观,根本原因是社会生活黑暗严酷个体无法把握个人命运、民族文化中缺乏个体精神的存在空间。从美学观念看则与古代小说家创作上没有明确的“审美距离”意识有关。     

公共知识中心与公共知识管理——再论图书馆的本质和定义

图书馆是一个发展中的概念。当前,图书馆的定义有很大局限性。公共知识资源应是图书馆的本质内容;公共知识管理是图书馆的本质职能;知识共享与知识保障是社会对图书馆的本质要求。“公共知识中心”这一概念能更加准确地反映图书馆的本质。图4。参考文献18。     

论运动训练系统结构及调控方法

从协同论和系统动态学角度,探讨了运动训练系统的结构,提出确定该系统目标状态的“5WIH”方法,并阐述了训练系统妁多种调控方法及其理论基础。