英国GCE物理A级考试简介

英国 GCE物理 A级考试相当于我国的高招物理考试 ,但又有所不同。本文介绍了它的考试评价目标、考试内容和考试方案 ,对其特点进行了简要概括 ,供我国的高中物理课程改革和高考改革借鉴。     

Inter-subject comparability of examination standards in GCSE and GCE in England

Results from Rasch analysis of GCSE and GCE A level data over a period of four years suggest that the standards of examinations in different subjects are not consistent in terms of the levels of the latent trait specified in the Rasch model required to achieve the same grades. Variability in statistical standards between subjects exists at both individual grade level and the overall subject level. Findings from this study are generally consistent with those from previous studies using similar statistical models. It has been demonstrated that the alignment of statistical standards between subjects based on the Rasch model would likely result in substantial change in performance standards of the examinations for some subjects evidenced here by significant changes in grade boundary scores and grade outcomes. It is argued that the defined purposes of GCSE and A level qualifications determine how their results should be interpreted and reported and that the existing grading and results reporting procedures are appropriate for supporting these purposes.     

英国GCEA水平生物学考试探析

英国GCEA水平生物学考试是有一定影响力的国际性考试。通过分析和探讨其目标、内容标准、考试方案及其试卷特点,带给我们如下启示:加强课程改革实验、深入课程的理论研究;注重课程价值取向、兼顾现实性和思想性;强化课程教育质量、兼顾学生的个性发展;完善课程核心体系、丰富学校的课程内容;科学制定课程标准、发挥课程的评价功能。     

玻碳电极吸附伏安法测定奥美拉唑

用循环伏安法和方波伏安法分别研究了奥美拉唑在玻碳电极上的电化学行为及检测方法。在1.0mol.L-1 H2SO4底液中,以玻碳电极为工作电极,先在1.2V下氧化富集10s后,通过方波伏安法对奥美拉唑进行测定。结果发现在0.36V（vs.SCE）出现一氧化峰,且氧化峰电流与奥美拉唑的浓度分别在5.78×10-7～1.73×10-6mol.L-1和5.78×10-6～2.02×10-5 mol.L-1范围内呈良好的线性关系;该法的检出限为2.89×10-9 mol.L-1。     

自学考试大纲建设研究

自学考试大纲根据专业考试计划规定了考试标准,是考核要求的具体规划性文件,在指导考生学习和保证考试质量等方面发挥了巨大作用,但仍然存在一些需要完善的地方。借鉴英国GCE考试大纲建设的合理做法,结合自学考试的情况和特点,对自学考试大纲建设进行尝试和探索,积极推动自学考试的科学发展。     

The impact of attaining the Welsh Baccalaureate Advanced Diploma on academic performance in bioscience higher education

Since the introduction of the Welsh Baccalaureate Advanced Diploma Qualification (WBQ) in 2003, an increasing number of students are applying to higher education institutions (HEIs) with this qualification. The advanced-level WBQ is regarded as equivalent to one General Certificate of Education A-Level (GCE A-Level). This study assesses the impact of attaining the WBQ in addition to three GCE A-Levels on overall university degree performance in comparison to attaining four GCE A-Levels, in three cohorts of undergraduate students (Year 1?=?318, Year 2?=?280, Year 3?=?236) studying Biosciences from 2005 to 2011 at a UK HEI. Binary logistic regression was used to compare the academic attainment of students who had achieved four GCE A-Levels to those who had achieved three GCE A-Levels in addition to the WBQ. Comparisons were also made between students who had achieved three GCE A-Levels and those who had achieved three GCE A-Levels in addition to the WBQ. The results suggest that students who achieved the WBQ qualification in its current form, in addition to three GCE A-Levels, performed less well academically in undergraduate studies than those who achieved four GCE A-Levels. Furthermore, this effect was still present when the balance between coursework and examination was considered, and when students who had achieved the WBQ in addition to three GCE A-Levels were compared to students who had achieved three GCE A-Levels.     

八羧基酞菁钴（Ⅱ）低聚物修饰电极上氧电还原反应的研究

用溶剂蒸发法制备了八羧基酞菁钴（Ⅱ）低聚物修饰电极（ＣｏＯＣＰｃ／ＧＣＥ）；循环伏安（ＣＶ）图表明它对氧的电还原有明显的催化活性，与未修饰的玻碳电极（ＧＣＥ）相比，在ＮａＨＣＯ３溶液中Ｏ２在ＣｏＯＣＰｃ／ＧＣＥ上的还原峰电位正移２４０ｍＶ，且出现第二步还原特征，用旋转园环盘电极（ＲＲＤＥ）技术初步讨论了氧的电还原过程．     

Gaps in educational outcomes: analysing national examination performance of Singaporean Malay and non-Malay students in the past 20 years

Singaporean students generally perform very well in international tests of mathematics and science. Nonetheless, in multi-cultural Singapore, there exist gaps with the Malays, a minority group in Singapore, systematically lagging behind the other ethnic groups of the Chinese and Indians in many educational performance indicators. While there have been previous qualitative assessments of this issue, rigorous statistical analyses are lacking. In this article, I analyse data from 1991 to 2011 of aggregate percentage passes in national examinations for the different ethnic groups in Singapore. Using time series techniques and regression, I uncovered two major findings. First, the Malay trends in percentage passes for the last two decades were strongly correlated with the non-Malay, national trends. Second, despite the correlation, there remained fluctuations around the national trend by Malay cohorts in the past two decades. Malay cohorts tended to perform better during an upward national trend, but also performed worse during a downward national trend, indicating systematic volatility in performance. The implications of these findings are discussed in the light of current research on educational gaps and three decades of community self-help to improve the educational achievement of the minority Malays in Singapore.     

Are we there yet? Progress in promoting independent learning in a Sixth Form College

This brief report describes an investigation into whether research into independent learning undertaken in Holland could be replicated in an English Sixth Form College. The research explored the degree to which a College’s drive towards self-regulated learning had impacted on students’ attitudes and behaviours. The findings echo much of the findings reported from the Dutch research and suggest that there is still work to do if we are to realise fully the ideal of independent learning.     

新加坡科学课程普通水准教育证书考试评析

在新加坡科学课程改革中,普通水准教育证书考试起着积极的引导作用。它们具有这样一些特点:重视对科学概念原理理解、信息处理能力和解决问题能力以及实验操作技能和科学探究能力的评价;控制数学运算的分量和复杂性;尊重学习者的差异、给予充分的选择权。这些对于我国科学课程考试评价改革有着重要的借鉴意义。