ESL pre-service teachers＇ views of Teaching Practice supervision and assessment in Nigeria

This paper suggests that English as a Second Language （ESL） pre-service teachers＇ views and opinions about Teaching Practices be used by faculty to make TP more effective and interesting for the professional development of teachers. The main objective was to study the motivational dimensions of Teaching Practice （TP）, analyze trainees perception of the strength of their content courses （knowledge base） and pedagogy programme （psychology, teaching methods）, and investigate the quality of TP orientation program supervision and assessment by faculty （teacher trainers）. A survey was carried out to determine procedures and processes for minimizing anxieties and fears concerning TP and the relationship between faculty and trainees, mentoring and monitoring procedures, the giving of feedback and utilization of the views of students. Questionnaires were used to obtain information on the content courses or subjects which students found difficult, irrelevant or not adequately taught, what faculty should do to make TP experience better and rewarding to make them become professional teachers. Participants in the study found pedagogy courses relevant to their training and quite enjoyable. They also acknowledge that the courses help them to develop learner centered instructional skills and competence in classroom management. On the contrary, participants confessed they were weak in grammar and spoken English because these were not adequately taught, they also limited exposure to reading and writing. Focused group discussion with students revealed that TP Orientation Programs were too crowded and ill-organized to meet their needs and reduce their anxiety. The points of focus of the orientation-dress code, comportment in schools-were not as crucial as some issues-mentoring, relationship between faculty and students-which were left out. Respondents rated TP supervision and assessment very low because of inadequacies in the number of visits, lack of feedback and low level interaction with their trainers. Some of the students used peer interaction, self-development and self-study skills to improve their skills and cope with TP. The results suggest that knowledge base of students in ESL courses need to be strengthened and enriched. Orientation program should be geared towards trainee＇s needs. Also supervision and assessment require a lot of improvement while faculty should give prompt feedback and utilize trainees＇ opinions and views for meeting students＇ needs and improving TP.

An Investigation on Pre-service English Teachers’ Perceptions Toward Using Portfolio Assessment in English Writing Teaching at Middle Schools

According to curriculum reform,more diversified ways of evaluation on students are needed.In response to the need of this,recent years have seen an increase in using portfolio assessment as evaluation method in English writing teaching,which is a kind of formative assessment.Prior studies investigated the effects of portfolio assessment on improving students’writing abilities from students’points of views.However,this thesis is set from the angles of pre-service teachers,which looks at their perceptions to using portfolio assessment in teaching writing.

Teacher Assessment Literacy:How do We Know What We Need to Improve?

Introduction Teacher assessment literacy is regarded as one of the most influential factors in improving student learning in the classroom,in particular a teacher’s ability to collect,interpret and use a range of assessment information to help students monitor and evaluate their learning needs,set achievable goals.

Development and Psychometric Assessment of the Dyslexia Awareness Instrument in Teachers

Dyslexia is a specific learning disability that is neurobiological in origin.It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.Teachers may not be very sure about the definition of dyslexia and generally struggle to tell the difference between dyslexic learners and slow learners.Developing the DyAwI may provide an important psychometric assessment tool in determining the awareness level of the teacher and being able to make this distinction.A descriptive,explorative design was used in this study.The study consisted of two main phases.In the first phase,in order to develop the instrument,a literature review and a pilot study on 20 primary school teachers were carried out,and in line with expert opinions,the content validity index was calculated.In the second stage,exploratory and confirmatory factor analyses were carried out to identify the construct validity and reliability.The study included 182 primary school teachers for the second stage.The KMO and Bartlett test values,which determine the suitability of DyAwI for factor analysis,were found to be 0.77 and 0.000,respectively.The overall Cronbach’s alpha value of DyAwI was 0.75.As a result of the assessment of its construct validity,the scale consisted of 2 factors and 14 items.The findings of the study show that the tool is reliable and sufficient.The instrument is easy to understand,and this tool can determine the dyslexia awareness levels of teachers.DyAwI could promote teachers’awareness of dyslexia and support the early identification of primary school students with dyslexia.It is believed that,thanks to the data obtained from the instrument,teachers will be able to decide on an educational assessment of a student with reading difficulties more quickly.

An Assessment Scale for Evaluating the Experimental Design Ability of Elementary Science Teachers Based on Primary Trait Analysis

In this study,an assessment scale for evaluating the experimental design ability of elementary science teachers was constructed based on primary trait analysis.This assessment scale contains three first-level indexes and eleven second-level indexes.The corresponding weights of indexes were determined by the objective weighting method.The scores of all the descriptions of the indexes were also assigned.After a trial test,this assessment scale was verified to be reliable and valid for evaluating the experimental design ability of elementary science teachers.

Examining teachers' perceptions and practice of formative assessment in Chinese ESL classrooms

自2001年课程改革以来,中小学英语课堂形成性评价受到了教育管理者、研究者和实践者的广泛支持,但对于教师是如何理解和实施形成性评价的这一问题,还需要研究。本研究通过问卷调查方式探究中学英语教师对形成性评价的认识及其实施现状:(1)从六个维度(评价主体、评价构念、评价工具、评价时间、反馈、终结性评价与形成性评价之间的关系)了解教师对形成性评价的认识;(2)从五个方面(学习目标、反馈、终结性评价的形成性使用、不同学习阶段的形成性评价、自我和同伴评价)揭示教师形成性评价的实践特征。基于这些特征,本文为形成性评价教师培训提出了建议。

Researching Classroom-Based Assessment for Formative Purposes

This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment(CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research(FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students

To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students＇ EFL writing by adopting writing assignments, analytic scoring rubric, questionnaires and interviews. It is found that students are able to make judgments about the overall quality of their writing in a manner consistent with those made by the teacher and students made significant improvements in content, organization, and mechanics of their writing after the practice of self-assessment while qualities concerning vocabulary and language use have been improved but not to a significant level. Moreover, the study demonstrates that the practice of self-assessment has exerted positive influence on students＇ perceptions of their writing skills in terms of organization, language use and mechanics while it does not result in any change of students＇ perceptions of their writing skills in content and vocabulary. These implications are conductive to working out a set of new models of the teaching of writing and helping further intensify the innovations of Chinese foreign language teaching.

Comparison Between Peer Mediation and Teacher Mediation in Dynamic EFL Writing Assessment:A Case Study

The present case study explores the effects of mediation of dynamic assessment （DA） on EFL writing development of English majors. Two junior English majors and their English writing teacher in a Chinese university were involved in a DA writing task. Student B was asked to write an application letter in English of around 500 words during her spare time. Student A and the teacher, as the mediators, tried to help her improve the essay based on her Zone of Proximal Development （ZPD）. The dialogues in the two mediation processes were recorded and transcribed. Analysis of the data from Student B＇s compositions and the recorded talks during the mediation process showed that there are some similarities between the two mediations including making more use of implicit prompts to guide the learner and playing a positive role to facilitate EFL language growth, especially grammar. The.analysis, however, also showed great differences. The teacher tutor attempted more prompts and more implicit strategies than the peer to show that the teacher could do a better job in exploring the learner＇s ZPD. Even so, the peer might be of important help in improving the language and content before a teacher mediation in the DA process.

Assessment Literacy of Secondary EFL Teachers: Evidence from a Regional EFL Test

This study investigated the assessment skills of secondary EFL teachers through analyzing the quality of test items on a municipal English examination for eighth graders in a city located in northern China. Data included students＇ answers to test items as well as a post-test questionnaire and teachers＇ responses to semi-structured interviews. It was found that overall, the test functioned satisfactorily, with most items moderately easy yet discriminating, and high internal consistency and strong correlations among subscale scores. However, item analysis and content review of the test identified some items with incorrect or multiple keys, which may result from a combination of EFL teachers＇ inadequate language proficiency and their attempts to write attractive distractors.

Challenges and Demands for College English Teachers Raised by Training All-round Qualified Persons

The latest issue of College English Curriculum Requirements has posed challenges and demands for teachers in terms of linguistic competence, academic knowledge, language skills, professional morality, emotional and attitudinal qualifications, etc., which requires teachers to embrace and handle with active and open-minded responses. Hence, teachers ought to strive to develop and improve their own overall qualifications in collaboration with the long-term development of the subject and of the national higher education, with the need of qualified persons demanded by social development and the students＇ learning. Teachers also ought to form a notion of scientific development by keeping pace with the time, so as to discern the trend of subject development, to form appropriate judgments concerning the social development and to properly regulate their own development.

A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

The purpose of this study was to compare pre-service teachers’views of ethical issues in assessment practices in the US and China.Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China.Results indicated that the inclusion of effort in grading is a key issue for the pre-service teachers in both the US and China.American pre-service teachers have more consistent views with experts regarding using multiple assessment methods and communications about grading.Pre-service teachers in both countries appeared to have consistent views with experts regarding the confidentiality and standardized test preparation.The findings of this study can help build guidelines regarding ethical issues in classroom assessment.

Investigating the writing proficiency of pre-service English as a Second Language teachers:Making use of distinguishing features

This research aims to investigate the writing proficiency of Hong Kong pre-service ESL teachers,in particular how their writing proficiency differs as characterized by distinguishing features inherent in such teachers' writing performances. Over 120 pre-service ESL teachers from various programmes in local universities in Hong Kong were recruited for the study. Results showed that the higher their writing level,the better they performed in a set task as well as in grammatical range and accuracy. The different programmes they enrolled in could affect the number of cohesive devices they tended to use. Mode and years of study had an effect on task achievement and number of cohesive device. Pre-service teachers enrolled in the teacher training programmes on a part-time basis outperformed those enrolled on a full-time basis. Teachers with more teacher training outperformed newly admitted pre-service teachers.The results of this study could provide empirical evidence for identifying different levels of writing proficiency for Hong Kong pre-service ESL teachers. On this basis,the link between the writing proficiency of pre-service ESL teachers and their assessment of student scripts could be subsequently established in a follow-up study to explore their differences in scoring focuses and strategies when scoring students' writings. This could further contribute to teacher evaluation,teacher training concerning language proficiency,and the improvement of teachers' assessment literacy in high-stakes and L2 classroom writing assessment.

全科医学师资质量评价体系建设研究进展

保障全科医学师资质量不仅是培养合格全科医生的重要基础,而且关系到全科医学与其他专业学科之间的关联,是提高全科医学地位、促进全科医学发展的重要保证。本文通过查阅国内外全科医生培训、全科医学师资培训的相关网站及文献,对全科医学师资的角色和功能、准入标准、质量评价标准、认证标准进行总结,并对我国全科医学师资质量评价及认证指标体系的发展进行展望,提示未来应构建适应中国国情的全科医学师资质量评价及认定指标体系,成立权威的全科医学师资专业委员会,制定全科医学师资的准入、评价和考核标准,建立系统完善的全科医学师资培训管理制度,在各省筛选出1~2家优秀全科医学师资培训基地,建立一支相对固定、优质的全科医学师资队伍,这将为我国全科医学师资培养的持续质量改进提供有益借鉴。

本科护理学专业“双师型”教师队伍建设的探索与实践

健康中国背景下,加强“双师型”护理师资队伍的建设是培养卓越护理人才的基础。苏州大学护理学院通过严格设置“四证”的准入条件,建立“双师型”师资库,优化遴选和启用流程;注重师资队伍的持续发展,完善职前职后一体化培训与发展体系;建立优胜劣汰的管理机制,设置多元化的激励措施,保障师资队伍的活力与竞争力,可为高校护理学专业“双师型”师资队伍建设提供新的思路和参考。

“双师型”教师标准实施背景下“双师素质”探究:价值意蕴、本质内涵与提升路径

加强双师素质培养是“双师型”职教教师队伍建设的必然之举。“双师型”的价值意蕴在于通过双师素质促进职业教育教师、学生和体系的发展,本质内涵在于职教教师“双师素质”合一,落脚点在于双师素质合一的专业教学能力提升。该专业教学能力的提升需要在明晰职教教师队伍结构的基础上,理解“三性合一”理念下专业教学能力的核心要素及其发展阶段,落实体现双师素质要求的专业教学能力提升策略,优化促进教师专业发展的“双师型”教师标准体系。

产教融合协同创新的动因与现实困境及推进策略

实施产教融合协同创新育人战略是国家发展新质生产力、化解创新型技能技术人才供需矛盾和解决产教融合运行机制不畅的必由之路。但其目前还存在产教融合协同机制缺乏创新、产教融合匹配产业需求的精准度低和“双师型”教师队伍质量有待提高等诸多困境。急需创新产教融合协同育人机制,提升协同治理能力;对接国家发展战略,提升产教融合匹配产业需求的精准度;推进“双师型”教师队伍质量建设,增强人才培养原动力。

“双师型”教师素质与能力的内涵结构模型研究

“双师型”教师队伍建设的政策实践与理论进展表明,“双师型”教师素质与能力的内涵结构研究对理论深化和实践应用十分重要。采用修正式德尔菲法和SPSS 20软件对专家调研结果进行实证分析,构建“双师型”教师素质与能力的内涵结构钻石模型,包括专业知识、专业道德、能力、理念4个维度,含32个细分项。“双师型”教师需要具有扎实的专业知识、系统的教学知识、丰富的职业知识、先进的教育理念和良好的专业道德,具备理论教学能力和实践指导能力。其中,知识结构的多样性可以有效激发学生专业学习的积极性;先进的教育理念和良好的专业道德有助于促进学生自主持续发展;理论教学能力中的理论并不是抽象的书本理论,而是面向工作世界、反映职业实践活动的“真实”理论;实践指导能力强调掌握行业领先的实践技术技能,能在实践教学中进行完整演示并指导学生科学训练。

培养创新创业能力的职业教育模式研究

如何更加高效地培养学生创新创业能力,探索出既不烦琐又可操作且广泛适用的职业教育模式,是现阶段各大高职院校亟须解决的重要课题。为进一步促进高职院校培养创新创业能力的职业教育模式改革与发展,对现有高职创新创业教育模式存在的弊端进行分析,提出“厚植学生创新创业观、完善高职院校创新创业教育体系、优化高职院校创新创业实践体系、建立健全创新创业能力培养评价机制”等策略,助力职业教育高质量发展,培养出理念先进、技术扎实、素养过硬的新时代复合型人才。

生成式人工智能支持的教师评语研究:基于初中数学课堂的实践探索

教师评语是形成性评价分析的重要数据来源,但现有教师评语生成的质量在社会性、客观性和个性化方面存在一定的不足,生成式人工智能支持的教师评语为解决该问题提供了可能。生成式教师评语是指教师通过认知诊断技术得到的智能诊断数据与生成式人工智能平台进行交互,从而让生成式人工智能平台模拟教师社会性语言,生成数据驱动的个性化教师评语。在初中数学课堂中的实证研究发现:生成式教师评语有效地提高了学生的自我调节学习能力(Cohen's d=1.08,p=0.000)和学习动机(Cohen's d=0.59,p=0.003),对学生的深度访谈结果表明,生成式评语能作为考试的一种总结反思工具,体现了教师对学生个性化的关注和鼓励。研究结果为人工智能技术助力个性化、精准化教学提供了研究思路,为教育环境中持续评估和改进生成式人工智能技术的使用提供了建议。