Teachers’Perception for Evaluation of the Primary School Students With Final Grade

The most difficult and delicate part of the learning process is assessment.Assessment is difficult because during his/her accomplishment the teacher has to consider not only the acquisition of knowledge from students,but also the overall degree of development of their competencies.It is delicate,because through assessment we can influence the emotional side of students and their“willingness”to learn.Despite these facts,teachers need to evaluate students during the learning process.The purpose of the research is to find out what is the perception of teachers about the level of evaluation of students with final grade.The overall results showed that 89%of teachers agree,9%of them have a neutral attitude,and 2%do not agree that the evaluation of students with a final grade is done taking into account many aspects and using many methods,the overall average of the results,M=4.36.Based on the empirical results,it was found that teachers who have completed assessment training have a more positive approach to student assessment,as the average score is higher than teachers who have not completed assessment training.From the qualitative results it was understood that the Teachers did not encounter any difficulties during the assessment of the students.

Adaptive System for Assigning Reliable Students’ Letter Grades—A Computer Code

The availability of automated evaluation methodologies that may reliably be used for determining students’ scholastic performance through assigning letter grades are of utmost practical importance to educators, students, and do invariably have pivotal values to all stakeholders of the academic process. In particular, educators use letter grades as quantification metrics to monitor students’ intellectual progress within a framework of clearly specified learning objectives of a course. To students grades may be used as predictive measures and motivating drives for success in a study field. However due to numerous objective and subjective variables that may by be accounted for in a methodological process of assigning students’ grades, and since such a process is often tainted with personal philosophy and human psychology factors, it is essential that educators exercise extra care in maximizing positive account of all objective factors and minimizing negative ramifications of subjectively fuzzy factors. To this end, and in an attempt to make assigning students’ grades more reliable for assessing true-level of mastering specified learning outcomes, this paper will: i) provide a literature review on previous works on the most common methods that have traditionally been in use for assigning students’ grades, and a short account of the virtues and/or vices of such methods, and ii) present a user-friendly computer code that may be easily adapted for the purpose of assigning students’ grades. This would relieve educators from the overwhelming concerns associated with mechanistic aspects of determining educational metrics, and it would allow them to have more time and focus to obtain reliable assessments of true-level of students’ mastery of learning outcomes by accounting for all possible evaluation components.

Reliability and validity of the hidden hunger assessment scale in China-revised for high school students

Objective:Hidden hunger remains a severe public health problem that affects millions of people worldwide.In China,challenges related to dietary imbalance and hidden hunger persist.Micronutrient inadequacy deserves more attention among adolescents,given its vital role in their growth and development;however,this problem appears to have been largely ignored.High school students,in particular,are often at a high risk of hidden hunger but have limited assessment tools available.Therefore,this study aims to revise the hidden hunger assessment scale for high school students(HHAS-HSS)in China and assess its reliability and validity.Methods:Based on a literature review,expert consultation,pre-experiment,and formal survey,a hidden hunger assessment scale was revised for high school students.The formal survey involved 9336 high school students in 11 of the 16 cities in Anhui Province,China,and 9038 valid questionnaires were collected and included in the analysis.The item analysis,internal consistency reliability,test-retest reliability,content validity,exploratory factor analysis,and confirmatory factor analysis of the HHAS-HSS were examined.Results:The HHAS-HSS included a total of 4 dimensions and 12 items:"vegetables and food diversity"(three items),"fruits and dairy products"(three items),"micronutrient-dense foods"(four items),and"health condition and eating habits"(two items).The results showed a Cronbach's alpha of 0.758,a split-half reliability of 0.829,and a test-retest reliability of o.793,indicating good internal consistency.Using the Bartlett's test and Kaiser-Meyer-Olkin test(KMO)to test the exploratory factor analysis presented a four-factor model of the HHAS-HSS,the KMO0 value was 0.820(P<0.001),which indicated the possibility for factor confirmatory factor analysis.Using the maximum variance rotation method,four factors were obtained,and the cumulative variance explained rate was 57.974%.Confirmatory factor analysis also supported the division of the scale into four dimensions,and the fitting indices were x^(2)=1417.656,x^(2)/df=29.534,goodness-of-fit index=0.974,adjusted goodnessof-fit index=0.958,parsimonious goodness-of-fit index=0.600,normed fit index=0.938,incremental fit index=0.940,Tucker-Lewis index=0.917,comparative fit index=0.939,and root mean square error of approximation=0.056.Except for x^(2)/df,all the indices reached the fitting standard,and the above results showed that the construct validity of the scale reached an acceptable level.Conclusions:The HHAS-HSS has good validity and reliability for Chinese high school students.It is a convenient self-report measure of hidden hunger risk.

Impact of Remote Learning on Student Performance and Grade: A Virtual World of Education in the COVID-19 Era

The COVID-19 pandemic has had a profound influence on education around the world, with schools and institutions shifting to remote learning to safeguard the safety of students and faculty. Concerns have been expressed about the impact of virtual learning on student performance and grades. The purpose of this study is to investigate the impact of remote learning on student performance and grades, as well as to investigate the obstacles and benefits of this new educational paradigm. The study will examine current literature on the subject, analyze data from surveys and interviews with students and educators, and investigate potential solutions to improve student performance and participation in virtual classrooms. The study’s findings will provide insights into the effectiveness of remote learning and inform ideas to improve student learning and achievement in an educational virtual world. The purpose of this article is to investigate the influence of remote learning on both students and educational institutions. The project will examine existing literature on the subject and collect data from students, instructors, and administrators through questionnaires and interviews. The paper will look at the challenges and opportunities that remote learning presents, such as the effect on student involvement, motivation, and academic achievement, as well as changes in teaching styles and technology. The outcomes of this study will provide insights into the effectiveness of remote learning and will affect future decisions about the usage of virtual learning environments in education. The research will also investigate potential solutions to improve the quality of remote education and handle any issues that occur.

Validity and reliability of the evaluation tool of TCM confidence in students with TCM learning experience

Objective:This study aimed to design an evaluation scale of traditional Chinese medicine(TCM)confidence and then evaluate its validity and reliability.Methods:Three parallel samples with TCM learning experience were included in this current study.Randomly selected 500 nursing students were included factor analysis and reliability and validity analyses.After 4 weeks,200 nursing students were recruited to retest the reliability.The evaluation tool of TCM confidence included 6 dimensions and 25 entries.Results:Cronbach's a coefficient of the evaluation scale was 0.95 and that of the 6 observed aspects were higher than 0.90,and splithalf reliability was 0.81.For the retest reliability,Cronbach's a coefficient of the evaluation scale was 0.93 and that of the 6 examined aspects was all over 0.80.The index of content validity Scale Content Validity Index(S-CVI)was 0.92 and Item Content Validity Index(I-CVI)was 0.83–1.00.Conclusions:Observed results may indicate that the designed tool can be used to assess the TCM confidence level of students with TCM studied experience and also can evaluate results of TCM education during studying TCM lectures.

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

The study aimed to reveal the effectiveness of the integration between some constructive learning strategies in teaching a unit of the English language course to collect translation skills, using grammar, and the acquisition of critical thinking skills for intermediate third grade students in Mecca. Also, it aimed to acknowledge the statistical differences between the modified averages for the study sample groups degrees in the dimensional collecting of grammar and translation skills at the knowledge of the grammar level and using it, and at the macro level for collecting translation and grammar skills after adjusting the old collecting, as well as the knowledge of the statistical differences between the modified averages for the study sample groups in the total telemetric for the critical thinking skills after adjusting the old collecting. To achieve the study objectives, the researcher used the semi-experimental method that had several experimental groups （four groups）, and applied it to a sample of intermediate third-grade students in the city of Makkah （99 students） in teaching the unit of the English language course, which is （Healthy Eating） in the second semester in 2011/2012. After using the appropriate statistical methods, the study came to a result that there are no statistically significant differences in the old implementation for the test of skills of academic achievement of grammar, translation, and critical thinking skills, and that there are statistically significant differences in the new implementation due to the four strategies. According to the results of the study, the researcher recommended a number of recommendations including： the necessity to focus on the constructive theory in teaching English language skills, the importance of expanding the use of the suggested integrative oriented and its development in the field of English language teaching, to hold an intensive training courses for teachers of the English language to train them on using the suggested integrative strategy, the emphasis on the importance of the curriculum activities which focus on the integration between the constructive learning strategies, the importance of expanding of scientific research in the field of integrative strategies, and the development of synthesis methods that combine two strategies or more.

Investigating adolescent mental health of Chinese students during the COVID-19 pandemic:Multicenter cross-sectional comparative investigation

BACKGROUND The coronavirus disease 2019(COVID-19)pandemic has caused significant challenges for adolescent mental health.AIM To survey adolescent students in China to determine the effects of the COVID-19 pandemic on their mental health.METHODS A multicenter cross-sectional comparative investigation was conducted in March 2022.We collected demographic information and survey data related to the COVID-19 pandemic.The Patient Health Questionnaire-9 and Generalized Anxiety Disorder Screener scales were used for objective assessment of depression and anxiety.RESULTS We collected mental health questionnaires from 3184 students.The investigation demonstrated that adolescents most strongly agreed with the following items:Increased time spent with parents,interference with academic performance,and less travel.Conversely,adolescents most strongly disagreed with the following items:Not having to go to school,feeling an increase in homework,and not socializing with people;34.6%of adolescents were depressed before COVID-19,of which 1.9%were severely depressed.After COVID-19,26.3%of adolescents were prone to depression,of which 1.4%were severely depressed.24.4%of adolescents had anxiety before COVID-19,with severe anxiety accounting for 1.6%.After COVID-19,23.5%of adolescents were prone to anxiety,of which 1.7%had severe anxiety.CONCLUSION Chinese adolescents in different grades exhibited different psychological characteristics,and their levels of anxiety and depression were improved after the COVID-19 pandemic.Changes in educational management practices since the COVID-19 pandemic may be worth learning from and optimizing in long-term educational planning.

Italian Psychometric Validation of the Multidimensional Students’ Health-Promoting Lifestyle Profile Scale

The present study examines the factorial structure and assesses the psychometric properties of the adapted multidimensional Health-Promoting Lifestyle Profile II Scale, considering a sample of Italian university students who participated to an online survey. The original 52-items Scale showed a high overall internal consistency. Four of the six subscales were associated with good values of the Cronbach’s α coefficient, whereas two subscales had lower values. Hence corrected item-total correlation was calculated and 26 items that decreased the scale’s reliability were deleted. The remaining 26 items were first subjected to Principal Component Analysis that suggested a conceptually meaningful five-factor model. This result was further supported by the first-order confirmatory factor analysis, in which all the factor loadings were statistically significant. The internal consistency and the composite reliability for the reduced version of the Scale and its subscales have shown a good reliability for the measurement models. The multidimensionality of the scale was also confirmed by a second-order factor model.

The Analysis of Scaffolding Instruction Application in Senior High School English Writing Teaching —— Based on Students of Zuoyun High School in Datong

This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the whole,high school students have good use of scaffolding in English writing.2)The application of scaffolding instruction in high school English writing teaching has a significant positive correlation with English writing performance.3)On the whole,there is a significant difference in the application of the scaffolds in English writing between high and low-score group students.

高中生心理健康素养量表的编制

通过借鉴国内外心理健康素养量表的概念框架与设计理念,编制符合我国当代高中生心理健康教育发展现状,且便于在学校开展测量的心理健康素养量表。采用基于前人研究编制的52项条目的高中生心理健康素养量表和作为效标的中国中学生心理健康量表对接近全国普通高中水平的两所学校的高中生开展调查并回收有效问卷798份,经探索性因素分析、验证性因素分析和信效度分析,该量表最终条目为23项,分为知识、态度、行为/技能与表现三个维度,且信效度良好,可以较好地评估我国高中生的心理健康素养水平。

晚间授课会导致大学生课程成绩的“无谓损失”吗?

课程成绩是学生学习和个人发展的重要风向标。优化课堂教学安排减少课程成绩无谓损失是目前高校教务部门关注的热点问题。本文从排课时间视角实证讨论了课堂教学安排对大学生课程成绩的影响。研究表明:(1)晚上进行课堂教学会导致学生课程成绩下降。(2)对于同一教学班而言,所有课堂教学均在晚上进行,将带来严重的课程成绩损失。(3)晚上进行必修课程教学和采用多位教师协同教学能够缓释晚上教学带来的课程成绩损失。据此,为缓释晚上教学带来的课程成绩损失,应当深入推进教学范式改革,尽量避免晚上教学;完善教学安排系统,妥善考虑课程性质差异;推动课程组深度教学合作,施行同课师资交叉授课。

高职院校网络营销基础课程思政教学效果现状调研

随机抽取某高职院校200名学习网络营销基础课程的学生进行问卷调查,了解高职院校网络营销基础课程思政教学效果现状。结果显示,学生对网络营销基础课程思政教学效果与质量的认知处于中等偏上水平,教学态度、教学目标、教学内容、教学方法与教学效果的均值均高于理论中值,其中教学态度的均值相对较低。差异分析发现,学生对教学态度、教学目标、教学内容、教学方法、教学效果维度的认知不存在性别差异,对教学态度的认知在生源地上存在显著性差异,对教学效果的认知在年级上存在显著性差异。

运动感知焦虑量表的汉化及在女大学生中的信效度检验

目的:对运动感知焦虑量表(ESAQ)进行汉化,并在女大学生中进行信效度检验。方法:征得原作者授权后,通过BrisLin模型对ESAQ进行翻译、回译、文化调试和预调查,最终形成中文版运动感知焦虑量表。采用便利抽样法,于2023年9月至10月期间,通过问卷星平台对1200名女大学生进行运动感知焦虑调查,评估中文版ESAQ的信效度。结果:中文版ESAQ共2个维度,16个条目,各维度Cronbach sα系数为0.892、0.852,折半信度为0.894、0.852。探索性因子分析中共抽取2个公因子,累积方差解释率为53.057%;验证性因子分析中,X 2/df=1.365,RMSEA=0.018,GFI=0.984,NFI=0.979,CFI=0.994,TLI=0.993,模型拟合达标;内容效度指数I-CVI为0.82~0.91,S-CVI/UA为0.90。结论:中文版运动感知焦虑量表具有良好的信效度,可作为我国女大学生运动感知焦虑的评测工具。

简式五因素自恋量表的汉化与信效度检验

目的:检验简式五因素自恋量表(Five Factor Narcissism Inventory-Super Short Form,FFNI-SSF)汉化版在我国大学生群体中的信效度。方法:使用Brislin翻译模型对量表进行翻译与回译,通过专家评审和预调查进一步调试修订量表。采用整群取样法抽取陕西、青海两省份的155名在校大学生作为研究对象,以验证量表信效度。结果:汉化版FFNI-SSF量表包括对抗性、神经质和外向性3个因子,共15个条目,与原量表结构一致。总量表及其两个复合子量表的内部一致性信度系数分别为0.820、0.820和0.718,3个因子的内部一致性信度系数分别为0.809、0.832和0.930。3因子模型拟合指标良好(χ^(2)/df=1.599,CFI=0.960,IFI=0.960,TLI=0.951,RMSEA=0.062)。结论:汉化版FFNI-SSF量表具有良好的信效度,可用于对中国大学生群体的自恋水平的评估与研究。

国家区域医疗中心武汉协和重庆医院电气设计要点

以国家区域医疗中心华中科技大学同济医学院附属协和医院重庆医院(一期工程)为例,对医疗建筑电气设计的以下问题进行分析与探讨:供配电系统设计的变压器安装容量合理性分析、供配电系统可靠性分析、变压器能效等级选择及机房选址等;针对医疗建筑的电能质量问题提出解决方案;调研同类医疗项目存在的照明光环境问题,设计本项目的物联网智能照明光环境系统;总结本项目光储直柔微网系统设计要点。

体育锻炼与低年级大学生攻击行为的关系:自我控制与心理弹性的链式中介作用

目的:探讨体育锻炼与低年级大学生攻击行为的关系,检验自我控制与心理弹性的链式中介作用机制。方法:采用体育锻炼等级量表、自我控制量表、心理弹性量表、攻击行为量表对1078名低年级大学生进行调查,并应用链式中介作用检验和Bootstrap方法效应分析。结果:1体育锻炼与低年级大学生自我控制(r=0.457,P<0.01)和心理弹性(r=0.475,P<0.01)分别呈显著正相关,自我控制与心理弹性呈显著正相关(r=0.620,P<0.01),三者都与攻击行为呈显著负相关(r=-0.448,-0.586,-0.567;P<0.01);2中介效应检验表明,自我控制和心理弹性在体育锻炼与低年级大学生攻击行为之间起显著的中介作用。包括3条路径,分别为自我控制的单独中介作用,效应值为-0.161;心理弹性的单独中介作用,效应值为-0.068;自我控制→心理弹性的链式中介作用,效应值为-0.071。结论:体育锻炼是预防和降低低年级大学生攻击行为的有效手段,其既可以直接影响低年级大学生的攻击行为,也可以通过自我控制和心理弹性的中介变量间接实现。

大学生失败心态量表的编制及信效度检验

探讨中国大学生失败心态的结构,编制大学生失败心态量表并检验其信效度。首先通过文献分析和半结构式访谈发展出量表的初始条目,依次进行项目分析和探索性因素分析(n=699)、验证性因素分析(n=684)等确定量表的信效度。然后通过考察大学生失败心态与心理健康的关系,再次验证量表效度(n=2922)。结果发现:最终形成的正式量表包含消极失败心态和积极失败心态两个相对独立的维度;量表的内部一致性信度、重测信度和结构效度、效标效度均符合心理测量学要求;失败心态两维度与主观幸福感和一般心理问题均显著相关。该量表可作为测量中国大学生失败心态水平的有效工具。

基于可靠度的混凝土屋面工程防水关键指标体系

耐久性与允许渗漏量是工程防水的关键指标,工程中一般以简化的分级方式表达成防水等级。这些指标均存在目标与结果属性,采用系统工程理论进行辨析,所建立的工程防水关键指标体系显示:工程防水等级的实质是可靠度;依据应用场景与影响因素可制定耐久性与渗漏量目标,工程防水的实际性能需结合影响因素进行验证;采用防水可靠度指标可将工程防水的目标与结果形成关联,并实现量化判定。由此,防水系统、应用场景、影响因素可统一成完整体系。

修订版智慧型幸福量表的汉化及信效度检测

目的汉化修订版智慧型幸福量表(mature happiness scale-revised,MHS-R),并在护理本科生中应用以检验其信效度。方法通过正译、回译、文化调试和预调查对原量表进行汉化,形成中文版MHS-R。2023年11-12月选取302例护理本科生进行调查,并用SPSS 21.0及SPSSAU软件进行信效度检验。结果中文版MHS-R为单维度量表,共7个条目,各条目因子载荷为0.735~0.813,累计方差贡献率为61.12%。该量表的平均方差抽取量为0.547,组合信度为0.894。量表水平内容效度指数为0.984,条目水平内容效度指数为0.889~1.000。总量表的Cronbach’sα系数为0.892,重测信度为0.861。结论中文版MHS-R的信效度良好,可用于护理本科生智慧型幸福的评估。