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.

The Literature Review of Teacher’s Feedback and Students’ Participation in Class

Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.

Peer and Teacher Feedback in A Foreign Language Research Writing Course:A Case Study of Doctoral Students’Perspectives in Finland

The provision of feedback on student work has been a common and even recommended practice across levels of education throughout the years.In the field of academic writing pedagogy,giving feedback has become a crucial part of the teaching/learning process given that composition skills are quite intricate and difficult to master,requiring a cycle of continual drafting,feedback and re-drafting until a final version is produced.Teacher feedback appears to be the most utilized in current classrooms,with peer feedback beginning to be applied in many disciplines as well in recent times.Nevertheless,it appears that most research studies on the uses and the benefits of teacher and peer feedback focus on undergraduate students with graduate students’voices less contemplated in this regard.Considering this potential research gap as well as the fact that doctoral students are often more skilled and competent writers,this study analyses these students’attitudes and views toward the need of teacher and peer feedback in a research writing in English course delivered in a Finnish university with a mix of international and local students.The results seem to indicate that both types of feedback,but specifically a combination of both,were well-accepted and highly-regarded by these students,particularly as far as reader-friendliness is concerned.

Teaching Innovation and Practice of Basic Computer Courses in Local Colleges and Universities

The rapid advancement of information technology poses significant pedagogical challenges for basic computer courses in local colleges and universities.This study proposes a comprehensive framework for instructional innovation,encompassing the restructuring of course content,enrichment of teaching resources,reformulation of instructional methods,and the establishment of feedback channels,as well as a comprehensive framework for optimizing assessment mechanisms.The implementation of this framework has yielded remarkable outcomes,including heightened classroom engagement and academic rigor as well as an overall enhancement in students’critical thinking and practical skills.These transformative changes have propelled basic computer courses in local higher education institutions to a new stage while offering valuable insights for future pedagogical reforms.

The effect of grade entitlement attitudes on English programs in Japanese universities language testing and evaluation： Foreign language skill development

This paper deals with the effect of grade entitlement on English programs in Japanese universities. For years, teachers and administrators have noted that even though Japan is one of the highest spending countries on English education, there has not been a commensurate increase in English ability. Most research to explain this disparity has thus far focused on methodology, class size and teacher qualifications. Recent research dealing with academic entitlement at US universities may offer an alternative explanation for some of the lack of success that Japanese universities have experienced. Ellen Greenberger, one of the author＇s of Self-entitled college students： Contributions of personality, parenting and motivational factors, which appeared in 2008 in The Journal of Youth and Adolescence claims that in recent years, the number of students appealing their grades and expecting to be rewarded for effort rather than results has increased. Greenberger＇s paper motivated this study. 200 Japanese students completed a survey that presented a number of grade scenarios. The students were asked, based on test grades and completed assignments, what grade a student should receive in each hypothetical situation. Similarly, full-time and part-time teachers were asked what grade they would give in each situation. This paper explains the different situations, students＇ and teachers＇ responses to the scenarios, and then discusses the implications for English education in Japan.

An Exploration of a Systematic and Effective Mechanism of Delivering Feedback on EFL Student Writing

In China, it is widely believed that teacher feedback plays a crucial role in EFL writing course, exerting a great impact on the improvement of Chinese EFL students＇ writing abilities so that teachers have been required to deliver feedback on students＇ writings. Teachers, consequently, spare no pains to give feedback, expecting their students would make progress in their writing, but it seems that things go contrary to their wishes. Although there are various complicated factors contributing to the situation, one of the important factors lies in the teachers, a number of whom do not grasp a systematic and effective mechanism of delivering feedback on EFL student writing. Much importance has been attached to Chinese EFL student writing, however, rare attention has been paid to conducting research on concrete ways of delivering feedback on Chinese EFL student writing in China. Therefore, this paper serves to fill the gap, mainly devoting itself to exploring concrete methods of delivering teacher feedback on EFL student writing.

Reflection on Classroom Teaching Innovation Triggered by Non-Engfish Majors＇ Evaluation on Chinese and Foreign Instructor＇s Pedagogies

Non-English majors＇ evaluation on teachers is a vital way to get feedback of English language classroom teaching and learning. This paper reports on a study which used a discourse-analytic approach to look into the existing problems in English classroom teaching at undergraduates＇ level. The ways of searching solutions for the problems are also discussed.

Course Evaluation Based on Deep Learning and SSA Hyperparameters Optimization

Sentiment analysis attracts the attention of Egyptian Decisionmakers in the education sector.It offers a viable method to assess education quality services based on the students’feedback as well as that provides an understanding of their needs.As machine learning techniques offer automated strategies to process big data derived from social media and other digital channels,this research uses a dataset for tweets’sentiments to assess a few machine learning techniques.After dataset preprocessing to remove symbols,necessary stemming and lemmatization is performed for features extraction.This is followed by several machine learning techniques and a proposed Long Short-Term Memory(LSTM)classifier optimized by the Salp Swarm Algorithm(SSA)and measured the corresponding performance.Then,the validity and accuracy of commonly used classifiers,such as Support Vector Machine,Logistic Regression Classifier,and Naive Bayes classifier,were reviewed.Moreover,LSTM based on the SSA classification model was compared with Support Vector Machine(SVM),Logistic Regression(LR),and Naive Bayes(NB).Finally,as LSTM based SSA achieved the highest accuracy,it was applied to predict the sentiments of students’feedback and evaluate their association with the course outcome evaluations for education quality purposes.

The Relationship Between Teachers' Questions and Classroom Interactions in EFL Classroom

Classroom questioning is one of the most important parts of teaching activities, and also the most frequently used method to carry on classroom interactions between teachers and students. English teaching process is the process of"asking"and"answering"between teachers and students. Teachers should not only pay attention to the artistry of questioning, but also attach great importance to the strategy of asking questions. Appropriate teachers' questions are conducive to cultivate students' divergent thinking, and encourage students to better master knowledge by thinking and discussing, thus contributing to classroom interactions move towards a climax.

Igniting the Statistical Spark in the Social Sciences—Abilities, Student Feedback and Teacher Observations

A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.

An Analysis of the Relationship between Output Corpus and Language Output Function

The study is to verify the relationship between the output corpus and language output function and to test the three func-tions of pushed output. It attempts to give some implications for non-English major and English-learning. The results show that theoutput corpus is related to language output function.

Future Directions in Studies on Student Perception of Teacher Written Feedback

Teacher feedback plays a key role in teaching second language writing. Though teachers have devoted a great deal oftime to giving written feedback to L2 students, some students complained that they benefit little from written feedback. This studyreviews research on the effectiveness of teacher written feedback in ESL context or EFL context in United States, and tries to sug-gest future direction in further research.

边际效用理论视域下高职院校教师评价策略研究

随着跨学科研究的发展,作为经济学中的边际效用理论正逐渐被应用于教育领域当中,用来解释相关的教育现象。试从边际效用理论视域出发,分析当前我国高职院校教师评价在价值理念上人文关怀不够、评价标准上个性化特征不明显、评价主体上评价能力差异性较大、评价方法上单一化现象严重、评价结果上教师职业发展的服务作用缺乏等诸多问题,并针对问题提出应“树立先进评价理念,注重以人为本;坚持优化评价标准,提高指标契合度;构建专业评价主体,增强评价信度;积极改革评价方法,加强综合评价;构建合理反馈机制,善用评价结果”等优化策略。

以评价改革提升高校学风建设

学生上课不抬头、不做笔记、抢后排等是我国部分大学课堂的现实情况。为了治理这些问题,一些大学开展了加强学风建设活动,提出检查不带教材、不做笔记、不提问题、不坐前排的“四不”现象,检查到课率、抬头率以及前排学生入座率的“三率”等要求,这些措施都只是对学风进行的表面治理。要让大学生投入课堂学习,必须以问题为导向,破解影响人才培养质量的学校办学定位问题、教师考核问题以及学生评价问题。

护生视角下临床护理教师课程思政与有效教学行为评价

目的 了解护生对临床护理教师课程思政和有效教学行为的评价,为深入开展课程思政、改善临床教学行为提供依据。方法 采用临床护理教师课程思政评价调查表和临床护理教师有效教学行为问卷对158名结束实习的本科护生进行调查。结果 临床护理教师开展课程思政率仅为48.1%,有效教学行为问卷总均分(5.56±1.30)分,各维度得分由高到低依次为人际关系、对护生评价、专业水平、个性特征、教学水平。课程思政组有效教学行为及各维度得分均高于未实施课程思政组(均P<0.01)。结论 护生对临床护理教师课程思政评价低,教师课程思政内容、方式等方面均需改进;对教师有效教学行为评价中等偏上。以专业能力为基础选拔临床护理教师,建立持续、动态培训、激励机制,科室成立教学团队,凝练课程思政内容并全程融入带教过程,有助于临床护理教师有效教学行为的形成。

基于Logit模型的教育评估系统构建及应用分析

针对现有教育评估模型评价指标覆盖面小、评估精度不足等问题,文中提出构建基于Logit模型的教育评估系统。首先根据评估的对象和范围,将教育评估体系分为四类,再根据目标导向等原则设计评估指标体系;随后,对数据进行预处理,并对自变量进行赋值操作,使其更贴合建模要求;最后基于Logit模型构建教育评估及成绩预测系统。将文中所提模型应用于浙江一所高中进行实证,结果表明,基于Logit模型的教育评估系统具有较好的应用效果,能够评估指标和影响因素同教学评估结果之间的关系,并提供科学的评估和预测结果。

新时代英语师范生教育实践评价问题分析和优化策略--以南京晓庄学院英语师范专业为例

新时代语境下,教育实践既要满足国家教育发展战略目标的要求,也要满足基础教育高质量发展的要求。该文依据教育实践课程培养目标,认为教育实践评价存在评价目标不明确、主观性强、评价方式单一等问题,提出了建设系统化教育实践考核评价体系、构建多元化教育实践评价主客体、搭建操作性强的过程性评价方式等优化实践评价策略。

“大二低潮”的成因分析及应对之策

“大二低潮”是高等学校普遍存在的现象,如何有效应对“大二低潮”已成为国内外高校广泛关注的问题。基于对河南省高校本科生的调查数据,分析了现阶段“大二低潮”形成的原因:学生缺乏获得感、缺乏明确的学习目标、内生动力不足;学校对大二学生关注度下降、考核重结果轻过程、课程授课形式单一、师生缺乏有效沟通。结合成因,提出建立本科导师制、提高“两性一度”、强化过程性评价、加强师生互动、强化学风建设等应对方案。

以生为本的民族高校教师评价指标建构

教育评价改革作为在教育改革中具有全局性、前瞻性和艰巨性的任务,正在从各个层面破局。民族高校肩负普通高校与民族高校的“双重使命”,新时代也赋予了其“立德树人”新要求,即铸牢中华民族共同体意识,在这一主线要求下,如何优化“高校教师评价体系”,为民族地区培养大批“回得去、留得下、用得上、靠得住、干得好”的“永久牌”人才,具有重要的现实意义。本文以“以生为本”理念为指导,将铸牢中华民族共同体意识主线要求贯穿评价内容与过程,从教师和学生两个教育主体入手,反转评价视角,通过评价学生的水平、成长的速度和幅度等方面的成就评价教师的育人质量,为解决教师评价“五唯”问题提供“立”之方法。此外,在指标建构方面,结合对S大学“以生为本”的教师评价指标问卷调查结果,将评价指标建构为以生为本理念下“三用心一收获”评价体系,助力《深化新时代教育评价改革总体方案》在民族高校落地生根。

职前体育教师表现性评价内容、特征与启示——基于edTPA体育学科的分析

美国国家级职前教师表现性评价系统edTPA在评估职前体育教师胜任教学工作的准备程度、指导其教学能力发展与专业化水平提升方面取得了良好的效果。运用文献资料法、逻辑分析法,解析edTPA在职前体育教师评价领域的具体内涵,阐述其特征,提炼其在建构与实施方面的具体措施,提出对于我国体育师范生表现性评价方案的相应启示。认为:我国体育师范生表现性评价的建构应以刻画体育教学实践构念导引评价目标的设计、以对标体育课程标准设计表现任务、以研制描述性评分规则指引体育师范生教学实践水平提升,通过以多元证据、多方合作确保评价高质量实施,从而充分发挥评价的指挥棒作用,落实“以评促建、以评促改、以评促强”,赋能新时代卓越体育师资的培养。