The Effective Implementation of Formative Assessment in College Students' Listening Class

The purpose of this assignment is to provide the features of formative assessment and discuss its impact on students' learning, especially in the area of listening improvement, as well as to provide possible suggestions for teachers to improve Chinese learners' learning under the present assessment system.

Model-Following Designs Using Direct State Derivative Measurement Feedback in Novel Reciprocal State Space Form

The paper introduces effective and straightforward algorithms of both explicit and implicit model-following designs with state derivative measurement feedback in novel reciprocal state space form (RSS) to handle state derivative related performance output and state related performance output design cases. Applying proposed algorithms, no integrators are required. Consequently, implementation is simple and low-cost. Simulation has also been carried out to verify the proposed algorithms. Since acceleration can only be modeled as state derivative in state space form and micro-accelerometer which is the state derivative sensor is getting more and more attentions in many microelectromechanical and nanoelectromechanical systems (MEMS/NEMS) applications, the proposed algorithms are suitable for MEMS/NEMS systems installed with micro-accelerometers.

结构可靠度分析FORM迭代算法的混沌控制

利用混沌控制原理对FORM收敛失败进行控制.理清了全局性和局部性两类混沌反馈控制各种方法的内在联系,说明稳定转换法和自适应调节法属于全局混沌反馈控制方法,自适应调节法可视为稳定转换法的特例.参数调节混合法不过是松弛牛顿法的另一种表达形式,它们都属于局部混沌反馈控制方法.阐明了混沌反馈控制表达式与工程力学收敛控制迭代算法的对应关系.也揭示了这些迭代算法收敛控制措施的功效和局限性.提出了一个以稳定转换法为主联合松弛牛顿法的混沌反馈控制方法,对可靠度分析FORM迭代算法实现了周期振荡、分岔和混沌控制.

Principles of assessment and effective feedback

The highly competitive offer of medical training programs and schools,globalization and constant mobility of physicians and medical students(MS),and the commitment to society to deliver competent physicians,demands the definition of performance standards.This would allow to make their performances comparable no matter where they studied or which textbook did they used as reference,to have evaluation mechanisms that guarantee mastery of the integral evaluation of the performance.Assessment has been the key in the teaching-learning process as this obtains a formative and summative element,at different moments,from the extent to which the students have acquired knowledge,skills and attitudes.The progress of the learner must be enhanced with effective feedback on their performance and self-direction of the results obtained in each of the mechanisms established.If,traditionally,this has been considered as the accreditation of compliance with a standard,the evaluation also functions in an integral way as a formative process that identifies advances and deficiencies in the training of residents that allows the definition of actions and strategies for improving the operation of the programs.Different assessment mechanisms are associated with the areas of competence domain,some of the most common tools are:theoretical exams,checklists and rubrics,portfolio,projects and challenges.However,the importance of defining standards which are perceived as fair and designed according to the learning objectives remains a priority to guarantee the credibility of the evaluation agencies and institutions.Some strategies to assure credibility include the involvement of expert and trained evaluators,allowing the process to be carried out with transparency and diligence,and the principles employed should be supported by educational research.

Leader-Following Consensus of Nonlinear Strict-Feedback Multi-agent Systems

The distributed leader-following consensus for nonlinear multi-agent systems in strict-feedback forms is investigated under directed topology. Firstly, each follower node is modeled by an integrator incorporating with nonlinear dynamics. The leader node is modeled as an autonomous nonlinear system which sends its information to one or more followers. Then, a simple and novel distributed protocol is proposed based only on the state feedback, under which the states of the followers ultimately synchronize to the leader. By using Lyapunov stability theorem and matrix theory, it is proved that the distributed leader-following consensus of nonlinear multi-agent systems with strict-feedback form is guaranteed by Lipschitz continuous control laws. Finally, some numerical simulations are provided to show the effectiveness of the developed method.

Assessment and Feedback in EFL： Theory and Practice

Aassessments and feedback are two practical aspects that can be encountered at any educational domain. They are intersected in such a way that each of which may not only rely on the other, but also impact its implications as well. For instance, assessment should be accompanied with a real feedback that is suitable to that type of assessment to become constructive to student＇s learning. Not doing so, the purpose of the assessment becomes merely a testing one. It means that the students will be given a grade or mark （numerical judgement） with no more clarifications regarding their strengths or weaknesses. The main goal of this paper is to address assessment from different angles by critically revising the literature and relevant applications of assessment, testing, and feedback delivery to the EFL students. Then, some suggested recommendations from the author will be included as a reflection to the relevant research and literature

Direct Adaptive Fuzzy Based Backstepping Control of Semi Strict Feedback Nonlinear Systems

In this paper, a direct adaptive fuzzy tracking control is proposed for a class of uncertain single-input single-output nonlinear semi-strict feedback systems. Based on Takagi-Sugeno type fuzzy systems, a direct adaptive fuzzy tracking controller is developed by using the backstepping approach. The main advantage of the developed method is that for an n-th order system, only one parameter is needed to be adjusted online. It is proven that, under the appropriate assumptions, the developed scheme can achieve that the output system converges to a small neighborhood of the reference signal and all the signals in the closed-loop system remain bounded. The efficacy of the proposed algorithm is investigated by an illustrative simulation example of one link robot.

地学类课程的贯穿式学习与评价——形成性评价在“古生物学”课程中的探索与应用

形成性评价是为正在进行的教学活动提供反馈信息,即贯穿全学习过程的师生互助式双向反馈,相对于总结性评价而言,其目的在于促进学习和指导教学,而非仅获得评价结果。本文以吉林大学本科创新示范课—“古生物学”课程为例,分析形成性评价体系的优势,明确该体系的设计理念及目标,详细介绍以评价内容、评价时机、评价方式和教学反馈为内容的评价体系建设及实施过程,提出了具有地学类课程特色的普适性形成性评价体系模型。

新一代Wi-Fi的新型感知信息压缩方法

通信设备由于和雷达设备的工作存在重叠,也可以实现目标检测。但是传统的通信协议采用显式反馈传输信息,导致采用通信设备检测无法保留感知信息,因此可以对显式反馈的分解流程进行改进,从而在通信的间隙实现对环境目标的感知。在MIMO系统中,波束成型是发射端利用MIMO信道状态信息生成导向矩阵,从而提升接收端接收性能的一种技术。目前显式反馈波束成型是通信中波束成型的主流方式,接收端会对接收到的信道矩阵进行奇异值分解后转换成一系列角度值传回发射端。虽然采用传统的矩阵分解流程获得反馈矩阵可以有效降低反馈的冗余信息量,但是通常会丢失掉通信设备在感知过程中获得的大部分重要信息,从而导致利用Wi-Fi信号进行目标探测的功能受到限制。研究发现对于接收到的信道矩阵利用传统的分解方式获得的反馈矩阵特征向量无法保留目标的距离,速度信息。本文提出了一种新型的分解方式,基于信道矩阵的协方差矩阵,先求解左奇异矩阵,再利用左右两个酉矩阵正交向量的对应关系,进一步求解从而获得改进的右奇异矩阵,所提改进方法保留了目标的距离、速度以及角度信息,极大地提升了有效反馈信息量。最后通过仿真实验验证了所提方法的有效性。

用教师有效反馈,提升形成性评价的教学效果和学生的主体作用

形成性评价和有效反馈是教学环节的重要组成部分,对保障学生学习效果和提高教学质量至关重要。学生既需要富有成效的练习,也需要教师的形成性评价和有效反馈。只有将练习及形成性评价和教师针对性反馈有效地结合起来,才能充分发挥二者的作用。因此,本文以生物化学课程为例,分享了本课程课后小组作业的形成性评价和有效反馈教学模式的具体内容。深入探讨了该教学模式各环节存在的问题,并分享了有效的教学策略。特别是本课程的“教师反馈+助教反馈+同伴反馈+范例(3+1)”有效反馈模式,帮助学生实现了自我成长和综合能力的提高。总结本生物化学教学案例的实施效果发现,形成性评价及针对性反馈能够有效的帮助学生获得新技能。学生进一步应用其所获得的新技能,学生作业质量明显提高,达到更高的学习标准,学生跨进了一个新的“最近发展区”。学生对课后小组作业的选题内容非常感兴趣,并且认为教师反馈、助教反馈、同伴反馈及范例提供对提高学生课后作业的质量都非常有效。百分之百的学生认为其非常清楚课程的考核要求,而形成性反馈有效帮助学生达到了学习标准。总之,本课程形成性评价及有效反馈的运作模式实现了练习、评价、反馈和提高的完整闭环,得到了学生的高度认可和积极反馈,促进了以学生为中心的学习,提高了学生的技能,进一步保障了教学质量。希望该形成性评价及有效反馈教学案例能够为广大生物化学教学同行提供参考。

形成性评估视角下的英语写作自动评阅反馈投入研究

写作自动评阅越来越受到教师和研究者的关注,但目前对自动评阅的学习者反馈投入的研究却非常欠缺。本研究从形成性评估理论出发,从修改行为、认知策略和情感反应三个角度,分析了两位大学生使用iWrite英语写作教学与评阅系统时的写作反馈和刺激回忆数据。研究发现,iWrite能够给出分数、语言和结构等多方面的反馈。学生依据反馈对作文相关部分进行了修改和替换,并在此过程中自行纠正了自己发现的问题;在修改过程中,学生运用了各类认知和元认知策略;学生认可反馈的及时性和准确性。从形成性评估角度看,在反馈投入中,学生对学习目标和成功标准的理解发挥重大作用,反馈的准确度和精细度等因素影响学生的情感投入。

生成式人工智能赋能高等教育形成性评价的价值、挑战及路径

生成式人工智能已经具备与人类进行有意义多轮对话的重要能力。传统高等教育形成性评价在及时性、个性化等方面存在不足。如何利用生成式人工智能优化高等教育评价过程,已经成为教育界共同关注的话题。研究旨在通过生成式人工智能,提供智能反馈,优化形成性评价,提高评价的效率与个性化水平,进而促进学生有效学习的发生。研究利用文献法与归纳法,聚焦形成性评价,在探讨生成式人工智能赋能高等教育形成性评价的基础上,从形成性评价的理念、对象、过程、结果和伦理等方面,探讨生成式人工智能赋能形成性评价的挑战,并提出了生成式人工智能赋能形成性评价的路径以期为生成式人工智能更好地赋能高等教育形成性评价提供借鉴和参考。

病理学形成性评价的问题反思及改进策略

文章分析过去3年病理学形成性评价成绩,发现形成性评价对不同分数段和不同专业学生的综合成绩负面影响显著,不利于正确评估学生对知识的掌握情况。通过明确形成性评价本质是在教学过程中得到实时的教学反馈,进而改变教师的教学方法,提升学生的学习状态,指出目前形成性评价模式并不能够体现其本质,同时剖析了真正的形成性评价难以实施的原因,容易使师生出现倦怠心理和功利行为,且形成性评价与期末成绩无最佳比例,因此得出形成性评价不适合对学生最终综合成绩进行评价的结论,提出将形成性评价实时反馈作为重点,将形成性评价改为更符合当代大学生心理的无限刷分的游戏式过程,最终达到学生更好掌握知识的目的。

紧格式无模型自适应控制在四旋翼飞行器中的应用

为解决难以建立自适应离散变结构控制的受控系统数学模型问题,提出一类改进的基于紧格式离散时间非线性系统的无模型自适应控制(ICF-MFAC)方法。首先,在仅有一项时变积分项的CF-MFAC方法中加入误差反馈输出控制项,使得控制器具有在线整定内部参数的优势,提高系统的动态性能。然后,通过严格的数学推导对ICF-MFAC方法进行收敛性证明,理论分析表明,ICF-MFAC方法提高了伪偏导数估计值的利用率,加快了系统的响应速度。最后,在四旋翼飞行器中进行仿真实验,与CF-MFAC方法相比,改进的控制方法控制误差减小6.12%,且无超调、跟踪误差小,始终保持良好的控制效果和鲁棒性。

人工前丘槽形风蚀坑形态变化及其动力学机制——以福建平潭岛为例

风蚀坑是风沙地貌学的重要研究对象,风蚀坑形态−动力过程是风蚀坑研究的核心问题。近期人为干扰促使海岸人工前丘产生后,伴随着大量风蚀坑的出现亟待开展相应研究,但目前缺少关于人工前丘上发育的风蚀坑的相关研究。选择人工前丘上风蚀坑发育典型的平潭岛为研究区域,运用高精度RTK GPS对人工前丘上的槽形风蚀坑进行重复地形测量和使用二维超声波风速仪进行气流观测,研究了槽形风蚀坑形态变化与气流的反馈机制。结果表明:①人工前丘槽形风蚀坑受人工黏土结构控制,形成了一个输沙通道→完全发育风蚀坑→消亡阶段风蚀坑→新的输沙通道4个阶段的特殊演化模式;②槽形风蚀坑的形态控制了气流在侵蚀盆内的循环,这种正反馈促进了侵蚀盆的增长;③风蚀坑形态−动力过程之间存在一个过程塑造形态、形态影响过程运行方式的双向反馈,尤其是随着风向与槽形风蚀坑长轴向夹角(48°~99°)的不断增大,风蚀坑内气流偏转越明显,且存在大型螺旋流。

学生反馈素养与二语写作表现的关系探究——外语写作无聊的中介作用

学生反馈素养是近年二语评估与二语写作研究的热点之一,但少有实证研究探讨学生反馈素养、二语写作情绪及二语写作表现之间的关系。鉴于此,本研究对我国570名理工科硕士生参与的问卷调查结果及参与者的学术英语写作课程期末考试成绩进行分析,结果表明:(1)该样本学生反馈素养水平较高,外语写作无聊情绪处于中等偏低水平,(2)学生反馈素养、外语写作无聊情绪、二语写作表现之间存在相关关系,(3)外语写作无聊情绪在学生反馈素养与二语写作表现之间起中介作用。本研究结果可助力挖掘学生反馈素养影响二语写作学习成效的内在机制,推动二语写作情绪研究与学生反馈素养研究两大研究领域之间的对话,亦为二语写作教学提供建议。

运用形成性评价培养学生自主学习能力的研究与实践

形成性评价是新兴的评估方法,强调学习过程中的反馈,能为学生提供更多自主学习的机会。将形成性评价引入教育实践中,对陕西省某本科院校思想政治教育专业大一至大三年级在校生展开问卷调查。结果表明,运用形成性评价的专业课程结束后,在学习自主性总分及其主观能动性、目标意识维度上大三年级学生的分数显著高于大一、大二年级学生的分数。从前后测均值来看,后测各项均值均显著高于前测均值,表明运用形成性评价的专业课程对学生的学习自主性产生了积极影响。为此,应进一步强化学生的主观能动性,注重培养其目标意识;注重差异化的教学策略;转变教师的传统角色;鼓励学生之间合作学习,进行自主探究。

教育信息化背景下形成性评价在在线课程中的应用模式探索与实践

教学信息化2.0给在线教学提出了新的挑战,在线课程建设的数量要求正在向高质量要求转变。在高校对信息技术使用越来越普遍的同时,也应对在线课程的教学过程和教学效果进行评价和反思。文章在对形成性评价相关文献梳理的基础上,结合在线教学实践,总结了形成性评价在在线课程中的应用模式。即以学生为主导的评价过程的四个方面与教师端的教学过程的四个阶段形成互嵌,将其运用在市场营销学在线课程教学中,并采用问卷调查法和访谈法对应用实践效果展开调查分析,以期为形成性评价在在线课程教学中的推广提供实践参考。