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.

On Evaluating University Teachers’ Morality and Ethics in the New Era

University teachers play an important role in promoting moral and political education among university students.Regular and long-term construction of teachers’morality and ethics will contribute to the success of the fundamental task of cultivating talents.The present study proposes that due to the multiple identities of university teachers,it is necessary to evaluate the construction of teachers’morality and ethics in terms of what to evaluate and how to evaluate?It is expected that the attempt will provide useful guidance for the construction of university teachers’morality and ethics.

A Survey on the Evaluation Literacy of College English Teachers Under the Online Teaching Mode

Under the online teaching model,the evaluation literacy of college English teachers has become one of the critical factors affecting students’learning effects[1].This study uses a self-compiled questionnaire to investigate the current status of evaluation literacy of college English teachers under the online teaching model from four aspects:evaluation awareness,evaluation knowledge,evaluation ability,and evaluation ethics.The results show that college English teachers’overall evaluation literacy level is relatively high,but there are areas for improvement.Based on the survey results,suggestions are put forward to improve teachers’evaluation literacy,such as changing teaching concepts and increasing self-reflection;strengthening training and learning to enhance professional development awareness;conducting cooperative research and emphasizing team strengths.

Operational mechanism of comprehensive benefit evaluation of existing building energy efficient renovation project based on value-added life

The comprehensive benefit evaluation of the existing building energy efficient renovation project cannot be separated from the scientific and effective evaluation mechanism.Based on the value-added life perspective,this paper analyzes the implementation subject,standard,system and principle of the comprehensive benefit evaluation of the existing building energy efficient renovation project.It plans the process of comprehensive benefit evaluation,and builds a scientific and reasonable operation platform of evaluation system,with a view to promoting the effective implementation of the comprehensive benefit evaluation of existing building energy-saving retrofits.

Value-added Evaluation System for Vocational School Students Construction and Practice Research

Student evaluation in the new era should be rooted in the educational macro background of"cultivating people by virtue"and comply with the overall policy orientation of educational evaluation reform.This research focuses on the construction and implementation of value-added evaluation system.Combined with the characteristics of vocational school students,this paper constructs a four-level index system and refines the student evaluation standards.The evaluation subjects are students,head teachers,teachers,parents and enterprise managers.Through the development of the related APP,it is convenient for each evaluation subject to input information,and finally use K-line chart to visually present the change process of the appreciation in students'literacy.A value-added evaluation system with strong timeliness,objectivity,motivation and operability is constructed.

Proposal and Evaluation of the Competency Model of the Teacher at the University Department

Performance supported by competencies is very important for every organization.Employees play the key role in the achieving of the performance.Organizations are aware of the importance of improving competencies of its employees.They develop them by organizing training courses.Modern trends in human resources management progressively press for more and more complex assessment of employees based on the networking performance model with the competency model.Nor is it otherwise in the field of higher education.Universities evolve pressure to increase especially the scientific performance.Therefore it is necessary to develop the teacher’s competences.The goal of this article is to create a competency model of the teacher at the department by using multi-criteria decision making method—analytic hierarchy process(AHP)—to determine the weight of individual competencies represented in this model.The competency model can play an important role in evaluating the work of employees and significantly contribute to the objectification of rewarding system and human resources management at the department.

Problems and Solutions of Teachers'Evaluation Activities in Colleges and Universities in China

Teacher evaluation is the action guide of teachers,which is extremely important for the development of schools.The establishment of a scientific and effective evaluation for university teachers is the key step in adapting to the current"double first-class"backgromd in the construction of high-level teachers.Based on HabermasJ theory of communicative action,this study analyzes the shortcomings and the reasons behind the current evaluation activities of university teachers in China as well as explores the standardization of these evaluation activities to meet the needs of the connotative development of higher education.

A Self-evaluation of Classroom Language Used When Teaching Grammar

In the attempt to evaluate the quality of teacher talk,recent communicative approaches have suggested that the modification of teacher classroom speech and the functional distribution of teacher talk in terms of pedagogical goals should be considered(Seedhouse:1996).This study investigates the relationship between language use and pedagogic purpose from an analysis of a lesson transcript of a grammar lesson,and evaluates the quality of the teacher talk based on the Self-Evaluation of Teacher Talk(SETT)Grid.The purpose is to examine whether the teacher talk is appropriate in the classroom context or mode and to bring about a more conscious and effective use of teacher talk in her teaching profession in the future.

基于TPACK模型的临床教师教学能力评价指标体系构建

目的构建临床教师教学能力评价指标体系,为高等医学院校及临床教学基地开展临床师资队伍建设提供工具性支持。方法采用文献分析法、结构式访谈法建立评价指标项目池,采用德尔菲法对评价指标进行筛选与修改,采用层次分析法确定评价指标权重。结果两轮专家积极系数均为100%,专家权威系数为0.859,第二轮专家协调系数为0.531~0.613。构建的临床教师教学能力评价指标体系包括4个一级指标、12个二级指标、34个三级指标,各级指标权重均通过一致性检验。结论咨询专家的积极性、权威性及一致性程度较高,构建的评价指标体系具有较高的可信度,可作为培训和评价临床教师专业发展的工具。

师范院校综合评价指标体系研究

从政策文件与现实需要出发,师范院校综合评价逻辑框架应基于目标层、任务层、支撑层为主要内容,以综合性、师范性、实践性、服务性为主要特征。使用德尔菲法与层次分析法,可以构建起包括3个一级指标、9个二级指标、26个三级指标的师范院校综合评价指标体系。因应指标体系和师范类高校发展现状,面向新时代,中国师范院校的发展应进一步构建高质量教师教育人才培养模式,建设高水平教师教育师资队伍,开展具有教师教育特色的研究与服务。

基于模糊综合评判的住院医师规范化培训带教质量评价

带教质量直接影响住院医师规范化培训工作中最终输出人才的质量,对带教质量进行合理、有效的评价,是提升住院医师规范化培训质量、完善住院医师规范化培训制度的重要保证。针对住院医师规范化培训工作中带教质量评价因素的复杂性、模糊性以及定性指标难以量化的问题,提出一种基于模糊综合评判的带教质量评价方法。首先,进行一级评判,通过确定因素集、评价集,进行单因素评价,再确定各因素的权重,进行综合评价;其次,进行二级或多级综合评判,构建基于模糊综合评判的带教质量评价模型;最后,通过带教质量的模糊综合评价实例,对带教质量的评价方法进行研究。

产教融合视域下岗课赛证融通育人模式

产教融合是高职教育发展的重要举措和主要途径。产教融合要求高职院校的教学链、人才链与产业链在规模和结构上相互协调,人才培养模式与地方产业活动相互衔接,学校的人才培养方案、课程体系设置和各种资源配置与对应的岗位相互契合。高职院校可以通过教师、教材和教法“三教”改革推动“岗课赛证”融通。调研岗位职责以岗定课、重构课程体系以课育人、参与技能大赛以赛导课和获取资格证书以证验课,进一步深化产教融合、强化专业知识、优化信息能力、提升岗位技能和综合素养。

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。

以学术研究为基础的大学教师分类评价改革创新研究

在大学教师分类评价改革中,尤其是对教学型与社会服务型教师的评价存在着轻学术研究的倾向。高校立身之本在于立德树人。大学教师以通过学术研究与教学培养德才兼备之人才为己任。作为学术研究者,大学教师的教学与社会服务是以其学术研究为基础的,这是大学区别于其他社会组织的本质特征。大学教师学术研究者的身份与教学和社会服务的基本角色是大学教师分类评价的根本依据。在大学教师分类评价改革中,要坚持以学术研究为基础,既不能割裂研究与教学的内在联系,也不能剥离学术与服务的相互关系。在大学教师分类评价改革中要坚持以学术为标准的价值取向。坚持同行评议优先原则,加强大学教师在分类评价中的实质性参与。注重大学教师整体学术能力的综合性评价,以学术的标准衡量教师学术研究的质量。

地方高校教师数字素养标准化评估与提升策略研究

随着信息技术的迅猛发展和数字化时代的到来,教师数字素养已成为教育领域中不可忽视的核心能力。地方高校教师数字素养的评估与提升不仅能够适应新时代下的全新教学要求,提升教学质量,同时能够促进教师专业能力的提升,适应数字化社会发展需求。本文首先介绍了地方高校教师数字素养标准化评估方法,其中包括制定评估标准、开发评估工具、设计评估流程,进而介绍了提升地方高校教师数字素养的有效策略,以期能够让教师更好地运用数字技术提升高校教学质量。

高校开展新时代教师评价改革的逻辑、机制与限度

从中观层面把握教师评价改革的逻辑和机制是一条重要的路径。研究从组织视角出发,认为基于合法性和效率的双重逻辑组织,高校教师评价改革呈现出强制、竞争、模仿和学习四种发生机制。四种机制对教师评价改革的创新性、有效性和持续性产生了一定的限制。教师评价改革应该重视学术逻辑的作用,在学术、合法性、效率三重逻辑间形成新的张力,进而产生社会网络、自我建构两种新的改革机制。在不同的逻辑组合下,教师评价改革会呈现出多项机制兼容与并存,改革机制发生阶段化变化,且不同类型高校的改革机制之间会有显著的差异性三种特征。

智能技术赋能教师教学评价:理论框架与实践路向

智能技术赋能教师教学评价已经成为新时代教育评价深化改革的重要议题。本研究通过梳理教师教学评价范式的四个历史演变阶段,依据为何评(Why)、评什么(What)、怎么评(How)、评何用(Use)评价活动的四要素,构建了一个集“目标—内容—技术—结果”四位一体的多元、循环、综合的WWHU理论框架。该框架呈现出评价理念从奖罚诊断走向促进发展、评价内容从宏观教学质量走向微观教学数据链、评价技术从人工手动方式走向机器智能方式、评价结果从结果评价走向“四个评价”的发展趋势。未来,要推动智能技术赋能教师教学评价的实践落地,需要从“理念引领、数据融合、平台搭建、机制保障”等四条路径持续着力,以期为数智时代教师教学评价改革提供理论借鉴与实践引导。