重新平衡学期化产生的评估方法

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2021-01-01 DOI:10.1080/23752696.2021.1904432

P. Martinez-Vazquez

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引用次数: 1

摘要

摘要本文提出了一种通过量化学生工作量来重新平衡评估时间表的模型。该倡议源于高等教育机构将基于学期的日历迁移到基于学期的日程表。这一变化需要对以前和新的评估日历进行仔细审查，这些日历突出了工程课程管理方面的不足，例如学年内作业分配不均。该模型及其应用提出了一些建议，以更好地平衡工作量、过去对学生学习体验之间关系的反思以及评估教育质量机制的结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Re-balancing of assessment methods derived from semesterisation

ABSTRACT This paper proposes a model to re-balance assessment schedules through the quantification of students’ workload. The initiative derives from the migration of a term-based to a semester-based calendar in a HE institution. The change required scrutiny of former and new assessment calendars which highlighted deficiencies in the administration of engineering courses, such as the uneven distribution of assignments during the academic year. The model and its application derived recommendations to achieve a better balance of workloads, past reflection on nexus between students learning experience and the outcome of mechanisms to evaluate the quality of education.

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.