康斯坦察海事大学非全日制学生形成性评价的观点——以个案研究为例

Feiza MEMET
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摘要

非全日制教育因其经济、流动性和教育环境等方面的优势而受到广大学生和高校的青睐。康斯坦察海事大学提供轮机工程、电气工程、航海和水上运输专业的兼职教育。根据罗马尼亚法律,对非全日制学生的评估分为形成性评估和最终评估两种类型。形成性评价是利用学校的电子平台进行的,最终的评价是面对面的,与全日制学生的评价完全相同。以研究为例,以热力学1课程学生的成绩评估为例,描述了对轮机工程专业大二非全日制学生的形成性评价。该校招收了52名学生,但只有25人参加了形成性评估,尽管这种评估在最终成绩中占有一定比例。本文描述了进行这种评估的方式。同时,分析了不出勤和答题失误的原因。其中确定了提高学生成绩的方法,以便更好地理解课程。
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A POINT OF VIEW ON FORMATIVE- EVALUATION OF PART- TIME STUDENTS IN CONSTANTA MARITIME UNIVERSITY- A CASE OF STUDY
Part- time education is very attractive for students and universities, due to its obvious benefits related with economic, mobility and friendly education environment aspects. In Constanta Maritime University, part- time education is available for marine engineering, electrical engineering and navigation and waterborne transport programs. According to the Romanian legislation, the evaluation of part- time students consists in two types of assessment: formative evaluation and final evaluation. The formative evaluation is carried on by the use of the university’ E- Platform, while the final evaluation is face to face type- exactly like the one of full- time students. In the case of study, it is described the formative evaluation of part- time students enrolled in Marine Engineering program, second year of study, in the case of students’ performance assessment in Thermodynamics 1 Course. There are enrolled 52 students, but only 25 attended the formative evaluation, despite of the fact that this evaluation has a percentage in the final grade. This paper describes the manner in which this evaluation took place. Also, where analysed the reasons for not attendance and mistakes in test solving. Where identified the ways in which students performance might be improved, for a better understanding of the curricula.
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