discontinuous grading

简明释义

间断级配

英英释义

例句

1.The teacher explained that discontinuous grading might result in students feeling discouraged if they receive a low grade after a high one.

老师解释说，不连续评分可能导致学生感到沮丧，如果他们在高分后获得低分。

2.To avoid issues related to discontinuous grading, schools are adopting more continuous assessment methods.

为了避免与不连续评分相关的问题，学校正在采用更多的持续评估方法。

3.In the context of educational assessment, discontinuous grading can lead to confusion among students regarding their actual performance.

在教育评估的背景下，不连续评分可能会导致学生对自己实际表现的困惑。

4.The research highlighted the impact of discontinuous grading on student motivation and engagement.

研究强调了不连续评分对学生动机和参与度的影响。

5.Many universities are reconsidering their policies on discontinuous grading to provide a more consistent evaluation process.

许多大学正在重新考虑其关于不连续评分的政策，以提供更一致的评估过程。

作文

In the realm of education, assessment methods play a crucial role in determining students' understanding and mastery of the subject matter. One such method that has gained attention is discontinuous grading, which refers to a system where grades are assigned in non-linear increments rather than through a consistent scale. This approach can be both beneficial and challenging for educators and students alike.Firstly, it is essential to understand what discontinuous grading entails. Unlike traditional grading systems that typically use a linear scale (for example, A to F or a percentage from 0 to 100), discontinuous grading may involve assigning grades based on specific benchmarks or thresholds. For instance, a student might receive a grade of 'C' for achieving a score between 70 and 79, while a score of 80 might immediately jump their grade to a 'B'. This type of grading can create distinct cutoffs that may not reflect the nuances of student performance.One advantage of discontinuous grading is that it can help to motivate students to aim for higher performance levels. Knowing that a small improvement can lead to a significant change in their grade might encourage students to push themselves harder. This can foster a competitive environment where students strive to reach the next grade tier, thus potentially improving overall academic performance.However, there are also drawbacks to this grading approach. One major concern is that discontinuous grading can lead to a lack of precision in evaluating student performance. Students who score just below a cutoff may feel demotivated, as their hard work does not yield proportional rewards. This could result in feelings of frustration and inequity among students, particularly if they perceive that their efforts were not adequately recognized.Furthermore, discontinuous grading can complicate the feedback process. In a traditional grading system, teachers can provide detailed feedback based on a continuous scale, helping students understand their strengths and weaknesses. With discontinuous grading, feedback may become less clear-cut, as students may not fully grasp why they fell short of a particular grade threshold. This ambiguity can hinder their ability to improve and learn from their mistakes.To effectively implement discontinuous grading, educators must strike a balance between motivating students and providing accurate assessments. Clear communication about the grading criteria is essential. Teachers should ensure that students understand how grades are determined and what is required to achieve the next level. Additionally, offering regular feedback and support can help students navigate the challenges of this grading system.In conclusion, discontinuous grading presents both opportunities and challenges in the educational landscape. While it can motivate students to excel, it can also create confusion and frustration if not managed properly. As educators continue to explore innovative assessment methods, it is crucial to consider the impact of grading systems on student learning and motivation. By carefully implementing discontinuous grading with clear guidelines and supportive feedback, we can create an environment that fosters growth and achievement for all students.

在教育领域，评估方法在确定学生对学科内容的理解和掌握程度方面发挥着至关重要的作用。其中一种引起关注的方法是不连续评分，指的是一种评分系统，其中分数以非线性增量方式分配，而不是通过一致的尺度。这种方法对教育工作者和学生都可能既有好处，也有挑战。首先，了解不连续评分的含义是至关重要的。与通常使用线性尺度（例如，从A到F或从0到100的百分比）的传统评分系统不同，不连续评分可能涉及根据特定基准或阈值分配分数。例如，学生可能因在70到79之间获得的分数而获得'C'等级，而80分可能立即将他们的等级提升到'B'。这种类型的评分可能会创建明显的分界线，可能无法反映学生表现的细微差别。不连续评分的一个优点是，它可以帮助激励学生追求更高的表现水平。知道小幅改进可以导致分数的显著变化，可能会鼓励学生更加努力。这可以营造出一种竞争环境，学生们努力达到下一个等级，从而潜在地提高整体学业表现。然而，这种评分方法也存在缺点。一个主要问题是，不连续评分可能导致在评估学生表现时缺乏精确性。那些刚好低于分界线的学生可能会感到失去动力，因为他们的努力没有得到相应的回报。这可能导致学生之间的挫败感和不公平感，尤其是当他们认为自己的努力没有得到充分认可时。此外，不连续评分可能使反馈过程变得复杂。在传统评分系统中，教师可以根据连续的评分标准提供详细的反馈，帮助学生理解自己的优缺点。而在不连续评分中，反馈可能变得不那么明确，因为学生可能无法完全理解自己为何未能达到特定的分数阈值。这种模糊性可能会妨碍他们改进和从错误中学习的能力。为了有效实施不连续评分，教育者必须在激励学生和提供准确评估之间取得平衡。关于评分标准的清晰沟通至关重要。教师应确保学生理解成绩是如何确定的，以及达到下一级所需的条件。此外，提供定期反馈和支持可以帮助学生应对这种评分系统的挑战。总之，不连续评分在教育领域既带来了机遇，也带来了挑战。虽然它可以激励学生出类拔萃，但如果管理不当，也可能造成困惑和挫败感。随着教育者不断探索创新的评估方法，考虑评分系统对学生学习和动机的影响至关重要。通过明确的指导方针和支持性反馈，谨慎实施不连续评分，我们可以为所有学生创造一个促进成长和成就的环境。