Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading,which is better?

In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51) and the Netherlands (n = 42) gave feedback on concept maps during a physics lesson. The lesson was given in an online inquiry learning environment that included an online lab. Students gave feedback in a special Peer Assessment tool, which also provided assessment criteria. Findings indicate that post-test knowledge scores were higher for students from the commenting group. The difference between the groups was largest for the low prior knowledge students. Possible educational implications and directions for further research are discussed.     

Rubrics for developing students’ professional judgement: A study of sustainable assessment in arts education

The participation of students in assessment is known to generate higher-order learning outcomes. This study aims to determine the usefulness of rubrics in aiding the incorporation of undergraduate students into assessor teams for developing their professional judgement. A quasi-experimental study examined the effects of a brief training programme on the use of rubrics, and of the participation of students in rubric creation and moderation discussions. We calculated Cronbach’s alphas, and intraclass correlation coefficients in order to examine the intra- and inter-rater reliability between all the members of the assessor teams. The results demonstrate that only participation in the rubric design and in the moderation discussions regulating their use helped undergraduate students to develop sound assessment skills. We infer that rubrics can help to promote professional judgement if they are conceived as instructional resources for defining and supporting the processes of negotiation and agreement that characterize an assessment culture.     

Dissonant themes in preservice portfolio development

This study examined the use of portfolio assessment to determine the extent to which student teachers are able to demonstrate INTASC principles in their teaching. More specifically, it looked at the role of perception and assumption by identifying inconsistency between university faculty and student teacher expectations and use of the portfolio. The study found that dissonance was prominent in four main areas: purpose, value, perception, and context. Among the factors contributing to the dissonance were lack of clarity of stated purpose for the portfolio, the student teaching environment, and uncertainty between formative and summative nature of the assessment.     

Evaluating leadership development using the Most Significant Change technique

Course evaluations are now a serious matter for universities trying to meet stakeholder needs and expectations, quality assurance, improvements and strategic decision making. Typically, students are invited to participate in surveys on how well the design and delivery aspects meet predetermined learning objectives, quality of teaching, and the types of improvements needed for future deliveries. We used the Most Significant Change technique to gather data on the impact of a leadership course on 18 Pacific Islanders who completed a Master of Education (Educational Leadership). Participants’ views highlighted impacts that were of significance to the students and their workplaces. The findings demonstrate that the Most Significant Change technique offers a more comprehensive understanding of the impact of leadership development courses.     

The way students’ internalize assessment criteria on inquiry reports

This paper, based on two case studies, presents an interpretative research on the processes used by high school students to internalize the assessment criteria of Physics and Chemistry inquiry reports. Findings support that understanding the assessment criteria is complex, mainly because of its terminology. However the discussion of exemplars can have a crucial role in this process. In order to operationalize the assessment criteria, students used strategies stemming from the social context (teacher, peers and other didactic sources) as well as from their individual experience (errors made, engagement in critical thinking and the creation of a favorable environment). However it also showed that some differences in operationalizing the assessment criteria were related to different students’ profile. The results point to a multi-strategy pedagogical approach to enhance students’ internalization of assessment criteria. Nevertheless reducing the tension between teachers’ expectations and students’ own standards of quality showed to be a complex process.     

Seeking excellence for the land of paradise: Integrating cultural information into an environmental education program in a rural Hawai’ian community

The purpose of this case study was to: (1) assess whether a group of 12 students from a rural Hawai’ian community acquired local environmental knowledge through a place-based environmental education program, and (2) determine how integration of cultural information into this program affected participants’ views about their natural world. A tertiary objective was to develop and test a methodological approach for evaluating youth environmental education programs. Findings revealed a tripartite foundation of novel experiences, mentorship through social connections and learning about nature through a cultural lens facilitated a deeper understanding of nature and culture. Additionally, the mix of qualitative techniques effectively facilitated an in-depth understanding of program impacts on participants’ views toward the local environment.     

社会性别视角下的生育性别偏好研究

生育性别偏好的社会性别视角的分析,是从政府、市场、社区、家庭等层面分析性别不平等的状况及其对性别偏好产生的影响;各层面中存在的传统性别文化制度如继嗣制度、婚居制度、养老制度、继承制度、社会分工制度等制度的特密交织强化了上述机制形成的男孩偏好。     

远程成人高等职业教育学业考核评价体系探究——以能力考核为导向,以过程考核为核心,以多元开放考核方式为手段

学业考核评价是远程成人高等职业教育过程中必要环节。电大系统远程成人高等职业教育学业考核评价体系在教育现代化潮流中日趋完善,但仍存在一些问题。海南远程成人高等职业教育学业评价体系构建思路为:以能力考核为导向,以过程考核为核心,以多元开放考核方式为手段。     

方法与模型：引领教育评估的变革

大数据时代,依赖经验,依赖粗放方式、单一手段、定性思维进行学习行为判断和教学决策,这种沿袭自远古的教育评价范式必须改变。基于数据的教育评估,是教育评估最前沿的课题。重庆市教育评估院自2009年成立以来,一直致力于教育数据分析研究,研发教育质量监测工具,建构了分析系统,形成一套较完整的教育数据采集、处理模型或方法,挖掘了多元多层数据,促进了教育评估的改革。