共查询到20条相似文献,搜索用时 15 毫秒
1.
Luis Miguel Villar Angulo Olga María Alegre de la Rosa 《Learning Environments Research》2008,11(3):211-226
The rapid growth of online learning has led to the development of staff inservice evaluation models that are geared towards
improving degree programs. Based on best practices in student online assessment, the Online Faculty Development and Classroom
Learning Environment Assessment course was designed to serve the dual purpose of staff development and classroom learning
environment assessment. Results of analyses showed that the course maximised the potential of online staff development for
encouraging staff to reflect on Curriculum and Teaching Capacities (CTC). Implications are discussed in terms of emphasising
the process of online CTC learning and incorporating perspectives to capture a comprehensive view of staff teaching attitudes
and their association with student perceptions of the classroom learning environment. 相似文献
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Multi-peer assessment has often been used by teachers to reduce personal bias and make the assessment more reliable. This study reviews the design and development of multi-peer assessment systems that detect and solve two common issues in such systems: non-consensus among group members and personal radicalness in some assessments. A multi-peer assessment model is proposed to address these issues. The model captures roles, activities, and data structures in a typical multi-peer assessment setting that can be generalized to other scenarios. We implemented the model in a multi-peer code review system and conducted several empirical experiments in programming language classes. The studies showed that the model can significantly improve student learning outcomes than in a single-peer assessment. Also, we used statistical measures to detect non-consensus and radicalness issues that often occur in the model. The results reveal many insights and provide valuable guidance for teachers to implement a multi-peer assessment system. 相似文献
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Pieter Wouters Erik D. van der Spek Herre van Oostendorp 《Educational technology research and development : ETR & D》2011,59(6):741-763
The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural
assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises
three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical
considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest
that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment.
While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment
may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four
guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for
structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed
for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information
about the quality of the knowledge structures. 相似文献
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Lin Norton 《Assessment & Evaluation in Higher Education》2004,29(6):687-702
In this paper it is argued that the current trend of making assessment criteria more explicit in higher education may have a deleterious effect on students' learning. Helping students to concentrate on assessment criteria paradoxically means that they may take a strategic approach and end up focusing on the superficial aspects of their assessment tasks, rather than engaging in meaningful learning activity. One solution might be to re‐conceptualize assessment criteria as ‘learning criteria’ using Biggs' principle of constructive alignment in curriculum development and delivery. To illustrate how this can work in practice, a case study is presented detailing the development of a counselling psychology module over several years to progressively incorporate a text‐based adaptation of the problem‐based learning approach. Student evaluations of the approach are presented together with some examples of feedback given on students' work to demonstrate the effects on students' understanding and functioning knowledge 相似文献
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Thasaneeya Ratanaroutai Wasu Pathom-aree 《美中教育评论》2010,7(8):37-42,27
The purpose of this paper was to study the learning of DNA (deoxyribonucleic acid) by disadvantaged high school students in a Thai welfare school. Three DNA units of the genetics instructional units (GIUs) based on a social constructivist approach were implemented to 14 disadvantaged school students at Grade 12 in Bangkok. The data were collected from classroom observation, interviews, students' works, basic genetics concepts survey and advanced genetics concepts survey. It was found that before the implementation of the GIUs, the majority of students had "no conceptions" about gene, chromosome and DNA including their relationships. During the implementation of the GIUs, the teacher induced students into the lessons, checked students' prior knowledge, used practical-inexpensive-durable instructional materials, promoted social interactions through a variety of teaching strategies, periodically used dynamic assessments and assigned students into groups where they were able to communicate with others. After the implementation, the majority of students showed having "scientific conceptions" in the chemical components of DNA and "partial understanding" of the DNA structure and relationships among cell-nucleus-chromosome-DNA-gene concepts. 相似文献
9.
Sandy C. Li Jacky W. C. Pow Emily M. L. Wong Alex C. W. Fung 《Education and Information Technologies》2010,15(3):171-180
Empowering students to learn through ICT is seen as a way to address the growing awareness and demand for preparing students
to effectively participate in the emerging global knowledge economy. It is believed that, in order to maintain competitiveness
in a global economy, traditional classroom practices must be re-conceptualized in a way that enables students to engage themselves
in knowledge building, to become more self-directed, and to assume greater autonomy and social responsibility over their own
learning. In this article, we report a case study on the use of Tablet PCs to support teaching and learning in a primary school
in Hong Kong, and provide insights into how schools can harness and capitalize on the opportunities offered by such emerging
technologies. 相似文献
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The goal of higher education is to cultivate graduates’ creative capability, critical thinking skills, and other professional
qualities. This paper describes a project-based course and its application in graduate-level education. This course is to
improve students’ creative capability, collaboration capability, and self-direction. It includes many new elements such as
project-oriented, up-to-date textbooks and research results, and peer-review grading systems. Compared with conventional courses,
the evidence suggests that the project-based learning approaches used in this study will be quite successful for providing
postgraduate students with more autonomy and creative learning experience. 相似文献
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This paper draws on the concept and process of deeper learning, namely the U theory (Senge, Scharmer, Jaworski, &; Flowers, 2004a). As a driver to get a deeper exploration of organisational change process, the theory of U goes beyond the interpersonal aspects of learning, instead focusing on a deeper personal generative learning that emphasizes seven capacities along the deep learning process. Corporations in Taiwan have been striving in a globalised world economy for market competitiveness through organisational learning and change and this study seeks to understand adult workers’ engagement with deep learing. Based on the theory of planned behaviour, the study investigated how personal backgrounds, attitude, perceived subject norm and perceived behavioural control affected adult workers’ intention of deeper learning using Pearson correlation and stepwise regression analysis. Data were collected from working adults (N=512) in a high tech company located in Taipei. Results showed that there was a significant positive correlation between the independent variables, namely adult workers’ attitudes, perceived social pressure, and behavioural control, and the dependent variables (i.e., the seven capacities within U theory). In addition, among three independent variables, subjective norm had the strongest predictive power on the successful diffusion of the U theory. 相似文献
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Christin Lundberg Jennifer L. Elderman Patricia Ferrell Leslie Harper 《Performance Improvement》2010,49(8):27-34
Various data‐gathering and analysis methods available in our profession's literature, current and past, provide rich options for conducting quality needs assessments. These methods assisted with a thorough needs assessment for a billable hours issue in the parts and service department of a large, power tool and equipment retailer based in the Midwestern United States. 相似文献
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Clair Hughes 《Assessment & Evaluation in Higher Education》2013,38(4):492-506
A shift in emphasis from educational inputs to academic outcomes as the basis for judgements of educational quality in many parts of the world has intensified efforts to develop assessment practices that provide convincing evidence that students have achieved or made progress towards the graduate learning outcomes specified for a programme of study. Examples of sound and feasible practice are still relatively rare in this area, so when assessment practices observed during the initial stages of an evaluation of a curriculum innovation in an archaeology programme conveyed an impression of unusually high quality, the original evaluation plan was expanded in order to allow further investigation. The resulting case study describes the features that contributed to assessment quality at the programme, course and task level. As the general principles and guidelines for effective practice are comprehensively addressed in current assessment literature, this case has a particular focus on the ‘technical’ such as task analysis and task relationship patterns. Though contextualised in the archaeology discipline, the study seeks to illuminate aspects of practice in terms that enable academics outside this field to identify implications for practice in their own disciplinary or institutional contexts. 相似文献
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《Africa Education Review》2013,10(2):355-371
Abstract A growing body of research has emphasized the important role that prior knowledge, experience, beliefs and attitudes play in the interpretation of policy reforms. Spillane, Reiser and Reimer (2002) assert that teachers use their prior knowledge in making sense of new directives to change their practice, pointing out how teachers arrive at different interpretations of the same policy message, sometimes even misunderstanding the policy intent. They highlight how teachers often are biased towards policy interpretations that fit with their prior beliefs and values. However, few of these studies exist in a third world setting. This article tries to bridge this gap by focusing on a case study that was executed in a South African classroom. The findings suggest that the teacher in this study were largely guided by his own beliefs of what constitutes good teaching and that curriculum policy is constantly shaped, reshaped and adapted to the situation in a process of great complexity. 相似文献
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This paper presents evidence from a unique reform model that allowed teachers and other educators in a large urban district to collaborate with one another in the development of an innovation meant to improve student ownership and responsibility. In this longitudinal case study, we describe school stakeholders’ learning about the design, the process of knowledge-transfer to school teams, and how school teams shared their ongoing learning with one another. School implementation teams were initially reluctant to share their learning with one another. By engaging in a shared innovation development process with structures for routine sharing, over time, implementation team members were increasingly interested in sharing their learning with one another. We discuss the implications for school improvement efforts. 相似文献
16.
The purpose of this case study was to explore the issues involved in implementing a technology-enhanced student-centered unit
in order to provide recommendations to improve and enhance these types of learning activities. Specifically, the study examined
problems students encountered in completing the unit activities, problems the teacher encountered in facilitating the delivery
of the unit to her students, and strategies to improve and enhance these types of learning activities. One teacher and the
21 students in her intact United States history class participated in the study. The central unit problem required students
to determine the strategies that should be pursued in 1968 to continue the struggle for a more just, equal United States society.
Students worked in teams to gather data from an electronic database of primary- and secondary-source materials, and use the
data to develop solutions to the unit problem. Results of this study suggest that a variety of factors impact the success
or failure of student-centered activities, including student orientation to the unit problem, student collaboration, teacher
management strategies, and student accountability mechanisms. These results also provide insight into how the design of these
types of activities can be improved. Perhaps the most important considerations that need additional attention are the additional
aids required by teachers as they struggle to implement these types of activities in their classrooms. 相似文献
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In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of higher education. The aim of the study was to explore how designed learning activities contribute to students' learning outcomes by studying probabilistic dependencies between the variables. Explorative Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related activities. According to the Bayesian dependency model, students who were active in conceptualizing issues by taking photos were also active blog reflectors and collaborative knowledge builders in their group. In general, the results indicated that interaction between individual and collective actions likely increased individual knowledge acquisition during the course. 相似文献
18.
《British Journal of Special Education》1996,23(2):57-61
Ann Starr, Curriculum Co-ordinator, Rosehill School, Worcester, and Penny Lacey, Lecturer in Special Education, The University of Birmingham, discuss aspects of the assessment of children with complex disabilities by professisonals from a variety of disciplines. Some of the problems and possibilities of working together are presented in a case study from a special school for pupils with physical and complex disabilities. 相似文献
19.
Effect of continuous assessment on learning outcomes on two chemical engineering courses: case study
In this paper, the effect of continuous assessment on the learning outcomes of two chemical engineering courses is studied over a several-year period. Average grades and passing percentages of courses after the final examination are reported and also student feedback on the courses is collected. The results indicate significantly better learning results after the adoption of continuous assessment in the courses. Also student feedback suggests higher quality in teaching after the adoption of more activating teaching methods which compel students to study effectively throughout the course. 相似文献