The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement

Education and Information Technologies - The educational use of portfolios has been increasing in the last few years, especially as technology has also developed electronic versions of portfolios....     

Gallery Education

This paper takes the form of a conversation about gallery education between Carmen Moersch and myself Mariam Sharp. It will draw from in‐depth research by Moersch who is currently undertaking a PhD comparing Gallery Education in Germany and England and considers the differences in England and Germany and to some extent Europe generally. The article touches on Carmen's role as an artist and relates to the role of the artist in socially engaged arts practices. In England outreach practices extend the work beyond the gallery and Moersch's research explores case studies in the UK that develop these models of working. The conversation started at the Engage conference at the Baltic in Newcastle in November 2002 and continued into early 2003 via email and was informed by my experience as the lead officer for gallery education at the Arts Council of England's National Office.     

如何淘到二手好货

正不知不觉中,"二手货"的定义早已悄悄发生了变化,这也源于人们观念的转变——曾经的二手货陈旧、单调,是旧货的代名词;而如今的二手货则被赋予了全新的概念:闲置品、奢侈品、收藏品成为了二手货市场的主力军。由于购买二手货不光省钱,而且"绿色、环保",因此这种消费方式也逐渐成为了一种时尚,影响着人们生活的方方面面。如何才能淘到二手好货?购买二手货时应该注意什么?看看我们为你提供的建议吧!     

Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities

In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research and teaching intensive universities. We clarify the concept of ‘assessment load’ in response to findings about high volumes of summative assessment on modular degrees. We define assessment load across whole undergraduate degrees, according to four measures: the volume of summative assessment; volume of formative assessment; proportion of examinations to coursework; number of different varieties of assessment. All four factors contribute to the weight of an assessment load, and influence students’ approaches to learning. Our research compares programme assessment data from 73 programmes in 14 UK universities, across two institutional categories. Research-intensives have higher summative assessment loads and a greater proportion of examinations; teaching-intensives have higher varieties of assessment. Formative assessment does not differ significantly across both university groups. These findings pose particular challenges for students in different parts of the sector. Our study questions the wisdom that ‘more’ is always better, proposing that lighter assessment loads may make room for ‘slow’ and deep learning.