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Jessica Mussell Carol Gordon 《Journal of Library & Information Services in Distance Learning》2017,11(3-4):271-286
Usage statistics are a regular part of assessment but the lack of context leaves librarians pondering the reasons for fluctuations in use. Through development of an online survey, we examined faculty perceptions, knowledge, and use of distance library services to support online courses. Responses provided much needed context and helped to determine priorities and direction for services. While this survey was a useful marketing tool, results emphasized that the greatest need was for ongoing communication with faculty to increase awareness of services provided. 相似文献
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Examining the Psychometric Quality of the National Board for Professional Teaching Standards Early Childhood/Generalist Assessment System* 总被引:1,自引:0,他引:1
Carol M. Myford George Engelhard Jr. 《Journal of Personnel Evaluation in Education》2001,15(4):253-285
The purpose of the study was to examine the psychometric quality of the National Board for Professional Teaching Standards (NBPTS) Early Childhood/Generalist assessment system. Rating data from the 1997–1998 assessment were analyzed using the FACETS (Linacre, 1998) computer program. The assessment system's 10 exercises work together to define a unidimensional accomplished teaching variable. There is little evidence of multidimensionality in the data, and none of the exercises appear to function in a redundant manner. The exercise set succeeds in defining several statistically distinct levels of accomplished teaching among the candidates. Overall, most candidate rating profiles show consistent performance across the exercises. While assessors differed somewhat in severity, most used the 12-point rating scale consistently. Although the range in assessor variability tends to be moderate, assessor severity does influence the number of candidates that can bank individual exercises. (If a candidate's total scaled score does not meet or exceed the NBPTS performance standard of 275, the candidate can bank scores on exercises in which the candidate received a final score of 2.75 or greater. If the candidate reapplies for certification in the next three years, the candidate does not have to retake banked exercises.) 相似文献
125.
John A. Ross Carol Rolheiser Anne Hogaboam-Gray 《Assessment in Education: Principles, Policy & Practice》2002,9(1):81-95
Interviews on two occasions with 71 Grade 2, 4 and 6 students in a multi-ethnic setting in Toronto, Canada, found that student cognitions about evaluation mediated the relationship between evaluation and achievement. Parents, peers and student characteristics influenced student cognitions about evaluation. Parents identified the evaluation dimensions their children should attend to, raised student aspirations, stated how well student work attained standards and recommended actions children should take in response to the evaluation. Peer interpretations influenced whether a given performance was viewed as superior or inferior. Older student peers focused attention, to a greater extent than parents, on specific aspects of student performance that could be ameliorated through self-remediation. Children became more sophisticated evaluation consumers as they grew older. Females processed evaluation data more productively than males. There were few cultural differences in response to evaluation. Students responded to traditional and alternate evaluation in very similar ways. 相似文献
126.
Carol Briscoe 《科学教学研究杂志》1993,30(8):971-987
This qualitative case study focused on the role of cognitive referents in the sense-making process of one teacher as he attempted to change his classroom science assessment. The interpretations identify cultural myths, conceptual metonymys, as well as personally constructed beliefs as referents that constrained change. The teacher's cognitive struggle to make sense of assessment and his role as assessor are linked to conflicting referents he used in varying contexts including day-to-day assessment and summative assessment settings. The results of the study suggest that cognitive referents are important influences in driving how a teacher thinks about assessment and may constrain an individual teacher's implementation of innovative practices. Accordingly, identification of referents such as myths, their associated beliefs, and metonymic conceptual models that teachers use to make sense of their actions is an important first step in developing an understanding of constraints to educational change. 相似文献
127.
Kimberly Knesting Carol Hokanson Nancy Waldron 《International Journal of Disability, Development & Education》2008,55(3):265-276
The present qualitative study examined the experiences of nine students with mild disabilities during their first year in an inclusive middle school in a Midwestern state of the United States (US). Data were gathered through interviews with students, teachers, and parents; classroom observations; and document analysis. Following the data analysis, three themes were identified: how the demands of navigating a new environment increased students’ anxiety; how students satisfied their need for belonging; and how students’ perceptions of school influenced their attitude towards help. Suggestions for facilitating school transitions for early adolescents with mild disabilities are provided. 相似文献
128.
Staples Kiri Klein Rhiannon Southwick Tosh Kinnear Lacia Geddes Carol Gingell Judy 《Tertiary Education and Management》2021,27(3):209-225
Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards... 相似文献
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Touch your toes! Developing a direct measure of behavioral regulation in early childhood 总被引:6,自引:0,他引:6
Claire E. Cameron Ponitz Megan M. McClelland Abigail M. Jewkes Carol McDonald Connor Carrie L. Farris Frederick J. Morrison 《Early childhood research quarterly》2008
Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings. 相似文献