A method of analyzing test item responses is advocated to examine differential item functioning through distractor choices of those who answer an item incorrectly. The analysis, called Differential Distractor Functioning, uses log-linear models of a three-way contingency table to examine whether there is an interaction of population subgroup and option choice when ability is held constant. The analysis is explained and is exemplified in an analysis of the Verbal portion of a recent Scholastic Aptitude Test. 相似文献
Pathophysiology describes and explains the physiological dysfunctions that occur in human diseases. Pathophysiology is content heavy, often leading to medical/biomedical science students adopting a surface approach to learning. To encourage more engagement, we developed clinical simulation practical classes using manikin patients. Students considered these were more effective than paper-based case studies. However, they found the first encounter with the manikins daunting. In addition, they did not have a strong sense of responsibility towards the outcome of their treatment choices largely because they recognized this as a simulated experience. Video is a powerful teaching tool to demonstrate situations that are difficult to explain in words, to see theory applied to practice or create enthusiasm and confidence in the viewer regarding the use of new practices. In this study, we evaluated the effectiveness of exposure to a video scenario, in which a high-fidelity manikin was used as the ‘patient’, before the students’ own interactions with the manikin in later classes. Survey results suggested that the students felt more engaged with the case study. They felt the video helped them appreciate aspects of clinical communication and prepare for their time in the simulation laboratory interacting with the manikin. They saw the video as a useful addition to the written case study notes. Their criticisms were mainly around the production quality. This study supports the use of video scenarios as a valuable adjunct to the teaching of pathophysiology to medical/biomedical science students when using either paper- or simulation-based case studies.
The purpose of this study was to determine whether two variations on the typical Angoff group standard-setting process would produce sufficiently consistent results to recommend their use. Judgments obtained from a group of experts during a meeting were compared with judgments gathered from the same group before and after the meeting. The results indicate that differences between passing scores obtained with the three variations are relatively small, but those gathered before the meeting were less consistent than ratings gathered during and after the meeting. These results imply that judgments gathered after an initial traditional group-process session can provide an efficient alternative mechanism for setting cutting scores using the Angoff method. This research was supported by The American Board of Internal Medicine, but does not necessarily reflect its opinions or policies. 相似文献
Young children's sensitivity and responsiveness to mothers' needs were investigated under conditions of high and low parenting risk (depressed and nondepressed mothers, SADS-L). Child characteristics of gender, affect, and impulse control problems and the mother-child attachment relationship were examined as they related to children's caring actions. Children's caring behavior was observed in an experimental situation in which their mothers simulated sadness and in a naturalistic setting. Attachment alone and child's problems alone were not predictors, and maternal diagnosis alone was not a strong predictor. Girls were significantly more caring than boys. Severe maternal depression was necessary to bring out high levels of responding in boys. Highest frequencies of caring were from children with severely depressed mothers, problems of affect regulation, and secure attachment. The importance of recognizing interacting influences and diverse underlying processes in the development of children's caring behavior is discussed. 相似文献
Educational technology research and development - This article presents a conceptual model of cross-cultural alignments in education in the digital era. The intention was to explore and respond to... 相似文献
This paper describes an approach to intervention that aims to foster the skill of young children with autistic spectrum disorder to share social attention and action to promote socially meaningful communication. It applies principles derived from research into pre‐linguistic development. The efficacy of the approach was evaluated through both a formal research project and within a clinical setting of a Portage scheme with groups of three to five year olds with a severe delay in their ability to communicate/autistic spectrum disorder. Outcome measures showed significantly accelerated levels of participation in social games and associated development of communication skills. 相似文献
Conclusion When everything tastes like ice cream in the classroom, what a fantastic experience is in store for the children. The many
valuable opportunities afforded in this play center help expand the child's world. Interraction between children sorting (the
flavors or colors of pom poms), creative use of imaginations, and thought process opportunities are all a part of the learning
that is taking place. This center naturally lends itself to role playing. The combination of props and materials encourages
complex levels of dramatic play to evolve among the children. The play can range from simple dramatic play such as dipping
ice cream and filling cups and cones to a more sophisticated level of dramatic play when children begin role play as ice cream
attendants and customers.
The ice cream parlor center is enjoyed by both boys and girls and is developmentally appropriate for children ranging in age
from two to six years old. The ease in developing this center, the simple set up, the low cost, and the opportunities for
child-initiated play make this center appealing to teachers who continually search for enriching experiences to offer their
children. The reward the center brings the children far exceeds the efforts required by the teacher.
Carolyn Bond is Director of 12 years, and Kay Gregory is Associate Director of 8 years at the children's Discovery Center
in Plano, Texas. 相似文献
ABSTRACTThe authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored. 相似文献