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991.
John Jerrim John Micklewright Jorg-Henrik Heine Christine Salzer Caroline McKeown 《牛津教育评论》2018,44(4):476-493
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds’ academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier rounds. In 2015 a major change was implemented in PISA, with the introduction of computer-based assessment. This has the potential to reduce comparability of PISA test scores across countries and over time. We investigate this issue using PISA 2015 field trial data for three countries: Germany, Sweden, and Ireland. We show how, if left unaccounted for, the change to computer-based testing could limit the comparability of PISA test scores. We then describe the methodology the study organisers have used to account for such mode effects. Our key conclusion is that although the adjustment made is unlikely to overcome all the potential challenges of switching to computer-based tests, it represents an improvement over the alternative of making no adjustment at all. 相似文献
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The primary purpose of this paper is to report the development, results, and conclusions of a university campus-wide faculty development needs assessment survey. The survey is unique in that it asked faculty to first identify their professional goals and then select activities to help them reach the desired goals. The second purpose is to discuss how faculty at different stages of their careers have different goals.Christine B. Eleser: She also serves as the Chairperson of the University Faculty Excellence CommiteeeSheila W. Chauvin: which she also serves as Assistant Professor in the Department of Psychiatry and Neurology and Adjunct Professor in the Department of Community Health Sciences, School of Public Health and Tropical Medicine USA 相似文献
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Christine Han 《Asia Pacific Journal of Education》2000,20(1):63-72
Citizenship and values education in one form or other has existed in Singapore since it acquired self‐government in 1959. Much has been written about the different forms that this education has taken over the years. In recent years, there have been efforts at describing and analyzing aspects of National Education, which was introduced in 1997. At the same time, a number of books and papers have been written examining the concept of citizenship in Singapore, which cover the period between the late 1980s to the mid 1990s. In the last five years leading to the millennium, there have been two major sets of changes in Singapore that have had implications for the conception of citizenship and for citizenship education. The first is to do with the introduction of National Education; the second, with the notion of active citizenship. This article describes these recent changes, and discuss their implications for the concept of citizenship and for citizenship education in Singapore. 相似文献
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We tested 1-month-olds for cross-modal transfer of shape between touch and vision using a procedure described by Meltzoff and Borton, but including controls for side bias and stimulus preference. In Experiment 1 (N = 48), infants' looking times to smooth and nubby visual stimuli were not influenced by previous oral exposure to one of the shapes during the preceding 90 s, except for an effect on the first test trial in one group; this effect could have been due to limited cross-modal transfer, to Type 1 error, or to side bias, possibly interacting with a small stimulus preference. The failure of that effect to replicate in a group (N = 16) with less side bias (Experiment 2) suggests that it was not due to cross-modal transfer. Experiment 3 (N = 32), an exact replication of Meltzoff and Borton's experiment, also failed to yield evidence of cross-modal transfer. Overall, there is not good evidence that 1-month-olds can transfer information about these shapes from touch to vision. Future studies exploring the ability to transfer information about other shapes will be easier to interpret if they include controls for side bias and stimulus preference. 相似文献
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