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981.
982.
Reider David Knestis Kirk Malyn-Smith Joyce 《Journal of Science Education and Technology》2016,25(6):847-858
Journal of Science Education and Technology - This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative... 相似文献
983.
Daniel Koretz Jennifer L. Jennings Hui Leng Ng Carol Yu David Braslow Meredith Langi 《Educational Assessment》2016,21(4):231-247
Test-based accountability often produces score inflation. Most studies have evaluated inflation by comparing trends on a high-stakes test and a lower stakes audit test. However, Koretz and Beguin (2010) noted weaknesses of audit tests and suggested self-monitoring assessments (SMAs), which incorporate audit items into high-stakes tests. This article reports the first three trials of SMAs, evaluating whether SMAs can detect inflation that had already been documented. The studies were conducted with mathematics tests in three grades. Despite severe conservative biases, the audit component functioned as expected in many of the trials. The difference in performance between nonaudit and audit items was associated with factors that earlier research showed to be related to test preparation and score inflation, such as scoring just below the Proficient cut in the previous year and school poverty. However, a number of null findings underscore the need for additional research into the design of audit items. 相似文献
984.
985.
Learning & Behavior - As a test of differential processing of identity and conditional relations, subjects were first highly trained on 0-sec delay identity matching (IM) and conditional... 相似文献
986.
Morgan PL Fuchs D Compton DL Cordray DS Fuchs LS 《Journal of learning disabilities》2008,41(5):387-404
The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading. 相似文献
987.
Developing a Personal Grading Plan 总被引:1,自引:0,他引:1
The purpose of this instructional module is to assist teachers in developing defensible grading practices that effectively and fairly communicate students' achievement status to their parents. In formulating such practices, it is essential that teachers first consider their personal grading philosophy and then create a compatible personal grading plan. The module delineates key philosophical issues that should be addressed and then outlines the procedural steps essential to establishing a grading plan. Finally, the features of several common methods of absolute and relative grading are compared. 相似文献
988.
989.
The relative importance of intramaze cues and extramaze cues in directing choice behavior on a radial arm maze was examined using a discrimination procedure which selectively rewarded rats for following only one set of cues. Rats in the intramaze group obtained food from a food cup on the end of each arm. Rats in the extramaze group obtained food from a food cup on a small platform just beyond the end of each arm. All rats were first shaped to perform correctly with the maze in a constant position. Then the maze was rotated to a new position after every choice. For rats in the intramaze group, the food moved with the arms, making intramaze cues relevant. For rats in the extramaze group, the food remained on the platforms (in the same position in the room), making extramaze cues relevant. Rats in the extramaze group performed almost perfectly during maze rotation, demonstrating that intramaze cues were not necessary to support accurate choice behavior. Rats in the intramaze group never performed better than chance, demonstrating that intramaze cues (from the rats, the reinforcement, and the apparatus) were not adequate to control choice behavior. The results of the present experiment are compared to those of other experiments describing the influence of “odor trails” or other olfactory stimuli on choice behavior in mazes. 相似文献
990.
This article defines primary knowledgecomponents for entities, actions, andprocesses. It also defines primaryinstructional strategy components. It proposesthat a different combination of strategy andknowledge components is required for differentkinds of instructional goals. It furtherproposes that if these fundamentalstrategy-knowledge component combinations arenot present that there will be a decrement inthe student's effective and efficientacquisition of the desired knowledge and skill.It further proposes that the underlyingarchitecture of an instructional strategy is acombination of primary strategy components andprimary knowledge components appropriate for,and consistent with, a given instructionalgoal. Instructional components are a theoreticaltool. They are not a method or developmentprocedure. These instructional strategy andknowledge components can be imbedded in a widevariety of different instructionalarchitectures based on a variety of differentphilosophical orientations. It is hoped thatone of the primary benefits of instructionalcomponents is to provide a common vocabularythat will enable designers, theorists, andinstructional developers to more clearlydescribe their products and procedures. 相似文献