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91.
Izci Kemal Muslu Nilay Burcks Shannon M. Siegel Marcelle A. 《Research in Science Education》2020,50(5):1885-1916
Research in Science Education - New notions of science teaching and learning provide challenges for designing and using classroom assessment. Existing assessments are not effective in assessing and... 相似文献
92.
Three substudies of effects of different formats on student ratings of faculty teaching effectiveness were conducted. One substudy, Kinds of Keys, investigated three main kinds of keys: Agreement, Evaluation, and Needs Improvement. The second, NO TUP, investigated numbers of positive rating categories. The third, Item Wording Direction, investigated the same items worded positively, negatively, and neutrally, respectively. Practically important differences in level of ratings obtained in Kinds of Keys and practically and statistically significant differences obtained in NO TUP and Item Wording Direction. It was concluded that additional research is necessary to determine if apparent differences in teaching effectiveness are actually differences in teaching effectiveness or differences due to the methods of measurement. 相似文献
93.
Marcelle A. Siegel 《科学教学研究杂志》2007,44(6):864-881
Striving for equitable assessments that can contribute to classroom learning for linguistic minorities is a goal of increasing importance as the national population of English language learners continues to rise. This study investigated classroom assessments for English learners in middle school life science courses in two California schools. A framework for equitable classroom assessments, “McCes—Sounds like Success,” was used to refine and evaluate assessments in the study. Ways to improve two written assessments for advanced English learners were developed through teacher research and tested with a pretest/posttest design. Eleven changes to the items were developed, such as adding visual supports and dividing prompts into smaller units. Regression analyses of raw and Rasch modeled data from the pretest/posttest showed that both English only students and advanced English learners scored significantly better on the modified classroom assessments. A new perspective on validating equitable classroom assessments as opposed to standardized assessments for English learners is discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 864–881, 2007 相似文献
94.
Howard M. Bobren Sheldon L. Siegel 《Educational technology research and development : ETR & D》1960,8(3):124-128
Summary The objectives of this study were to examine (1) the relative effectiveness of closed-circuit television for classroom teaching
compared to conventional teaching and (2) the acceptability of closed-circuit television teaching to the students. A course
was offered both by closed-circuit television and by conventional teaching. Students within each group were asked to rate
the course and other related concepts. In addition, their examination grades were obtained. No differences were found with
respect to performance. The students taught via television rated the course and their instructors relatively lower than those
who received conventional instruction.
Howard M. Bobren is assistant to the director, Institute of Communications Research and Sheldon L. Siegel is research assistant,
College of Education, both at the University of Illinois. 相似文献
95.
96.
97.
Salden Ron J.C.M. Paas Fred Broers Nick J. van Merriënboer Jeroen J.G. 《Instructional Science》2004,32(1-2):153-172
The differential effects of four task selectionmethods on training efficiency and transfer incomputer-based training for Air Traffic Controlwere investigated. A non-dynamic condition, inwhich the learning tasks were presented to theparticipants in a fixed, predeterminedsequence, was compared to three dynamicconditions, in which learning tasks wereselected on the basis of performance, mentaleffort, and a combination of both (i.e., mentalefficiency). Using the 3-factor mentalefficiency formula of Tuovinen and Paas (2004, this issue), the hypothesis that dynamic taskselection leads to more efficient training thannon-dynamic task selection was confirmed.However, the hypothesis that dynamic taskselection based on mental efficiency leads tomore efficient training than dynamic taskselection based on performance or mental effortalone was not supported. The results arediscussed in light of the theoretical frameworkand suggestions are given for futureresearch. 相似文献
98.
99.
The purpose of this study was to investigate the hypothesis that the manner in which a reading disability is defined will influence the conclusions that are made about the characteristics of the disability. To test this hypothesis, learning disabled and normally achieving children, aged 6 to 14, were administered tasks measuring grammatical, shortterm memory, phonological, reading, and visual-spatial skills. The poor readers were divided into groups of poor readers with
These children were compared with children who had normal reading scores. Children with deficits in phonics and/or word recognition scored significantly below normal on all the cognitive tests, except some of the visual-spatial tasks. Reading comprehension difficulties were characterized by average phonics, word recognition, and language skills but below average scores on some memory tasks. Slow readers had cognitive profiles similar to the normal children. The presence of a deficit in phonics and/or word recognition constituted the basis of the most serious impairment of language and memory functioning. Reading disabled children, defined in this manner, appear to be reasonably homogeneous in regard to the presence of language and memory problem. There does not appear to be evidence for a distinctive non-language impaired subtype within this type of reading disability. Children with low comprehension scores and/or slow readers did not have language problems. The definition of a reading disability appears to determine the subtypes and characteristics of reading disability that will emerge. 相似文献
1. | inadequate phonics skills, |
2. | inadequate word recognition skills, |
3. | adequate word recognition skills but low reading comprehension scores, and |
4. | adequate word recognition scores but a slow reading speed. |
100.
Kim A. H. Cordewener Fred Hasselman Ludo Verhoeven Anna M. T. Bosman 《Journal of Experimental Education》2018,86(2):135-153
This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors. A sample of 115 third-grade spellers was assigned to a strategy-instruction, strategic-monitoring, self-monitoring, or control condition representing different types of metacognitive aspects. The results showed that students in all three training conditions made more progress in both spelling performance and spelling consciousness than students in the control condition. With respect to spelling consciousness, only students in the strategy-instruction condition made significant improvement between pretest and posttest. Students made more progress in spelling performance on regular words than on loan words. Students in all four conditions became more accurate at assessing which words they could spell correctly. Students in the control condition more frequently overestimated their spelling ability. 相似文献