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191.
Anna Planas-Lladó Lidia Feliu Francesc Castro Rosa Maria Fraguell Gerard Arbat Joan Pujol 《Assessment & Evaluation in Higher Education》2018,43(1):14-30
This article analyses the use of peer evaluation as a tool for evaluating teamwork and students’ perceptions of this type of evaluation. A study was conducted of six subjects included on five degree courses at the University of Girona. In all of these subjects, students carried out a team activity, evaluated the performance of the team and the involvement of its different members, and responded to a survey on their perceptions of this evaluation system. We found the main factors influencing the evaluation and perception of teamwork to be teachers’ and students’ prior experience in this type of evaluation activity, the field where it is applied, the academic year students are enrolled on and the weight of the activity in the final mark. The results show that, in general, students’ views regarding such evaluation procedures are positive. 相似文献
192.
Gerard Bossuet 《欧洲师范教育杂志》1982,5(1-2):101-105
L'auteur décrit son expérience de travail avec le système informatique logo au niveau de l'école primaire. LOGO est évidemment un outil très puissant mais il pose la question quant à une formation appropriée des enseignants et pour son utilisation.
The author describes his experience of working with the LOGO computer language at Primary level. LOGO is clearly a very powerful tool but its very power raises major questions about its use and about an appropriate training for teachers. 相似文献
193.
Students’ assessment preferences, perceptions of assessment and their relationships to study results
Gerard van de Watering David Gijbels Filip Dochy Janine van der Rijt 《Higher Education》2008,56(6):645-658
The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into
the effects of these on their performances when different assessment formats are used, and into the different cognitive process
levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting
of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts
and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API)
which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in
a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible,
assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences
and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment
scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed
that matched those measured by the assessments. Several explanations are discussed. 相似文献
194.
Although triadic supervision has been the subject of little empirical research, perspectives of supervisors in this form of supervision have received even less attention. This qualitative study examined 6 doctoral student supervisors' experiences of triadic supervision and the demands it placed on them in their role as supervisors. Data collection involved use of in‐depth, open‐ended interviews, and a whole‐text analysis resulted in 2 major categories. These categories address various ways in which triadic supervision increases or decreases the demands placed on the supervisor. Implications of the findings for supervisory practices and future research are also addressed. 相似文献
195.
Gerard Giordano 《Psychology in the schools》1978,15(4):493-498
Freud postulated that there are two types of drives, primary and secondary, and that these drives are in a homeostatic balance. The drives encompass linguistic, physiological, social, and logical growth. During adolescence, there are massive structural changes in physiology and in social role, and adjustment to these changes dominates adolescent personality dynamics. The optimal method of teaching reading to adolescents is one in which substance and format are designed to aid in confronting issues that engage and influence the homeostatic exchange between primary drives and secondary drives. A set of guidelines for developing an effective program is outlined. 相似文献