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A Challenge to Established Assessment Practice 总被引:2,自引:0,他引:2
Lewis Elton 《Higher Education Quarterly》2004,58(1):43-62
The article looks back 35 years to a challenge on examination practices, based on common assumptions at the time. It notes that many – although not all – of these assumptions are still accepted in much of current practice, although some have been examined by researchers and found wanting extensively in the intervening time. The particular assumptions investigated relate to the distribution, recording and use of examination results, the demand for uniformity of treatment, the comparability of degrees, the assessment of imponderables and the use and value of external examiners. 相似文献
996.
This paper briefly examines the concept of democracy, its relationship to education and its African context. The meaning and value of democracy in African society is discussed and it is suggested that traditional political systems represented a particular kind of democracy. It then focuses on the extent to which the concept of democracy is covered in the junior secondary school social studies syllabus in Botswana. Finally the authors make some recommendations for curricular improvement in education for democracy at the junior secondary level in Botswana as part of the continuing attempt to produce the effective citizen for the new millennium. 相似文献
997.
Ann Lewis Sarah Parsons Christopher Robertson Anthony Feiler Beth Tarleton Debby Watson Richard Byers Jill Davies Ann Fergusson Claire Marvin 《British Journal of Special Education》2008,35(2):78-84
Increasingly in recent years, the involvement of disabled people as co-researchers has been regarded as 'good practice'. This has been informed by growing participatory and emancipatory research paradigms as well as user-focused policy imperatives. The benefits of these shifts apply to the research itself (improved definition, direction, applicability and impact), to non-disabled researchers (personal growth and enhanced understanding of the reflexive research process), to people with disabilities involved as researchers or collaborators (personal growth and enhanced opportunities), and (if externally funded) to the funder whose ways of operating are likely to be challenged profoundly. In this paper, Ann Lewis, Sarah Parsons and Christopher Robertson (based at the University of Birmingham), Anthony Feiler, Beth Tarleton and Debby Watson (based at the University of Bristol) and Richard Byers, Jill Davies, Ann Fergusson and Claire Marvin (based at the University of Cambridge) discuss the work of three independent research teams carrying out concurrent projects. The authors share their experiences of trying to take seriously the participation of disabled people in research. All three projects were informed, to a significant degree, by their respective reference groups of disabled people. The work of these groups in each of the three projects is outlined and then discussed in relation to five common themes: formal contracts with members of reference groups; considerations concerning drawing on an established reference group; planning for reference group involvement; style of reference group involvement; and building on good practice. 相似文献
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Theodore Lewis 《科学教学研究杂志》2006,43(3):255-281
This article examines the merits of the proposition that design and inquiry are conceptual parallels. It does so by first looking closely at the inquiry‐related discourse within science education, then at aspects of the design discourse within engineering, and finally within technology education. Convergences and divergences of these two streams of curricular advocacy are then identified, and implications and conclusions with respect to curriculum and instruction in both subjects are suggested. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 255–281, 2006 相似文献
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The article presents the results of an educational experiment in evaluating the strategies and microstructure of student thinking in the application of domain specific concepts in engineering design at the University of Melbourne. This work is related to previously reported propositions in educational theory. It is found from the Melboume experience that the compartmentalized domain specificity of engineering science learning, and by corollary the learning programmes in secondary schools, adversely affect the robustness of concept formation in engineering design. It is also conjectured that fluency in concept use as well as flexibility in crossing boundaries of knowledge domains is an essential trait of effective engineering designers. 相似文献