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Ruth Dann 《Assessment in Education: Principles, Policy & Practice》2014,21(2):149-166
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment as learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage with the learning priorities of the classroom. Discussion is framed from a sociocultural stance, yet challenges some of the perspectives that have widely become accepted. It offers three new views to help explore the concept of AaL: understanding feedback; understanding the learning gap; and exploring vocabularies of assessment. Pragmatically, the ideas examined suggest that teachers may need to consider less about focused and directive feedback, but more about how learners interpret and understand feedback from their self-regulatory and self-productive identities and how vocabularies for assessment can be more collaboratively shared in learning contexts. 相似文献
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This article describes the ICAP framework that defines cognitive engagement activities on the basis of students’ overt behaviors and proposes that engagement behaviors can be categorized and differentiated into one of four modes: Interactive, Constructive, Active, and Passive. The ICAP hypothesis predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase. We suggest possible knowledge-change processes that support the ICAP hypothesis and address the limitations and caveats of the hypothesis. In addition, empirical validation for the hypothesis is provided by examining laboratory and classroom studies that focus on three specific engagement activities: note taking, concept mapping and self-explaining. We also consider how ICAP can be used as a tool for explaining discrepant findings, dictate the proper choice of a control condition, and evaluate students’ outputs. Finally, we briefly compare ICAP to existing theories of learning. 相似文献
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Ruth Rich 《Research quarterly for exercise and sport》2013,84(4):631-637
Abstract In addition to the findings of related studies, four sources of information were selected as a basis for determining the health education needs of high school students. Data were obtained from a representative sample of 959 B10 and A12 grade students in eight Los Angeles high schools by use of the LeMaistre Health Behavior Inventory, the Mooney Problem Check List, information derived from appraisals by school physicians' examinations, and personal data questionnaires on health history which students were asked to complete. The LeMaistre Inventory showed greatest weaknesses to be in the health education areas of sleep, rest, and relaxation; prevention and control of chronic and degenerative diseases; safety education; and consumer health. The Mooney Check List showed most student concerns to be in the areas of sleep, rest, and relaxation; mental health; personal health; and nutrition. From the physicians' examinations, orthopedic, dental, visual, and skin defects were observed most frequently; these findings have implications for the instructional areas of personal health and dental health. From student personal health histories, nutrition; consumer health; sleep, rest, and relaxation; and stimulants and depressants were evident as the instructional areas needing greatest emphasis. Although little or no statistically significant relationship was found among students' scores on the various techniques which were used to identify needs, it was possible to note an interrelationship among the rank order of certain areas. Moreover, statistically significant grade and sex differences (.05) were apparent in certain aspects of students' health behavior. 相似文献
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Radio personalities or presenters are important to music radio stations, as their individual personalities influence if, how, and to what extent listeners want to interact with radio stations and presenters during programs. Both parasocial interaction with the presenter and flow experiences are believed to mediate the listener–presenter relationship. With this in mind, we conducted an experiment in which 236 German radio listeners aged 14 to 49 were asked to listen to the same radio show, but with varying presenters. Mediation analysis revealed notable effects of presenters’ personalities on listeners’ behavioral intentions. Both parasocial interaction and flow were found to be important mediators of the discovered effects. 相似文献
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Yosi Rotbain Gili Marbach-Ad Ruth Stavy 《Journal of Science Education and Technology》2008,17(1):49-58
We present an active way to use a computer animation in secondary molecular genetics class. For this purpose we developed
an activity booklet that helps students to work interactively with a computer animation which deals with abstract concepts
and processes in molecular biology. The achievements of the experimental group were compared with those of a control group
by means of a written questionnaire, which the students received right after the molecular genetics instruction. Analysis
of the post-test showed that the mean score of the experimental group was significantly higher than the mean score of the
control group. This positive trend was also reflected in personal interviews. 相似文献