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Günter Trost Heinz‐Ulrich Nauels Eckhard Klieme 《Assessment in Education: Principles, Policy & Practice》1998,5(2):247-254
The relevance of admission policy for educational outcome in medical schools is demonstrated by means of longitudinal data on the total population of several cohorts of students admitted to the German medical schools on the basis of a variety of criteria (n = 28,000 students). The correlations between the quantitative criteria for admission and performance on the First Medical Examination (which takes place after 2–3 years of study) were calculated. Secondly, the mean total scores on this examination that have been achieved at first attempt by groups of students admitted according to different selection criteria were compared. Thirdly, the rates of success on the medical examination at first attempt after two years of study were compared for the above‐mentioned groups of students. The most striking result is the large difference between the groups under comparison in terms of their success rates in the First Medical Examination. The highest pass rates (80%) are achieved by students selected on the basis of a combination of the average mark in the secondary school leaving certificate and the total score on the ‘Test for Medical Studies’, an aptitude test. Had the students been admitted at random, they would only have attained a pass rate of 48% (base rate). For those admitted on the basis of the result of an interview or on the basis of ‘waiting‐time’ (i.e. the number of semesters they had spent queuing) the pass rates are 49 and 45%. The results are interpreted in the light of different political and educational goals that are or can be envisaged when decisions on admission strategies are made. 相似文献
116.
Despite the long history of homework and homework research, the role that homework plays in enhancing student achievement is, at best, only partly understood. In this review, we give an overview of twentieth-century homework research and discuss the reasons why the relationship between homework and achievement remains unclear. We identify the operationalization of homework and achievement and the problematic handling of hierarchically ordered data as two important factors affecting the validity of many of the studies performed over the last century. We then describe a new generation of homework studies using multilevel modeling to deal with hierarchically nested data. Finally, we argue that homework research should be more closely connected to well-founded psychological theories of learning and instruction, and we offer three potential links (theories of instruction time, self-regulation theory and expectancy-value theory, and teaching behavior). 相似文献
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Higher education in Japan: A view from outside 总被引:2,自引:1,他引:2
Ulrich Teichler 《Higher Education》1997,34(2):275-298
Higher education in Japan is often characterized in comparativestudies as considerably expanded, highly stratified, overshadowed bycompetition for admission, not very demanding for the masses ofundergraduate students, important in awarding credentials, but without closelinks between the subjects of study and subsequent professional tasks. Thesecharacteristics have been pointed out so frequently in the past that thequestion has to be raised whether this picture is too old-fashioned and toomuch of a stereotype. This article echoes the previous articles of thisspecial issue. The themes addressed by Japanese authors are partlysummarized, partly supplemented and partly challenged by a foreign observer.Developments and notably changes in the early 1990s are analyzed in respectto the quantitative-structural pattern of the Japanese higher educationssystem; governance and financing; access and admissions; learning, teachingand research; links between educational attainment, credentials and career;curricula, competences and graduate employment, and finally graduateeducation. The author draws the conclusion that efforts directed towardsreforming higher education have been spread over many issues, among themmany academic issues such as new curricular approaches, rather thanfocussing on single major issues such as steering, governance and evaluationas one could observe in Europe during the last ten years or so. Changingsocietal conditions, for example growing employment problems, the increaseof specialists' career and internationalization currently stimulate areconsideration of higher education policies in various respects. 相似文献
119.
Prof. Dr. Franz Baeriswyl Christian Wandeler Ulrich Trautwein Katrin Oswald 《Zeitschrift für Erziehungswissenschaft》2006,9(3):373-392
Zusammenfassung Dieser Beitrag untersucht das übertrittsverfahren von der Grundschule in die Sekundarschule I der deutschsprachigen Schulen
des Kantons Freiburg (Schweiz). Das Deutschfreiburger übergangsmodell mit seinen verschiedenen Komponenten wird vorgestellt
und evaluiert. Ein besonderes Augenmerk liegt dabei auf der Frage, ob unerwünschte Effekte des famili?ren Hintergrunds durch
dieses Modell reduziert bzw. eliminiert werden k?nnen. Untersucht wird im Weiteren die übereinstimmung der übertrittsempfehlung
von Eltern und Lehrkr?ften sowie der Prüfungsleistung.
Die Autoren kommen zum Schluss, dass das untersuchte übergangsmodell die Effekte des famili?ren Hintergrunds beim übertritt
von der Primarschule in die Sekundarschule relativ gering h?lt. Der sozio?konomische Hintergrund wirkt sich über die übertrittsempfehlung
von Lehrkr?ften und Eltern auch auf den tats?chlichen übertritt aus; die absoluten Effekte des famili?ren Hintergrunds fallen
jedoch — nach Kontrolle der Schulleistung — insgesamt vergleichsweise schwach aus. Der eingesetzte Bewertungsbogen, den Lehrkr?fte
und Eltern zus?tzlich zu den Noten als Basis für die übergangsempfehlung einsetzen, scheint resistent gegenüber Effekten des
famili?ren Hintergrunds zu sein.
相似文献
120.
Mobility During the Course of Study and After Graduation 总被引:3,自引:0,他引:3