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961.
Edward P. Cannon Dennis Frank 《International journal for the advancement of counseling》2009,31(3):199-211
This research involved an exploratory intervention to determine the effectiveness of using a deliberate psychological education
(DPE) approach that incorporated issues of ethics, multicultural competence, oppression and diversity. The study attempted
to discern if the DPE model used could make a difference in the promotion of ego development (which subsumes moral development)
and multicultural knowledge and awareness of counselor interns. The intervention group showed significant gains compared to
comparison groups in ego development as measured by the Washington University Sentence Completion Test (WSCT) (Loevinger 1985) as well as significant gains on the Knowledge subscale of the Multicultural Counseling Knowledge and Awareness Scale (MCKAS,
Ponterotto et al. 2002). 相似文献
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Scott R. Bartholomew Louis S. Nadelson Wade H. Goodridge Edward M. Reeve 《Educational Assessment》2018,23(2):85-101
We investigated the use of adaptive comparative judgment to evaluate the middle school student learning, engagement, and experience with the design process in an open-ended problem assigned in a technology and engineering education course. Our results indicate that the adaptive comparative judgment tool effectively facilitated the grading of the students’ products and improved the judges’ understanding of the processes the students used to arrive at their solutions. We found the reliability and validity of the tool to be acceptable and the outcomes of our study suggest that there is justification for the use of the adaptive comparative judgment method to assess student learning outcomes at multiple levels of Science, Technology, Engineering, and Math (STEM) education. 相似文献
965.
Self and peer-assessment are becoming central aspects of student-centred assessment processes in higher education. Despite increasing evidence that both forms of assessment are helpful for developing key capabilities in students, such as taking more responsibility for their own learning, developing a better understanding of the subject matter, assessment criteria and their own values and judgements, and developing critical reflection skills, both forms of assessment are still not the norm at universities. This paper provides the findings of a two-year study of formative self and peer-assessment at an Australian university. The study supports other research showing that students tend to regard formative self and peer-assessment as beneficial for gaining more insights about the assessment process and for improving their own work. We argue that self and peer-assessment requires careful design and implementation for it to be an effective tool for formative assessment processes; and that the development of students’ capacities for giving feedback, and the continuous and timely involvement of the teacher, are central aspects for successful self and peer-assessment. The move to self and peer-assessment is not simple for teachers and students but is worthwhile and necessary for twenty-first century higher education. 相似文献
966.
Edward P. Nathan 《Performance Improvement》2008,47(6):18-24
This article examines a number of issues regarding the leveraged use of global training within multinational organizations. Given a common purpose and using technology that may minimize cultural differences, is it possible for these organizations to overcome some of the cultural barriers to adult learning? In examining this concept, this article discusses issues of cultural differences, adult cognition, technology, developing global courseware, and measuring its impact. 相似文献
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The authors, both affiliated with Riverside Publishing Company, discuss the factors they think explain the Lake Wobegon phenomenon and call for more appropriate use of normative comparisons and more complete reporting of test results. 相似文献
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