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851.
Helen S. Ashton Cliff E. Beevers Athol A. Korabinski Martin A. Youngson 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):771-787
This article presents results of a comparison between paper and computer tests of ability in Chemistry and Computing. A statistical model is employed to analyse the experimental data from almost 200 candidates. It is shown that there is no medium effect when specific traditional paper examinations in Chemistry and Computing are transferred into electronic format. The effect of rewording for computer‐delivered test questions is also investigated and again the conclusion is that no evidence of a difference could be found. These results were obtained as part of the Project for Assessments in Scotland using Information Technology (PASS‐IT). 相似文献
852.
Bowman Nicholas A. Jang Nayoung Kivlighan D. Martin Schneider Nancy Ye Xiaomeng 《Research in higher education》2020,61(1):142-166
Research in Higher Education - Many degree-seeking college students struggle academically and ultimately never graduate. Academic challenges and persistence within the major are especially salient... 相似文献
853.
854.
Denise Burns Ann Devitt Gerry McNamara Joe O'Hara Martin Brown 《Irish Educational Studies》2018,37(3):351-372
The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate. 相似文献
855.
Martin Mills 《The Australian Educational Researcher》2018,45(5):569-583
This AARE Presidential Address examines what it means to be an educational researcher in the current Australian, and global, political climate. The presentation draws heavily on the work of Levitas (Utopia as Method 2013). The address, using her notions of Utopia as archaeology, as ontology and as architecture, suggests that in the process of promoting a more socially just agenda there is no alternative but to look for alternative ways of doing educational research and being an educational researcher. It concludes by suggesting that associations such as AARE provide opportunities to envisage what academic life could look like for educational researchers in a ‘Realistic Utopia’—one in which they are realistic and demand the impossible. 相似文献
856.
Hartwig Wittje Hans Scheuerl Harald Wagner Gottfried Hausmann Herman Lange Volker Lenhart Bettina Kobialka Philip G. Altbach Colin Titmus Harry N. Drier T. Neville Postlethwaite W. D. Halls Martin Carnoy Brian Cooksey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):199-222
857.
In recent years there has been a major expansion by higher education institutions in setting up ‘for-profit’, offshore programmes
and campuses. It has been claimed that for-profit provision in a free, or unregulated market, responds to student demand and
acts as a catalyst for innovation, thus fuelling arguments for a global ‘free market’ in higher education. There are few opportunities
to test these claims since higher education is overwhelmingly provided within national systems of education and is generally
subject to strong local regulation. Israel, in the 1990s, offered a rare case of an unregulated market in higher education
for foreign providers, albeit one which contained significant distortions: British institutions took the leading part in developments.
This article examines that experience in the light of documentation in the public domain and of practitioner research and
argues, contrary to unsubstantiated claims, that provision fell below acceptable standards. The article concludes that, in
this field, consumer demand did not operate on the basis of quality and that the market-place cannot assure standards of higher
education in overseas provision. Furthermore, until international standards are agreed, governments have a responsibility
to regulate provision which directly affects the lives of their citizens. 相似文献
858.
Online quizzes have been shown to be effective learning and assessment approaches. However, if scenario-based online construction safety quizzes do not include time pressure similar to real-world situations, they reflect situations too ideally. The purpose of this paper is to compare engineering students’ performance when carrying out an online construction safety quiz with time pressure versus an online construction safety quiz without time pressure. Two versions of an online construction safety quiz are developed and administered to randomly assigned engineering students based on a quasi-experimental post-test design. The findings contribute to scenario-based learning and assessment of construction safety in four ways. First, the results confirm earlier findings that ‘intrinsic stress’ does not seem to impair students’ performance. Second, students who carry out the online construction safety quiz with time pressure are less likely to ‘learn by trial and error'. Third, students exposed to time pressure appreciate that they become better prepared for real life. Finally, preparing students to work under time pressure is an important industry requirement. The results of this study should encourage engineering educators to explore and implement ways to include time pressure in scenario-based online quizzes and learning. 相似文献
859.
Research in Science Education - This qualitative case study examined the process of change in an experienced elementary teacher’s belief structure during implementation of an inquiry-based... 相似文献
860.
Cultural Studies of Science Education - In this paper, we explore themes that emerged while reading “How does one recognize contextual mitigating factors (CMFs) as a basis to understand and... 相似文献