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71.
This paper explores the views of a group of students who took an oral performance assessment in a first-year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of the existing literature on oral assessment and suggests that, despite concerns about anxiety and fairness, students see oral assessments as encouraging a focus on understanding, being relatively authentic and reactive to their needs. We argue that, suitably implemented, oral assessment may be a viable assessment method for straddling the ‘assessment for’ and ‘assessment of’ learning divide in higher education. 相似文献
72.
Sherrie L. Proctor Afshan Nasir Tossea Wilson Kathrynne Li Paola Castrillon 《Psychology in the schools》2018,55(5):506-522
This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion. 相似文献
73.
This paper discusses the rationale underlying ‘PENTA’, an EU funded Erasmus Mundus project. In doing so, it explores the challenges of internationalising and standardising European environmental assessment (EA) practice and education to a third country audience, looking at India as a case study. It is argued that the EU EA Directives are influencing the development of EA systems internationally, leading to a standardisation of the way in which EA is practiced. The so‐called Bologna process is especially playing a crucial role in leading to the standardisation of European higher education and the EU's marketing initiatives are generating effects of internationalisation. Within this context, it is argued that an internationalised and standardised approach to EA education could improve the effectiveness of EA practice in both the developing and developed nations, and ultimately help address the environmental challenges that the world is facing today. However, harmonisation and standardisation challenges must be taken into account at an international and national level, as an internationalised EA curriculum such as that proposed by PENTA must nevertheless be relevant to different policy planning and cultural contexts. 相似文献
74.
Chiara Valeria Marinelli Paola Angelelli Alessandra Notarnicola Claudio Luzzatti 《Reading and writing》2009,22(3):333-351
The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children.
It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However,
it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words),
so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may
also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and
syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli
with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared
with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible
errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid
of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance.
Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical
processing.
相似文献
Paola AngelelliEmail: |
75.
76.
Ben Piggott Sean Müller Paola Chivers Ashley Cripps Gerard Hoyne 《Journal of sports sciences》2019,37(10):1139-1145
This study determined if small-sided games could discriminate perceptual-cognitive-motor skill in Australian Rules Footballers. Higher skilled Western Australian Football League (WAFL) (n = 17) and lesser skilled Amateur (n = 23) players were recruited. Participants played three small-sided games of three minutes. Each disposal was scored for decision-making and motor skill execution, with these scores combined for a total score. Mann-Whitney U tests indicated significantly superior mean decision-making by higher skilled (Median = 2.90, Range = 0.30) over lesser skilled (Median = 2.80, Range = 0.73) (p = .012) players. Execution score was not significantly different between groups. Linear mixed model analysis found higher skilled players (M = 5.32, SD = 1.19) scored significantly higher than lower skilled players (M = 4.90, SD = 1.52) on total score (p = .009). Large effect sizes were found for decision-making and total score relative to games and position played in WAFL players. High agreement of scoring was observed for an elite (inter-rater) and a novice (intra-rater) coaches. Linear mixed model analysis indicated mean total scores of WAFL players significantly predicted disposal efficiency in match performance (p = .011). Small-sided games can be easily implemented to identify talented players and assess perceptual-cognitive-motor skill. 相似文献
77.
An empirical investigation assessed the role of different factors of motivational, behavioral, and dispositional nature in the prediction of both perceived and actual skills concerning household waste recycling. A structured questionnaire (measuring attitudes, social norms, perceived control, need for cognitive closure, self-reported household recycling behavior and perceived recycling skills) and a simulation task (assessing actual recycling skills) were administered to 300 participants in Italy. Results indicate that, although positively related, perceived and actual skills are two distinct constructs differently related to motivational, behavioral, and dispositional factors. Implications for designing educational interventions to increase citizens' recycling skills are discussed. 相似文献
78.
The Internationalization of Higher Education: Implications for Australia and its Education `Clients' 总被引:2,自引:0,他引:2
Institutions of higher education are today under increasing pressure tointernationalize their courses and programmes. The overall impact ofthis process is far from clear. This essay compares and contrastspatterns of Australian higher education offered to students fromdeveloping countries, with services delivered to Australian-bornstudents. We suggest that the process of globalization is contributingto uneven economic and educational development, and may weaken theover-stretched educational systems of poorer countries. 相似文献
79.
Magnano Paola Zarbo Rita Zammitti Andrea Sgaramella Teresa Maria 《International Journal for Educational and Vocational Guidance》2022,22(2):385-405
International Journal for Educational and Vocational Guidance - Addressing immigrants’ social and work inclusion is a priority at a time of increasing migration to Italy and Europe. Career... 相似文献
80.
We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the results obtained, while students in the control group could only take the final exam. The results show that students undertaking the intermediate exam perform better both in terms of the probability of passing the exams and of grades obtained. High ability students appear to benefit more from the treatment. The experiment design allows us to disentangle “workload division or commitment” effects from “feedback provision” effects. We find that the estimated treatment impact is due exclusively to the first effect, while the feedback provision has no positive effect on performance. Finally, the better performance of treated students in targeted examinations seems not to be obtained at the expenses of results earned in other examinations. 相似文献