荷兰初等教育监测与评估系统

为了帮助学校控制教学质量,荷兰国家教育测量研究院(Cito)为初等教育阶段开发出一套监测与评估系统。该系统包括一系列连续的国家范围内的标准化考试,对学生受教育过程中的成绩进行纵向评估。本文介绍了该系统的主要内容、教育及心理测量依据以及提供的部分成绩报告,并重点讨论了荷兰学校如何利用这些报告改进和提高教学水平。     

Effects of different types of true–false questions on memory awareness and long-term retention

This study investigated the effects of two different true–false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and fourth (pre- and post-) tests, participants indicated which form of memory awareness (i.e. remember, know, familiar and/or guess) accompanied their answer. On the two intermediate tests, testing format was manipulated: true/false or true/false justification, that is a true/false statement with the additional instruction to explain why the statement is true or false. The results resembled earlier findings in that different forms of memory awareness could be distinguished. The study did not indicate (additional) knowledge schematisation as a result of testing or testing format. However, independent of test format, the proportion of correct answers on the post-test was higher than on the pre-test. This could indicate that the beneficial effects of testing can occur even when the learning episode was at a long retention interval prior to the first test.     

Swimming

Abstract

The effect on drag of a Speedo Fast‐skin suit compared to a conventional suit was studied in 13 subjects (6 males, 7 females) swimming at different velocities between 1.0 and 2.0 m?s^‐1. The active drag force was directly measured during front crawl swimming using a system of underwater push‐off pads instrumented with a force transducer (MAD system). For a range of swimming speeds (1.1, 1.3, 1.5 and 1.7 m?s^‐1), drag values were estimated. On a group level, a statistically non‐significant drag reduction effect of 2% was observed for the Fast‐skin suit (p = 0.31). Therefore, the 7.5% reduction in drag claimed by the swimwear manufacturer was not corroborated.     

Enacting Identity and Transition: Public Events and Rituals in the University (Mexico and South Africa)

On the basis of ethnographic and historical material this article makes a comparative analysis of the relationship between public events, ceremonies and academic rituals, institutional identity, and processes of transition and power at two universities, one in Mexico and the other in South Africa. The public events examined here play a major role in imagining and bringing about political shifts within universities as well as between universities and external actors. It shows how decisive local histories and constituencies are in mediating and transfiguring identity projects initiated from above.     

The Effect of Hints and Model Answers in a Student-Controlled Problem-Solving Program for Secondary Physics Education

Many students experience difficulties in solving applied physics problems. Most programs that want students to improve problem-solving skills are concerned with the development of content knowledge. Physhint is an example of a student-controlled computer program that supports students in developing their strategic knowledge in combination with support at the level of content knowledge. The program allows students to ask for hints related to the episodes involved in solving a problem. The main question to be answered in this article is whether the program succeeds in improving strategic knowledge by allowing for more effective practice time for the student (practice effect) and/or by focusing on the systematic use of the available help (systematic hint-use effect). Analysis of qualitative data from an experimental study conducted previously show that both the expected effectiveness of practice and the systematic use of episode-related hints account for the enhanced problem-solving skills of students.     

Applying Learning Analytics to the Scholarship of Teaching and Learning

In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled “Learning Analytics: Assisting Universities with Student Retention.” While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods.     

Examining the stability of experts’ clinical case processing: An experimental manipulation

The present study was undertaken to examine the hypothesis that the intermediate effect in clinical case recall is partly explained by experts lower motivation to write down everything they remember when asked for free recall. Medical experts and students were presented with two clinical cases, which they had to read, diagnose, and recall. Participants received an instruction before processing the cases that aimed at minimizing motivation in one condition, and enhance motivation in another. A third condition received a standard instruction, comparable to previous clinical case representation studies. The results showed that medical experts clinical case processing mode is robust and insensitive to pressure induced by a social comparison instruction. In all conditions, recall data showed an intermediate effect, indicating encapsulated processing by the expert group. Moreover, there were no differences between the conditions in diagnostic accuracy, number of summaries in recall, and study time on the cases. Although experts showed that they were affected by the instruction, their processing mode remained stable over the three conditions. Expert physicians, even under conditions of considerable pressure, process clinical cases in an encapsulated mode.Part of this report was presented at the annual meeting of the American Educational Research Association, Seattle, Washington, April 1–5, 2001.     

Is problem-based learning associated with students’ motivation? A quantitative and qualitative study

In this study, a mixed-method design was employed to investigate the association between a student-centred, problem-based learning (PBL) method and law students’ motivation. Self-determination theory (SDT) states that autonomous motivation, which is associated with higher academic performance, can be reached when there is fulfillment of three psychological needs: autonomy, competence and relatedness. PBL aims to trigger autonomous motivation. In Study 1, 85 PBL law students (37% male; Mean age = 21.99 years) and 69 law students of a lecture-based, non-PBL program (39% male; Mean age = 22.72 years) filled out the Self-Regulation Questionnaire and an adapted version of the Work-related Basic Need Satisfaction Scale in order to measure autonomous and controlled motivation and perceived autonomy, competence and relatedness. In order to compare both groups, two MANOVAs were conducted and results showed differences neither in autonomous and controlled motivation, nor in feelings of autonomy and competence. However, PBL students experienced more relatedness. Additionally, in Study 2, focus-group discussions that were conducted indicated that PBL contains both autonomy-supportive and controlling elements, which might explain why no differences were found in perceptions of autonomy and autonomous and controlled motivation between PBL and non-PBL students. Furthermore, students reported that tutorial groups in PBL contributed to feelings of relatedness.