De la evaluación informal a la evaluación fundamentada: Reconocer el rol del enseñante en clase

Si las evaluaciones realizadas por los educadores directamente implicados están sujetas a limitaciones y errores, las evaluaciones “formales” y externas presentan también graves, aunque distintas insuficiencias. El autor propone desde ahí nuevas estrategias, métodos, condiciones a cumplir para que la evaluación basada en el educador pueda ser un instrumento potente. Wolf examina estrategias que ayudan a los enseñantes a que la evaluación cotidiana sea más significativa y creíble.     

Fans,Football and Federal Elections: A Real‐World Example of Statistics

This article evaluates and explores the correlation (+0.892) between the United States federal election winner and the most recent Washington Redskin home‐game winner, a relation perfectly linked for 17 of 18 elections since franchise inception in 1936.     

Measuring online learning approach and mentoring preferences of international doctorate students

Online higher education professors may find their teaching approaches conflict with the learning preferences of their globally dispersed students, which can impede academic performance. In this empirical study of 254 international doctorate students (across 23 cultures), a model was developed to assess how learning expectations affected dissertation performance. Five indicators were validated from a survey and split sample: mentoring, rendering, interpreting, constructing, and schemata. Contemporary higher education performance-related factors and instruments were also discussed, namely: attrition, competence, motivation, supervision, discipline difference, learning style, and culture. Limited experimental control consisted of same university context and program. The hypotheses were tested using structural equation modeling; revealing three latent factors (method, supervision, and quality) explained 56% of the variance effect on candidate performance.