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71.
Peer assessment can be important in developing active and independent learners, as well as providing more and faster feedback in large classes, compared to marking done by tutors. In addition, the evaluative, critical stance required by students in order to assess their peers' work encourages the development of higher-order cognitive skills. Changing roles from being assessed to being an assessor can also improve students' ability to judge and improve on their own work. However, peer assessment does have potential problems and there is some debate as to the appropriate academic level at which to implement it, the kinds of feedback that are given and the ways in which students respond. In addition, there is little evidence that peer assessment has an impact on academic performance. This research reports the results of an online peer assessment exercise for a macroeconomics essay conducted in a large Economics 1 class at Rhodes University. Of the 800 students, about half participated in the peer assessment exercise. Data were collected from students via a formal course evaluation. In addition, a sample of 50 essays was evaluated in terms of the relationship between peer marks and final (tutor) marks received and the impact that peer assessment had on the quality of the final essay submitted. An Ordinary Least Squares regression was used to investigate the impact of peer assessment participation on marks. Results showed that peer marks tended to ‘bunch’ in the 60–68% range, indicating the reluctance of peers to give very high or low marks. In general, peers gave more useful feedback on technical aspects, such as presentation and referencing (which were also the categories in which students most often made improvements), than on content. Regression analysis showed that peer assessment participation was not a significant determinant of final essay mark, but that economics ability and English language proficiency were. 相似文献
72.
Targeting Native Hawaiian and other Pacific Islander (NHOPI) children based on their physical activity (PA) stages of change (SOC) may improve intervention effectiveness. No known SOC surveillance system exists for NHOPI jurisdictions. The purpose was to determine the PA SOC prevalence over 5 years in children living in Hawai?i. Self-reported PA SOC from 5 cohorts (3–6 grade students) in Hawai?i were compared between cohorts and sex. The combined PA SOC distribution (n = 1726, 50.7% female) was: Precontemplation, 7.5%; Contemplation, 7.6%; Preparation, 9.9%; Action, 33.4%; Maintenance, 41.5%. There were no significant difference between cohorts 1 and 2 (n = 258), χ2 (16) = 21.75, p = 0.15; 2 and 3 (n = 129), χ2 (16) = 17.51, p = 0.35; 3 and 4 (n = 171), χ2 (16) = 17.28, p = 0.77; 4 and 5 (n = 129), χ2 (16) = 17.51, p = 0.35; and for all cohorts between males and females (p > 0.05). Most participants were in Action and Maintenance. Prevention efforts should emphasize maintaining PA levels. Extending PA behavior surveillance systems to include intention in NHOPI jurisdictions is warranted. 相似文献
73.
Sebastian Ludyga Markus Gerber Serge Brand Uwe Pühse Flora Colledge 《Research quarterly for exercise and sport》2018,89(2):164-172
Purpose: Acute benefits of aerobic exercise on executive functioning have been reported frequently under laboratory conditions. However, to date, a beneficial effect on long-term memory has been less well supported and no data are available regarding nonlaboratory conditions in young adults. The aim of the current study was to investigate acute effects of aerobic exercise on cognitive functioning in a university classroom setting. Method: Using a cross-over design, 51 participants performed a bout of moderately intense running (RUN) and read an article while seated (CON). Afterwards, they completed free-recall tests, followed by a Flanker task and an n-back task. Results: Participants in the RUN condition compared with those in the CON condition showed shorter reaction time on the inhibition task, F(1, 50) = 5.59, p = .022, η2 = .101, and recalled more words in the immediate- and delayed-recall tests, F(1, 50) = 8.40, p = .006, η2 = .144. Conclusion: The present findings suggest that a moderately intense bout of aerobic exercise benefits verbal short-term and long-term memory as well as inhibitory control among students in a classroom setting. 相似文献
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Quality management (QM) in teaching and learning has strongly “infected” the higher education sector and spread around the world. It has almost everywhere become an integral part of higher education reforms. While existing research on QM mainly focuses on the national level from a macro-perspective, its introduction at the institutional level is only rarely analyzed. The present article addresses this research gap. Coming from the perspective of organization studies, it examines the factors that were crucial for the introduction of QM at higher education institutions in Germany. As the introduction of QM can be considered to be a process of organizational change, the article refers to Kurt Lewin’s seminal concept of “unfreezing” organizations as a theoretical starting point. Methodologically, a mixed methods approach is applied by combining qualitative data derived from interviews with institutional quality managers and quantitative data gathered from a nationwide survey. The results show that the introduction of QM is initiated by either internal or external processes. Furthermore, some institutions follow a rather voluntary approach of unfreezing, while others show modes of forced unfreezing. Consequently, the way how QM was introduced has important implications for its implementation. 相似文献
76.
John M. Francisco Markus H?hki?niemi 《International Journal of Science and Mathematics Education》2012,10(5):1001-1021
There is a growing movement toward the introduction of algebra in early grades. This is supported by an increasing number of research studies that have reported success in getting young students to “do” mathematics considered beyond their reach. Yet, the consensus is that more research is needed to provide insights into the processes by which students make sense of algebraic ideas. In particular, more studies are needed on how nonlinear functions can be introduced in early grades. This article reports an algebra research strand that introduced seventh grade students to quadratic functions using Guess-My-Rule games. The article describes several instances of the students engaging successfully with ideas and forms of reasoning involving quadratic functions. The purpose is to contribute to the debate on the introduction of algebra in early grades by providing further evidence of young students’ ability to engage with algebraic ideas usually considered to be beyond their reach. 相似文献
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Jana Groß Ophoff Sandra Schladitz Juliane Leuders Timo Leuders Markus A. Wirtz 《Peabody Journal of Education》2013,88(4):560-573
The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring students’ development during courses on research methods in educational science. In winter semester 2013/14, two courses in Early Education and Teacher Training degree programs were accompanied. Both cross-sectional (multidimensional latent regression models) and longitudinal (paired t tests of plausible values) comparisons are reported. The results indicate no significant differences in competencies between the degree programs at start of the semester. For the end of semester, only data of the Early Education course was available. These course participants showed higher proficiency in all aspects of educational research literacy. In conclusion, the results are discussed with regard to the goals of the assessment of competencies in higher education, particularly the use of test feedback for course development, and desiderata for future research (e.g., ability to transfer research into practice) are stated. 相似文献
80.
The present research used a preferential‐reaching task to examine whether 9‐ and 11‐month‐olds (n = 144) could infer the relative weights of two objects resting on a soft, compressible platform. Experiment 1 established that infants reached preferentially for the lighter of 2 boxes. In Experiments 2–4, infants saw 2 boxes identical except in weight resting on a cotton wool platform. Infants reached prospectively for the lighter box, but only when their initial exploratory activities provided critical information. At 11 months, infants succeeded as long as they first determined that the platform was compressible; at 9 months, infants succeeded only if they also explored the boxes and thus had advance knowledge that they differed in weight. 相似文献