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1.
《Educational Assessment》2013,18(4):311-328
Undergraduate education majors, student teachers, and experienced teachers (N = 326) responded to two written sketches depicting different levels of student effort. They decided on a grade, rated the importance of achievement and nonachievement factors, and wrote a defense of their grading decision. Overall, experienced teachers tended to give lower grades. Lower grades were awarded more when a female with high effort and low aptitude was portrayed or when a male with low effort and high aptitude was portrayed. Preservice and experienced teachers considered cognitive, nonachievement dispositions to be valid educational outcomes contributing to grade variation. There was a dichotomy of beliefs about borderline grading: Participants were struggling with being a judge or an advocate when the grade was used to punish inadequate effort or to reward improvement. An understanding of the interplay of beliefs, attitude, and social judgment with assessment is essential if teachers are to develop grading strategies that communicate the diverse learning outcomes expected of students.  相似文献   

2.
Abstract

Contract cheating happens when students outsource their assessed work to a third party. One approach that has been suggested for improving contract cheating detection is comparing students’ assignment submissions with their previous work, the rationale being that changes in style may indicate a piece of work has been written by somebody else. This approach is time consuming, but recent advances in machine learning and natural language processing suggest that it may be well suited to computerization. We trialed an early alpha version of Turnitin’s Authorship Investigate tool, which compares students’ submissions against their previous work. Twenty-four experienced markers from five units of study were asked to make decisions about the presence of contract cheating in bundles of 20 student assignments, which included 14 legitimate assignments and six purchased from contract cheating sites. We asked markers to determine if each assignment was contract cheating, then provided them with an Authorship Investigate report and let them change their decision. Marker accuracy at detecting contract cheating increased significantly, from 48% to 59% after using the report, with no significant difference in false positives. These findings suggest that software may be an effective component of institutional strategies to address contract cheating.  相似文献   

3.
Abstract

Assessment feedback from teachers gains consistently low satisfaction scores in national surveys of student satisfaction, with concern surrounding its timeliness, quality and effectiveness. Equally, there has been heightened interest in the responsibility of learners in engaging with feedback and how student assessment literacy might be increased. We present results from a five-year longitudinal mixed methods enquiry, thematically analysing semi-structured interviews and focus groups with undergraduate students who have experienced dialogic feed-forward on a course in a British university. We use inferential statistics to compare performance pre and post-assessment intervention. The assessment consisted of submitting a draft coursework essay, which was discussed and evaluated face-to-face with the course teacher before a self-reflective piece was written about the assessment process and a final essay was submitted for summative grading. We evidence that this process asserted a positive influence on the student learning experience in a number of inter-related cognitive and affective ways, impacting positively upon learning behaviour, supporting student achievement and raising student satisfaction with feedback. We advocate a cyclic and iterative approach to dialogic feed-forward, which facilitates learners’ longitudinal development. Programme teams should offer systematic opportunities across curricula for students to understand the rationale for and develop feedback literacy.  相似文献   

4.
ABSTRACT

Standards-based grading (SBG) tightly links student assessment to course learning objectives, providing students with meaningful feedback. A well-designed SBG system should ease first-year engineering (FYE) students’ transition to tertiary education by setting clear expectations and enabling self-monitoring of learning progress. However, when students fail to access and use resources and feedback to guide their learning, the effort to construct an SBG system is not commensurate with the student learning benefits. FYE students in a course using SBG self-reported their access to and use of SBG resources and feedback to guide their work on assignments and prepare for exams. Access and use was low at the start or the semester but improved mid-semester around exam time. In a subsequent semester, strategies were employed to increase students’ engagement with the SBG system. Students’ access and use was significantly higher in the beginning of the semester. Insights on students’ engagement related to course management decisions are offered.  相似文献   

5.
Abstract

This study examines the influence of mood on student evaluations. A multivariate analysis technique, multiple classification analysis, reveals mood to be unrelated to student ratings of teachers. Mood does bear, however, a slight relationship to a grading and grading policies dimension. It may be that mood may influence one’s reaction to an evaluation of oneself but bear little relationship to elements of the teaching situation unrelated to self.  相似文献   

6.
Abstract

This article describes how a traditional biology lecture course was transformed into an interactive class. A review the activities used, changes made to grading policy, and practical tips for integration of active learning in the classroom are provided. Analysis of student responses to course assessments indicated that active learning experiences helped them focus on and understand key concepts of the course. Students performed as well as, or better than, those in previous classes that used a more traditional lecture technique. Active learning enriches the classroom learning experience and can be incorporated into a large lecture setting with relative ease.  相似文献   

7.
ABSTRACT

Contract cheating occurs when a student outsources their assessment to a third party, regardless of the third party’s relationship with the student, or whether money is exchanged. In higher education, there is a widespread belief that assessment design is a solution to the problem of contract cheating and that authentic assessment tasks are particularly effective. This research analysed two datasets – 221 assignment orders placed on academic custom writing websites and 198 assessment tasks in which contract cheating was detected – to investigate if authentic assessment can assure academic integrity. The authenticity of assessments was determined using five factors derived from the literature: frequency, fidelity, complexity, real-world impact and feed forward. Our analysis found that assessment tasks with no, some, or all of the five authenticity factors are routinely outsourced by students.  相似文献   

8.
《学校用计算机》2013,30(1-2):75-91
Abstract

A mature mathematics teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration.  相似文献   

9.
Laurie Lenz 《PRIMUS》2015,25(3):279-296
Abstract

Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college. Activity design, student responses, class management, and student and instructor attitudes are discussed.  相似文献   

10.
《学校用计算机》2013,30(3-4):77-86
SUMMARY

The current study chronicles what one professor learned from teaching a distance education course with and without the aid of PowerPoint multimedia presentation software. It compares student ratings of three lectures from the same classes by the same professor; the first, a traditional lecture without any audiovisual aids; the second, a lecture supplemented by PowerPoint notes outlining the lecture; and finally, a multimedia lecture utilizing PowerPoint notes with pictures, music and animations. Students reacted no differently to any of the presentations when delivered by an experienced teacher. The students did, however, prefer PowerPoint multimedia to PowerPoint outline presentations. Suggestions for the optimal uses of presentation software are provided.  相似文献   

11.
ABSTRACT

Studies of student risk of school dropout have shown that present predictors of at-risk status do not accurately identify a large percentage of students who eventually drop out. Through the analysis of the entire Grade 1–12 longitudinal cohort-based grading histories of the class of 2006 for two school districts in the United States, the author extends past longitudinal conceptions of dropout to a longitudinal risk perspective, using survival analysis, life tables, and discrete-time hazard modeling to appropriately account for student graduation, transfer, or dropout. The risk of dropout began in Grade 7, with the most hazardous years at Grades 8 and 11. A novel calculation of teacher-assigned grades, noncumulative GPA, is identified as a strong predictor of student dropout.  相似文献   

12.

While criminal justice undergraduate enrollments continue to burgeon, rarely do criminal justice departments conduct comprehensive surveys of their majors as part of the baccalaureate curriculum review process. This paper describes one such survey completed by 238 criminal justice majors at Wayne State University in Detroit. Major survey findings are presented along with their implications for student and faculty diversity, curriculum design, teaching and grading methods, student advising, and department administration.  相似文献   

13.
Abstract

The authors assessed how classroom structure influenced student achievement goal orientation for mathematics. Three elementary school classes were assigned randomly to 1 classroom structure condition: token economy, contingency contract, or control. Students in each condition were required to set individual achievement goals on a weekly basis. The authors assessed differences in goal orientation by comparing the number of learning vs. performance goals that students set within and across classroom structure conditions. Results indicated that students in the contingency-contract condition set significantly more learning goals than did students in other classroom structure conditions. No significant differences were found for performance goals across classroom structure conditions. Within classroom structure conditions, students in the contingency-contract group set significantly more learning goals than performance goals, whereas students in the token-economy condition set significantly more performance goals than learning goals.  相似文献   

14.

In this study, criminal justice classes were team taught by six pairs of one faculty member and one student teacher. The professor-student teaching teams met together before class to plan and after class to problem solve. The student teachers were charged with helping the professors introduce active learning exercises into their classes. This article reports on survey data from these professors, student teachers and the students they taught, including their views on both the benefits and problems. The article shows professors how to team teach with a student and helps professors who want to try the approach to anticipate and minimize the problems while capitalizing on the benefits.  相似文献   

15.
Book Reviews     
Abstract

The basic problem of this investigation was to explore the attitudes of student teachers in elementary education before and after their student teaching experience in an effort to determine whether attitudinal change had occurred. The sample consisted of forty-four senior students enrolled as student teachers in elementary education at Indiana University.

A situational type teacher attitude scale was developed and validated, and the reliability coefficient of .80 was established. The test was administered to the student teachers at the begining and again at the end of their student teaching.

The data was analyzed using chi square and the McNemar test for the significance of change in the expressed attitudes of the student teachers.

1. The Lipscomb Scale of Teacher Attitudes appears to have reasonable validity and reliability for the measurement of expressed teacher attitudes.

2. Significant change occurs in the expressed attitudes of student teachers during their student teaching experience. This was found to be true at better than the .001 level of confidence.  相似文献   

16.
This study addresses students’ and instructors’ perceptions of screencast assessment and compares this feedback method to traditional paper or digital text-based comments. Screencast assessment allows for asynchronous audio and visual commenting on student papers using screencast software. A pilot study using surveys of 39 students enrolled in lower-level composition classes and surveys of five composition instructors have indicated that screencast assessment promotes detailed and effective feedback on student writing. This feedback method reveals instructor's thought process while grading, and this transparency fosters student–teacher communication about writing. Screencast assessment changes the detail and types of comments, fostering an increased use of macro-level comments over micro-level concerns. The method does not necessarily save time grading but allows for feedback in the same amount of time. Because of the suggestion that students and instructors value screencast assessment, this study warrants a larger scale project in order to investigate the student preference for this feedback and whether the method leads to improvement in student performance.  相似文献   

17.
The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion–based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes (n = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition (n = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition.  相似文献   

18.
The study was conducted to determine if students graded by the contract method (experimental group) would retain, for a 5-week period, the knowledge level possessed at the end of a 9-session venereal disease unit and if the contract students would retain as much, or more, knowledge than students graded by the traditional method (control group) . Ss for the grade contract group (n = 27) were drawn from two junior high school health classes and Ss for the traditional grading group ( n = 30) were drawn from two other health classes. Results of the ANOVA tests conducted at the .05 alpha level indicated that 1.) the grade contract students, as well as the traditional grading students, retained the knowledge level possessed at the end of the unit, and that 2.) the contract students did not retain any more, or less, knowledge than the traditional grading students.  相似文献   

19.
ABSTRACT

Peer-Assisted Learning Strategies (PALS) was implemented for supplementary reading classes in a Korean elementary school. The treatment group children were exposed to PALS during 20 min sessions, 4 times a week, for 8 weeks. The impacts of PALS were investigated in 3 aspects using a mixed-methods approach: improvement in reading attitudes, reading skills, and student perceptions of the intervention. Data collection includes reading attitude measures, standardized reading comprehension test scores, student satisfaction survey, student interviews, and student journals. The PALS group students showed significantly enhanced reading attitudes and reading skills. Consistently, qualitative data analysis also revealed affirmative influence of PALS on students’ attitudes toward reading. Finally, the findings also suggested social benefits of PALS including developing cooperative skills and friendships.  相似文献   

20.
Abstract

The classes of 23 teachers were observed on three different class meetings and the pupil-on-task-performance was recorded for each student. The I. Q. of each student was measured by the California Short-form Test of Mental Maturity. The achievement of each student on the unit being taught was measured by teacher-made tests. A partial correlation, for each class, between pupil-on-task-performance and pupil achievement, partialiing out pupil intelligence, was computed. In those classes where the partial correlation was significant (.05 level or less), the specific teacher behaviors were found to be different from the teachers' behaviors where partial correlations were not significant.  相似文献   

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