Implementing Criterion-referenced Assessment Within a Multi-disciplinary University Department     

Teresa Carlson  Doune MacDonald  Trish Gorely  Stephanie Hanrahan  Robin Burgess-Limerick 《高等教育研究与发展》2000,19(1):103-116

This paper is concerned with the reconstruction, at the departmental level, of a university assessment policy that required a shift from norm-referenced assessment to criterion-referenced assessment (CRA). As such, it provides an account of a change process driven by a centralised policy imperative and yet implemented and driven also from a bottom-up process. A wide range of data was gathered using action research methods. Individual and focus group interviews were conducted with staff and students, participant journals were kept and successive drafts of criteria and standards, and samples of students' responses were collected. The data suggested that a top-down policy can be successfully combined with a departmental-driven process, if financial and time considerations are addressed and a collaborative process amongst staff is sustained. The use of action learning, as a tool for change, appeared to assist participants to begin to own a top-down policy.  相似文献   

A workshop in systematic course design for educational planners in library science     

B Feeney  C M Lipsitt  H F Vanderschmidt  J E Carlson 《Bulletin of the Medical Library Association》1978,66(2):239-241

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Another failure to replicate Lynn's estimate of the average IQ of sub-Saharan Africans     

Jelte M. Wicherts  Conor V. Dolan  Jerry S. Carlson  Han L.J. van der Maas 《Learning and individual differences》2010,20(3):155-157

In his comment on our literature review of data on the performance of sub-Saharan Africans on Raven's Progressive Matrices, Lynn (this issue) criticized our selection of samples of primary and secondary school students. On the basis of the samples he deemed representative, Lynn concluded that the average IQ of sub-Saharan Africans stands at 67 when compared to UK norms after a correction of the Flynn Effect. We criticize his methods for being unsystematic. Here we select only those samples that were based on stratified or clustered random sampling and were deemed representative by the original authors. We again fail to replicate Lynn's low estimate of the average IQ of Africans. We argue that these scores are hard to interpret in terms of latent cognitive variables such as g because of the psychometric incomparability we established and because the Flynn Effect has yet to take hold in sub-Saharan Africa.  相似文献   

Phonological processing and emergent literacy in Spanish-speaking preschool children     

Anthony JL  Williams JM  McDonald R  Corbitt-Shindler D  Carlson CD  Francis DJ 《Annals of dyslexia》2006,56(2):239-270

Phonological awareness (PA), phonological memory (PM), and phonological access to lexical storage (also known as RAN), play important roles in acquiring literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPAs) in 147 3-, 4-, and 5-year-old children whose native language was Spanish. Confirmatory factor analysis (CFA) supported the validity of each PPA as separate from general cognitive ability and separate from each other. Moreover, structural equation modeling found RAN uniquely associated with knowledge of Spanish letter names and Spanish letter sounds. PA was found the best predictor of children’s ability to distinguish alphabetic text from nonalphabetic text. Finally, general cognitive ability was only indirectly associated with emergent literacy skills via PPAs. These results highlight the importance of PPAs in the early literacy development of native Spanish speaking preschool children.  相似文献   

Relations between physiological and cognitive regulatory systems: infant sleep regulation and subsequent executive functioning   总被引：1，自引：0，他引：1  

Bernier A  Carlson SM  Bordeleau S  Carrier J 《Child development》2010,81(6):1739-1752

The aim of this report was to investigate the prospective links between infant sleep regulation and subsequent executive functioning (EF). The authors assessed sleep regulation through a parent sleep diary when children were 12 and 18 months old (N = 60). Child EF was assessed at 18 and 26 months of age. Higher proportions of total sleep occurring at night time, at both 12 and 18 months, were related to better performance on executive tasks, especially those involving a strong impulse control component. Most relations held above family socioeconomic status, prior mental development and concurrent verbal ability. These findings add to previous results with school-age children in suggesting that sleep favors the development of higher order cognitive functions requiring prefrontal cortex involvement.  相似文献   

Can the Wisdom of Aging be Activated and Make a Difference Societally?     

Parisi JM  Rebok GW  Carlson MC  Fried LP  Seeman TE  Tan EJ  Tanner EK  Piferi RL 《Educational gerontology》2009,35(10):867-879

The Experience Corps?, a community-based intergenerational program, was developed to promote the health of older adults, while simultaneously addressing unmet social and academic needs in public elementary schools. The model was designed to draw on, and potentially activate, the wisdom of older adults. This paper explores the nature of wisdom-related knowledge and how older adults may apply such knowledge when tutoring and mentoring young children, as well as the potential for the intergenerational transmission of wisdom from the older adult volunteers to the school children being mentored by them. Developing an understanding of these issues may provide a basis for the creation of more extensive wisdom-generating opportunities for both older and younger generations.  相似文献   

青少年运动员早期专业化训练的生理学问题   总被引：5，自引：0，他引：5  

金爱晶  王耀光  John Carlson 《体育科学》2000,20(6):29-33,50

青少年运动员是运动员的一个特殊群体,正面临身体的生长发育和运动能力提高的双重压力,如何在不影响身体正常发育的同时又能在运动能力及身体素质等方面得到充分的发展,始终是青少年运动员在运动训练中亟待解决的问题,研究对处在发育期青少年的生理特点,运动能力训练等问题进行了探讨,以期能为青少年运动员的科学训练提供有价值的参考。  相似文献   

“It’s not them,it’s me”: competing discourses in one aspiring teacher’s talk     

Mary Louise Gomez  James R. Carlson  Jennifer Foubert  Shameka N. Powell 《Teaching Education》2014,25(3):334-347

In this paper, we deploy M.M. Bakhtin’s notions about how language works to understand aspiring teachers’ struggles about the intersecting roles race, class, gender, language background, and sexual orientation play in students’ school lives and learning. Through life-history interviews and document analysis, we investigated the authoritative and internally persuasive discourses one aspiring teacher brought with her and took from a 15-week long course on a predominantly White Midwestern public university campus. Ideas she encountered in the course and its required tutoring component challenged her thinking about how various facets of people’s lives (such as those we list above) and the contexts in which they live, work and are schooled, affect how they are perceived, what they know, and can do.  相似文献   

A Positive Response to an Important Proposal     

Dale Carlson 《Educational Measurement》1983,2(4):33-34

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The implications of scientific mobility between France and the United States     

Timothy Carlson  Dominique Martin-Rovet 《Minerva》1995,33(3):211-250

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