How to grade essay examinations     

Chih‐Yen Wang 《Performance Improvement》2000,39(1):12-15

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Measuring self-regulation in online and blended learning environments     

Lucy Barnard  William Y. Lan  Yen M. To  Valerie Osland Paton  Shu-Ling Lai 《The Internet and Higher Education》2009,12(1):1-6

In developing the Online Self-regulated Learning Questionnaire (OSLQ) to address the need for an instrument measuring self-regulation in the online learning environment, this study provides evidence toward the reliability and validity of the instrument. Data were collected from two samples of students. The first sample of students took coursework using an online course format while a second sample of students took coursework delivered via a blended or hybrid course format. Cronbach alpha (α) and confirmatory factor analyses were performed to assess the psychometric properties of the OSLQ across both samples of students. Results indicate the OSLQ is an acceptable measure of self-regulation in the online and blended learning environments.  相似文献   

Exploring Taiwanese High School Students’ Perceptions of and Preferences for Teacher Authority in the Earth Science Classroom with Relation to their Attitudes and Achievement     

Min‐Hsien Lee  Chun‐Yen Chang 《International Journal of Science Education》2013,35(13):1811-1830

Educational researchers have suggested that the tension between the learner‐centred and teacher‐centred pedagogies represents a real classroom issue that influences teaching and learning. This issue may be particularly significant in East‐Asian countries such as Taiwan due to some cultural influences. For example, teacher authority is highly valued in the culture. Accordingly, the present study aims to develop a questionnaire—the Teacher Authority Survey (TAS), with actual and preferred versions—to explore students’ perceptions/preferences regarding teacher authority in the earth science course. The relationships among students’ perceptions/preferences for teacher authority, learning attitudes, and learning achievements were investigated. Six hundred and seventeen Taiwanese high school students were administered the TAS, the earth science attitudinal questionnaire, and achievement assessment. Both exploratory and confirmatory factor analyses indicated that the TAS developed in this study has satisfactory validity and reliability measures. Correlation analysis indicated that the classrooms more oriented to learner‐centredness were correlated with more favourable attitudes toward learning. Moreover, three clusters of preferred teacher authority—namely, teacher‐centred authority, uncertain authority, and sharing authority—were identified. Students who preferred sharing authority tended to have more favourable learning attitudes, whereas students in the uncertain authority group seemed to have lower earth science attitudes and achievements.  相似文献   

Using Concept Cartoons in Formative Assessment: Scaffolding students’ argumentation     

Christine Chin  Lay‐Yen Teou 《International Journal of Science Education》2013,35(10):1307-1332

The purpose of this study was to investigate how concept cartoons, together with other diagnostic and scaffolding tools, could be used in formative assessment, to stimulate talk and argumentation among students in small groups, as part of peer‐assessment and self‐assessment; and to provide diagnostic feedback about students’ misconceptions to the teacher for teaching towards conceptual change. Two classes of Primary 5 and 6 students worked in small groups to discuss the opposing viewpoints posed by the cartoon characters, using scaffolding tools to guide their discussions and to evaluate, challenge, and document each others’ ideas. Students also used drawings to depict their ideas. The conversation from one group was audio‐taped. These tools provided a record of students’ thinking in a form that was accessible to the teacher for monitoring and feedback purposes. Findings showed dialogic talk and interactive argumentation among students where they made their reasoning visible. Students’ assertions and questions had formative potential as they encouraged exploratory and reflective discourse by drawing upon each others’ ideas. The teacher’s discursive practices, as well as her role in designing scaffolding structures for supporting ‘assessment conversations’ when using concept cartoons and in devising strategies that take into account students’ conceptual and epistemic thinking, are emphasised.  相似文献   

The Positive and Negative Effects of Science Concept Tests on Student Conceptual Understanding     

Chun‐Yen Chang  Ting‐Kuang Yeh  James P. Barufaldi 《International Journal of Science Education》2013,35(2):265-282

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Science Achievement and Students’ Self‐confidence and Interest in Science: A Taiwanese representative sample study     

Chun‐Yen Chang  Wei‐Ying Cheng 《International Journal of Science Education》2013,35(9):1183-1200

The interrelationship between senior high school students’ science achievement (SA) and their self‐confidence and interest in science (SCIS) was explored with a representative sample of approximately 1,044 11th‐grade students from 30 classes attending four high schools throughout Taiwan. Statistical analyses indicated that a statistically significant correlation existed between students’ SA and their SCIS with a moderate effect size; the correlation is even higher with almost large effect sizes for a subsample of higher‐SCIS and lower‐SCIS students. Results of t‐test analysis also revealed that there were significant mean differences in students’ SA and their knowledge (including physics, chemistry, biology, and earth sciences subscales) and reasoning skill subtests scores between higher‐SCIS and lower‐SCIS students, with generally large effect sizes. Stepwise regression analyses on higher‐SCIS and lower‐SCIS students also suggested that both students’ SCIS subscales significantly explain the variance of their SA, knowledge, and reasoning ability with large effect sizes.  相似文献   

School Effects Indices: Stability of One- and Two-Level Formulations     

William D. Schafer  Shu Jing Yen  Talsima Rahman 《Journal of Experimental Education》2013,81(3):239-250

Three residual-based methods for indexing school effectiveness were compared using data from elementary schools in Maryland. Two of the methods were regression-based procedures at the school level, and 1 was a hierarchical linear model approach, with Level 1 at the student level and Level 2 at the school level. The 2 methods were applied to a data source in which schools were evaluated separately at Grades 3 and 5 using 3 forms of a statewide performance assessment that were administered to randomly formed groups within each school. The hierarchical linear model approach had higher stability across test forms, but the stabilities of the 1-level formulations were almost as high. The authors concluded that 1-level approaches are viable alternatives when the added data necessary for the hierarchical linear model approach are unavailable.  相似文献   

Formation of community adult education policy in a. changing society in Taiwan     

Cheng‐Yen Wang 《International Journal of Lifelong Education》2013,32(6):491-503

Community adult education (CAE) has just started to develop in Taiwan. From policy formation which directly affects the administration of CAE, the author discusses how CAE is promoted in a changing society. The major approach applied is documental analysis based on a review of policy context. Through analysing two main policy packages for adult education, the author points out the drawbacks of developing CAE in Taiwan and then raises recommendations for improving its policy formation. Taiwan's experience in policy formation of CAE may be helpful for deciding how to improve the provision in a changing society and for countries with similar situations.  相似文献   

Assessing web services of emerging economies in an Eastern country — Taiwan's e-government     

P.H. Hsieh  C.S. Huang  David C. Yen 《Government Information Quarterly》2013

Accessibility of much country-level information and many web services, originating from governments are a global standard. The governments of emerging economies in the eastern countries especially need to adopt, without undue delay, the advanced technologies for providing better web services to their citizens. However, consideration and evaluation of the effectiveness and efficiency of governments' web services is currently lacking in previous literature. Thus, this study first adopts a computational approach suggested in the literature to measure the effectiveness of Taiwan's established, city- and county-level (25 cities and counties, and 1411 governmental units) governments' websites. Then, by considering the IT-related input and output resources as suggested by the experts of e-government during several in-depth interviews, data envelopment analysis (DEA) evaluates the efficiency of Taiwan's governmental web services. This study reveals that the well-developed web services provided by Taiwan's government are apparent in two geographically dispersed cities (north and south) and one county in the northern region of Taiwan. In addition, six cities and counties appear to be ineffective and inefficient in providing web services to Taiwan's citizens due to their geographical remoteness from the capital and small regional populations. An additional finding confirms the significant effect of population size on Taiwanese services for e-government in each city and county. Finally, this study suggests applying more attention to website designs for different levels or regions of governments and building alternative communication channels for citizens with different backgrounds. Consequently, providing citizens' most-requested services becomes easier, and the resources' distribution becomes effective and efficient for those in different geographical locations. This study's findings represent a reference for providing better electronic publically accessible services, and a benchmark for scholars conducting further research in this area.  相似文献   

Reading as Experience: Literature,Response and Imagination     

Klaudia Hiu Yen Lee  John Patkin 《Changing English: An International Journal of English Teaching》2016,23(1):67-76

This article uses the findings from an empirical study on Hong Kong students’ reading practices as collected through face-to-face interviews on major university campuses in Hong Kong to argue for the importance of affective and imaginative engagement with literary texts if students are to develop an interest in reading. Until now, few empirical studies have been conducted to investigate the actual interaction between the text and student readers, especially in situations that go beyond the usual classroom contexts. This student-centred narrative inquiry, which is grounded in literary and language research, demonstrates that while the notion of relevance, in terms of students’ socio-cultural background and their own life experiences, has long been considered as a key factor in the choice of texts used in a literature classroom, it is important to recognize the creativity that is embedded in students’ reading processes.  相似文献