Measuring deep, reflective comprehension and learning strategies: challenges and successes   总被引：1，自引：0，他引：1  

Danielle S. McNamara 《Metacognition and Learning》2011,6(2):195-203

There is a heightened understanding that metacognition and strategy use are crucial to deep, long-lasting comprehension and learning, but their assessment is challenging. First, students’ judgments of what their abilities and habits and measurements of their performance often do not match. Second, students tend to learn and comprehend differently depending on the subject matter, contexts, goals, and tasks. As a consequence, a student may appear to use deep, reflective strategies in one situation, and fail to do so in other circumstances. Third, it is generally assumed that strategy use (metacognition, metacomprehension) are separable constructs from the underlying skills germane to the target task. The studies described in this issue draw attention to the potential challenges to developing a pure (separable) measure of strategy use that is also reliable, valid, and contextualized.  相似文献   

A Maximal Graded Exercise Test to Accurately Predict VO2max in 18–65-Year-Old Adults     

James D. George  Danielle I. Bradshaw  Annette Hyde  Pat R. Vehrs  Ronald L. Hager  Frank G. Yanowitz 《Measurement in physical education and exercise science》2013,17(3):149-160

The purpose of this study was to develop an age-generalized regression model to predict maximal oxygen uptake (VO_2max) based on a maximal treadmill graded exercise test (GXT; George, 1996) George, J. D. 1996. Alternative approach to maximal exercise testing and VO_2max prediction in college students. Research Quarterly for Exercise and Sport, 67: 452–457. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. Participants (N?=?100), ages 18–65 years, reached a maximal level of exertion (mean?±?standard deviation [SD]; maximal heart rate [HR_max]?=?185.2?±?12.4 beats per minute (bpm); maximal respiratory exchange ratio [RER_max]?=?1.18?±?0.05; maximal rating of perceived exertion (RPE_max)?=?19.1?±?0.7) during the GXT to assess VO_2max (mean?±?SD; 40.24?±?9.11 mL·kg^?1·min^?1). Multiple linear regression generated the following prediction equation (R?=?.94, standard error of estimate [SEE]?=?3.18 mL·kg^?1·min^?1, %SEE?=?7.9): VO_2max (mL·kg^?1·min^?1)?=?13.160?+?(3.314 × gender; females?=?0, males?=?1) ? (.131 × age) ? (.334 × body mass index (BMI))?+?(5.177 × treadmill speed; mph)?+?(1.315 × treadmill grade; %). Cross validation using predicted residual sum of squares (PRESS) statistics revealed minimal shrinkage (R_p ?=?.93 and SEE _p ?=?3.40 mL·kg^?1·min^?1); consequently, this model should provide acceptable accuracy when it is applied to independent samples of comparable adults. Standardized β-weights indicate that treadmill speed (.583) was the most effective at predicting VO_2max followed by treadmill grade (.356), age (?.197), gender (.183), and BMI (?.148). This study provides a relatively accurate regression model to predict VO_2max in relatively fit men and women, ages 18–65 years, based on maximal exercise (treadmill speed and grade), biometric (BMI), and demographic (age and gender) data.  相似文献   

Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools     

Danielle D. Wadsworth  Leah E. Robinson  Karen Beckham  Kip Webster 《Early Childhood Education Journal》2012,39(6):391-395

Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks. Results of a case study along with an overview of the implementation of physical activity breaks are discussed.  相似文献   

The effect of metacomprehension judgment task on comprehension monitoring and metacognitive accuracy     

Yasuhiro Ozuru  Christopher A. Kurby  Danielle S. McNamara 《Metacognition and Learning》2012,7(2):113-131

The authors investigated differences in the processes underlying two types of metacomprehension judgments: judgments of difficulty and predictions of performance (JOD vs. POP). An experiment was conducted to assess whether these two types of judgments aligned with different types of processing cues, and whether their accuracy correlated with different factors such as sensitivity to processing ease and reading ability. Participants (n?=?72) read an extended text about brain structure and after each sentence made either a JOD or POP. Results suggested that JODs and POPs were made based on different sets of cues because different factors correlated with the accuracy of metacomprehension judgments. JOD accuracy correlated with sensitivity to processing ease and POP accuracy most strongly correlated with reading ability. Engaging in different metacomprehension judgments during reading may alter the information sources to which a reader attends and which factors influence metacognitive accuracy.  相似文献   

Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond     

Christopher H. Skinner  Danielle N. Pappas  Kai A. Davis 《Psychology in the schools》2005,42(4):389-403

Although educators often provide opportunities for students to engage in active academic responding, in many situations, students either cannot or will not respond. In the current article, we analyze the reasons students fail to respond. Practical procedures educators can use to prevent can't do problems are provided. Won't do problems are conceptualized as choice behaviors. Both applied and theoretical research on choice behavior provides the basis for recommendations designed to enhance the probability of students choosing to engage in active accurate academic (AAA) responding. Such procedures can increase skill development and achievement while decreasing inappropriate behaviors that are incompatible with AAA responding. School psychologists may utilize this information during the initial stages of collaborative problem solving (e.g., consultation) to help conceptualize problems. This conceptualization may then guide the assessment and intervention processes. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 389–403, 2005.  相似文献   

Teacher assessment literacy: a review of international standards and measures     

Christopher DeLuca  Danielle LaPointe-McEwan  Ulemu Luhanga 《Educational Assessment, Evaluation and Accountability》2016,28(3):251-272

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.  相似文献   

Integrating Scaffolding Strategies Into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models     

Mikyung Kim Wolf  Danielle Guzman-Orth  Alexis Lopez  Katherine Castellano  Igor Himelfarb  Fred S. Tsutagawa 《Educational Assessment》2016,21(3):157-175

This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments.  相似文献   

Similar but different: differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for Comprehension          下载免费PDF全文

Danielle Colenbrander  Lyndsey Nickels  Saskia Kohnen 《Journal of Research in Reading》2017,40(4):403-419

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White Paper: A Multidimensional Understanding of Effective University and College Counseling Center Organizational Structures     

Sharon L. Mitchell  Danielle R. Oakley  John H. Dunkle 《Journal of College Student Psychotherapy》2019,33(2):89-106

Established in 1950, the Association for University and College Counseling Center Directors (AUCCCD) is an international organization comprising universities and colleges (https://www.aucccd.org). AUCCCD members are the higher education leaders for student mental health. Our members represent a wide range of professional disciplines, public and private institutions, and a range of institutional student enrollment sizes. This white paper: (a) provides a historical background on counseling and mental health services on college campuses; (b) argues that, based on current research, there is no single organizational structure that is optimal; (c) makes recommendations about factors to consider when making decisions about the counseling center that are based on specific campus needs and resources rather than a preferred organizational structure; and (d) advocates for a collaborative care model regardless of organizational structure.  相似文献   

Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments     

Patrick McGuire  Shihfen Tu  Mary Ellin Logue  Craig A. Mason  Korinn Ostrow 《Educational Media International》2017,54(3):231-244

This study compared the effects of three different feedback formats provided to sixth grade mathematics students within a web-based online learning platform, ASSISTments. A sample of 196 students were randomly assigned to one of three conditions: (1) text-based feedback; (2) image-based feedback; and (3) correctness only feedback. Regardless of condition, students solved a set of problems pertaining to the division of fractions by fractions. This mathematics content was representative of challenging sixth grade mathematics Common Core State Standard (6.NS.A.1). Students randomly assigned to receive text-based feedback (Condition A) or image-based feedback (Condition B) outperformed those randomly assigned to the correctness only group (Condition C). However, these differences were not statistically significant (F(2,108) = 1.394, p = .25). Results of this study also demonstrated a completion-bias. Students randomly assigned to Condition B were less likely to complete the problem set than those assigned to Conditions A and C. To conclude, we discuss the counterintuitive findings observed in this study and implications related to developing and implementing feedback in online learning environments for middle school mathematics.  相似文献