The effect of changes in item sequence on student performance in a multiple-choice chemistry test     

Derek Hodson 《科学教学研究杂志》1984,21(5):489-495

It is standard practice to arrange items in objective tests in order of increasing difficulty, on the assumption that such an arrangement increases student motivation and produces more reliable tests. The validity of this assumption was investigated in the context of a multiplechoice chemistry test. Fifty items were arranged in three sequences of difficulty: random (R), easy-to-hard (E-H) and hard-to-easy (H-E). The mean test score was significantly higher for the test sequenced E-H than for the test sequenced H-E. Item difficulty index was raised by placement of the easier items toward the beginning of the test and lowered by placement of these items toward the end of the test. Test reliability was largely independent of item sequence.  相似文献   

A cross-age study of the understanding of five chemistry concepts     

Michael R. Abraham  Vickie M. Williamson  Susan L. Westbrook 《科学教学研究杂志》1994,31(2):147-165

A sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts. The concepts addressed were chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change. The amount of experience with the concepts (grade level) and reasoning ability (developmental level) were examined as possible sources of variation in student understanding. Differences in understanding with respect to grade level were found to be significant for the concepts of chemical change, dissolution of a solid, conservation of atoms, and periodicity. However, few of the students in the college chemistry sample exhibited sound understanding of chemical change, periodicity, or phase change. The use of particulate terms (atoms, ions, molecules) increased across the grade levels. Reasoning ability proved to be a significant factor for student understanding of conservation of atoms and periodicity. An examination of the number and types of misconceptions across the grade levels revealed several interesting patterns and suggested sources for the students' alternative conceptions.  相似文献   

Teaching Mathematics in mixed ability pairs     

Derek F. Digby 《Cambridge Journal of Education》1976,6(1-2):39-47

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Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics     

Sherri Castle  Amy C. Williamson  Emisha Young  Jessica Stubblefield  Deborah Laurin  Nicole Pearce 《Early education and development》2016,27(2):259-274

ABSTRACT

Research Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed.  相似文献   

Teachers’ Personal Constructs and their Pupils’ Self‐images     

Derek Blease 《Educational studies》1986,12(3):255-264

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Media Education in the University: enhancing media literacy through first‐year undergraduate coursework     

Dugald Williamson 《Learning, Media and Technology》1999,24(3):203-215

This article provides a case study of a first‐year university subject designed to assist the development of media literacy. The context is one of ongoing debate about the purpose and role of media courses. In what ways do new communications technologies alter our understanding of media literacy? How can media subjects be most relevant to students following increasingly different educational pathways? The subject in question responded to such questions by seeking to promote independent capacities for research and writing in the changing media communications field. It used flexible learning techniques to encourage students to apply and reflect on writing formats drawn from professional fields such as journalism and screen production. In doing so, it aimed to encourage interest in the broader social conditions affecting media practices and the diverse settings in which these forms can operate. Through the case study, the article draws out some of the problems encountered in resource‐based learning and suggests some strategies for dealing with them in media education.  相似文献   

Towards An Understanding of Muslim American Adolescent High School Experiences     

Derek X. Seward  Shaza Khan 《International journal for the advancement of counseling》2016,38(1):1-11

The researchers conducted a grounded theory study to explore the experiences of Muslim American adolescents in high school. Findings indicate that students had to navigate unique challenges because of their religious faith, but those obstacles presented opportunities to confront bias and discrimination. Recommendations for how school counselors can support the development of Muslim American adolescents are presented.  相似文献   

China’s education,curriculum knowledge and cultural inscriptions: Dancing with the wind,     

Derek R. Ford 《Educational Philosophy and Theory》2019,51(7):744-745

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Foreign patent flows to and from the United Kingdom     

Derek L. Bosworth 《Research Policy》1984,13(2):115-124

A substantial part of the stock of technological knowhow in any given country is determined by foreign companies. Flows of technology are reflected in part by the international pattern of patenting behaviour. This paper examines both the patent applications in the UK by foreign countries and UK patent applications abroad. It concludes that each country is exposed to a subset of world-wide technology determined by the profitability of transfer of new knowhow. Profitability is affected by the size of potential supply of new inventions in donor countries, by the attractiveness of markets for knowhow in recipient countries and by the costs of transfer.  相似文献   

'Mental Model' Comparison of Automated and Human Scoring     

David M. Williamson  Isaac I. Bejar  Anne S. Hone 《Journal of Educational Measurement》1999,36(2):158-184

'Mental models' used by automated scoring for the simulation divisions of the computerized Architect Registration Examination are contrasted with those used by experienced human graders. Candidate solutions (N = 3613) received both automated and human holistic scores. Quantitative analyses suggest high correspondence between automated and human scores; thereby suggesting similar mental models are implemented. Solutions with discrepancies between automated and human scores were selected for qualitative analysis. The human graders were reconvened to review the human scores and to investigate the source of score discrepancies in light of rationales provided by the automated scoring process. After review, slightly more than half of the score discrepancies were reduced or eliminated. Six sources of discrepancy between original human scores and automated scores were identified: subjective criteria; objective criteria; tolerances/ weighting; details; examinee task interpretation; and unjustified. The tendency of the human graders to be compelled by automated score rationales varied by the nature of original score discrepancy. We determine that, while the automated scores are based on a mental model consistent with that of expert graders, there remain some important differences, both intentional and incidental, which distinguish between human and automated scoring. We conclude that automated scoring has the potential to enhance the validity evidence of scores in addition to improving efficiency.  相似文献