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Valerie J. Shute Jacqueline P. Leighton Eunice E. Jang Man-Wai Chu 《Educational Assessment》2016,21(1):34-59
Designing, developing, and administering assessments has remained fairly unchanged across the past century. However, recent developments in instructional technology, learning science theory, and advances in the design of assessments necessitate a newfound perspective on assessment. The objective of the present article is to review the topic of assessment in depth—past, present, and future. Specifically, we focus on the use of technologically rich learning environments that have spurred advances in student assessment, new methods and procedures from these advances, and consequently the need to consider implementing comprehensive assessment systems that provide rigorous and ubiquitous measurement of the whole student learning experience. 相似文献
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Eunice W. Moore 《Communication Studies》2013,64(5):257-264
Among Lyman Bryson's chief characteristics as a leader of public discussion were the versatility with which he introduced the subject, the keenness with which he discovered issues, and the creativity with which he useed individual difference of opinion. 相似文献
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To better understand factors underlying educational and career choices, this study used both survey data from an online networking tool and data collected in college classrooms to gauge differences between Asians (primarily Korean) and white students in the United States. More Asians (41%) than whites (9%) prioritized prestige over happiness, while more white students (67%) than Asian‐American students (28%) deemed happiness as paramount in selecting a college. When assessing their parents, more Asian Americans thought their mothers (51%) and fathers (34%) emphasized prestige in choosing a college than white mothers (9%) and fathers (17%). In addition, Asian parents were assessed as much more prone to stress the importance of financial independence in career selection while white parents were perceived as prioritizing career enjoyment. Certain parenting techniques were much more common among Asians, such as reminding children of parental sacrifices made for the next generation, teaching them that academic performance is a matter of family honor and prodding academic success by comparing their accomplishments with those of children of family and friends. These findings may reflect a conscious strategy to overcome racial discrimination if education is seen as the primary path to upward social mobility. Awareness of the social and emotional cost of the staunch emphasis on the duty to succeed is important for those involved in educating and providing career counseling for college students with an Asian family background. Acknowledgement of pressure to honor parental expectations of narrowly defined acceptable academic and career achievement should be a part of counseling sessions that might otherwise focus exclusively on individual aspirations without due recognition of an interdependent, collectivistic orientation where upholding family expectations is integral to perceived success. 相似文献
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Previous economic studies of the Open University have concentrated on the cost side; this paper looks at the output of the Open University compared to conventional universities. In 1976 multiple choice questions were included in the two second level economics examination papers (D222 and D282); norming data for these questions had already been generated for thousands of university students from 1970 to 1973 during the course of the Economics Education project. The findings show that OU students score at the same level as first year conventional university students in microeconomics, and score significantly higher than third year CU students in macroeconomics. To check whether the favourable performance of OU students was due to being “test-wise” in multiple choice questions, two essay questions from the 1976 Open University D282 paper were set in a conventional university and a “blind” marking exercise was carried out. The result indicated that OU students performed at least as well as their CU counterparts. Further tests were carried out to check on the effect of students previously having taken OU economics courses and whether OU economics students are representative of all students. 相似文献
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Eunice Schilling Trein 《Environmental Education Research》2018,24(10):1464-1475
AbstractIn this paper, we analyse the status and significance of adopting a Marxist ontological perspective in the field of Brazilian environmental education. We draw on the concept of labour developed by Marx, where labour is used as a category to articulate the relationships humans establish with nature and which, historically, have an impact on their living conditions. Given the ongoing process of destroying the material basis of life under a Capitalist means of production, we argue that environmental educators and researchers require refinements to the theoretical and methodological frameworks they use to understand contradictions between development and sustainability in Brazil. This includes meeting their responsibilities to help others and themselves overcome the current capitalist model governing the social and material production of life. 相似文献
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D. Barry Lumsden 《Educational gerontology》2013,39(4):387-389
The problems of older persons living in rural United States have inadvertently been forgotten in the rat race of generic gerontological training and public program implementation. They have become, however, one of the newly discovered minority groups in the 1970s. Their remoteness to “power groups,” underrepresentation, culturally valued independence and stamina, and less vocal attitude in a reactive U.S. system that seemingly rewards more aggressive behavior have all been factors contributing to political, bureaucratic, academic, and professional biases that view older persons living in rural United States as second class citizens. Thus a massive, concentrated effort that focuses on the problems facing the rural elderly is long overdue. This paper is designed to review some of the unresolved and under‐attended issues of the 1970s in the field of aging, while proposing an educational model for the 1980s that constructively addresses the problems facing the rural aged, the backbone of the country. This paper is written based on the author's experience in implementing the Mental Health and Rural Gerontology Training Project funded by the National Institute of Mental Health—Manpower Research and Development Programs. The author would like to express gratitude to Dr. Dan Egli, Research Associate of the University of Kentucky, College of Social Work, for his generous time for editing and for his insightful comments. 相似文献