Changing students’ assessment preferences: The case of an assessment development center in a veterinary gross anatomy course     

Gert Vanthournout  David Gijbels  Christa Van Ginneken  Peter Van Petegem 《Studies in Educational Evaluation》2013

The present study explores the development of students’ assessment preferences by investigating how these preferences evolve after experiencing an assessment development center in a veterinary gross anatomy course. The sample in this study consists of 42 students in the second year of a Bachelor's degree in medical veterinary science, enrolled in a ‘gross anatomy course’. Data were collected in a pre-test–post-test design using the Assessment Preferences Inventory. The results indicates that students’ experience with an assessment and development centre can result in the development of students’ assessment preferences towards assessment formats testing more ‘higher order’ skills. Results of this explorative study should not be overstated, however, due to sample size and research design.  相似文献   

Students’ Learning Activities While Studying Biological Process Diagrams     

Marco Kragten  Wilfried Admiraal  Gert Rijlaarsdam 《International Journal of Science Education》2013,35(12):1915-1937

Process diagrams describe how a system functions (e.g. photosynthesis) and are an important type of representation in Biology education. In the present study, we examined students’ learning activities while studying process diagrams, related to their resulting comprehension of these diagrams. Each student completed three learning tasks. Verbal data and eye-tracking data were collected as indications of students’ learning activities. For the verbal data, we applied a fine-grained coding scheme to optimally describe students’ learning activities. For the eye-tracking data, we used fixation time and transitions between areas of interest in the process diagrams as indices of learning activities. Various learning activities while studying process diagrams were found that distinguished between more and less successful students. Results showed that between-student variance in comprehension score was highly predicted by meaning making of the process arrows (80%) and fixation time in the main area (65%). Students employed successful learning activities consistently across learning tasks. Furthermore, compared to unsuccessful students, successful students used a more coherent approach of interrelated learning activities for comprehending process diagrams.  相似文献   

“Yes,we can!”: Perceptions of collective efficacy sources in volleyball     

Katrien Fransen  Norbert Vanbeselaere  Vasileios Exadaktylos  Gert Vande Broek  Bert De Cuyper  Daniel Berckmans 《Journal of sports sciences》2013,31(7):641-649

Abstract

Collective efficacy can be defined as a group's shared confidence that they will successfully achieve their goal. We examined which behaviours and events are perceived as sources of collective efficacy beliefs in a volleyball context. In Study 1, volleyball coaches from the highest volleyball leagues (n = 33) in Belgium indicated the most important sources of collective efficacy. This list was then adapted based on the literature and on feedback given by an expert focus group, resulting in a 40-item questionnaire. In Study 2, coaches and players from all levels of volleyball in Belgium (n = 2365) rated each of these sources on their predictive value for collective efficacy. A principal component analysis revealed that the 40 sources could be divided into eight internally consistent factors. Positive supportive communication (e.g. enthusiasm after making a point) was identified as the factor most predictive for positive collective efficacy beliefs. The factor referring to the negative emotional reactions of players (e.g. discouraging body language) was the most predictive for negative collective efficacy beliefs. These findings offer a starting point for the design of continuous measurements of collective efficacy through observation.  相似文献   

Race,culture, and pluralism: The evolution of Dewey’s vision for a democratic curriculum     

Gert Biesta 《课程研究杂志》2013,45(1):13-16

This is the second of four essays discussing John Dewey's short essay, ‘Education as engineering’. Dewey's views are remarkably timely against the background of recent discussions about the role of evidence in educational practice and a call for research that tells us ‘what works’. Dewey's view is nuanced and helps one to see what one should and should not expect from an engineering approach to education. However, Dewey pays little attention to the role of normative judgement in engineering and does not address the question of whether engineering in education might be fundamentally different from engineering in other domains. This paper provides some suggestions for how one may want to articulate this difference and argues that it is important to bear in mind that there are differences between the building of bridges and the ‘building’ of human beings.  相似文献   

HOW DIFFICULT SHOULD EDUCATION BE?     

Gert J.J. Biesta 《Educational theory》2001,51(4):385-400

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Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features     

Lieve Verheyden  Kris Van den Branden  Gert Rijlaarsdam  Huub Van den Bergh  Sven De Maeyer 《Journal of Research in Reading》2010,33(1):20-38

This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children.  相似文献   

‘The art of democracy’: Young people's democratic learning in gallery contexts     

Robert Lawy  Gert Biesta  Jane McDonnell  Helen Lawy  Hannah Reeves 《British Educational Research Journal》2010,36(3):351-365

In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning.  相似文献   

"Yes, we can!": Perceptions of collective efficacy sources in volleyball     

Fransen K  Vanbeselaere N  Exadaktylos V  Vande Broek G  De Cuyper B  Berckmans D  Ceux T  De Backer M  Boen F 《Journal of sports sciences》2012,30(7):641-649

Collective efficacy can be defined as a group's shared confidence that they will successfully achieve their goal. We examined which behaviours and events are perceived as sources of collective efficacy beliefs in a volleyball context. In study 1, volleyball coaches from the highest volleyball leagues (n = 33) in Belgium indicated the most important sources of collective efficacy. This list was then adapted based on the literature and on feedback given by an expert focus group, resulting in a 40-item questionnaire. In Study 2, coaches and players from all levels of volleyball in Belgium (n = 2365) rated each of these sources on their predictive value for collective efficacy. A principal component analysis revealed that the 40 sources could be divided into eight internally consistent factors. Positive supportive communication (e.g., enthusiasm after making a point) was identified as the factor most predictive for positive collective efficacy beliefs. The factor referring to the negative emotional reactions of players (e.g., discouraging body language) was the most predictive for negative collective efficacy beliefs. These findings offer a starting point for the design of continuous measurements of collective efficacy through observation.  相似文献   

Revise the ICMJE Recommendations regarding authorship responsibility!          下载免费PDF全文

Gert Helgesson  Stefan Eriksson 《Learned Publishing》2018,31(3):267-269

Key points

• A clear set of rules regarding authorship responsibilities in academic publications is much needed.
• The leading research integrity guidelines on scientific authorship, the International Committee of Medical Journal Editors Recommendations, are unclear about authorship responsibilities in case of misconduct.
• The source of the problem is the fourth authorship criterion – it should be revised.

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The community of those who have nothing in common: Education and the language of responsibility     

Gert Biesta 《Interchange》2004,35(3):307-324

In this paper I explore different ways to understand the idea of community. Using the work of Alphonso Lingis, I make a distinction between the rational community and the community of those who have nothing in common. The latter community is the community in which we are all strangers for each other. I argue that the language of the latter community is the language of responsibility. It is this language that enables us to speak with our own, unique and individual voice. I argue that education and educators should be concerned with the latter form of speaking. Therefore, the community without community, which exists as the interruption of the rational community, is the most important, and ultimately the only relevant educational community.  相似文献