A Canadian Perspective on Portfolio Use in Student Assessment     

John O. Anderson  Dan G. Bachor 《Assessment in Education: Principles, Policy & Practice》1998,5(3):353-379

Portfolios can serve as a means of collecting information that can be seen as evidence for evaluating the achievement of students in classrooms. The use of portfolios has a long history although their general use in classroom assessment is a recent phenomenon. Portfolios are not widely used in large‐scale assessments; they are a classroom‐based phenomenon in Canadian schools. In this paper, we explore three themes related to portfolio use in the Canadian context. First, we consider examples of policies and procedures as recommended by Ministries of Education to illustrate the range of statements provided. Next, we review surveys of portfolio use and acceptance by teachers and, to a lesser degree, administrators. Finally, we describe and discuss three studies that have begun to investigate the use and interpretation of portfolios.  相似文献   

Parental Expectations of Early Childhood Services for Preschool Children: The case of policy change in Greece     

Eva Laloumi‐Vidali 《International Journal of Early Years Education》1998,6(1):19-30

This study aimed to investigate parental expectations of early childhood education and care services for young children. A total of 582 parents participated in the research and answered a range of questions relating to their expectations of the social and educational role of early childhood education services in Greece. The findings of the research confirmed that the administrative division between the types of preschool establishments are related with parental expectations for care provision (p < 0.001) and support for their needs (p < 0.05) during their absence from home to work. Also there was strong evidence that parents had high expectations for their collaboration with teachers of early childhood education about (a) solving their personal problems with their child at home (p < 0.001) (b) ensuring the best care provision for their child (p< 0.001) in the early childhood setting and (c) keeping their child happy at the preschool institution with fun activities when they have to go to work (p <0.001).  相似文献   

Developmental Achievements of 7‐year‐old Children in Poland in the Light of International Tests and the Requirements of the Polish Language School Program     

Barbara BielÉn  Hanna Malkowska‐Zegadlo 《International Journal of Early Years Education》1998,6(2):185-197

The language competence and reading comprehension of 406 7‐year‐old children are examined in the research discussed in this article. The children were tested using comparative tests as part of an international project conducted in 14 countries and sponsored by the IEA and the High Scope Research Foundation in Ypsilanti, USA. The discussion here relates only to a part of this wider research and focuses upon the aims and contents of Polish language teaching in grades I—III of the Polish primary school.  相似文献   

Learning from Culture: The Importance of the Museums and Galleries Education Program (Phase I) in England     

Eilean Hooper‐Greenhill 《Curator: The Museum Journal》2004,47(4):428-449

Abstract During 1999–2002, the British government invested £3 million (roughly $5.5 million) in an unprecedented set of initiatives that explored the potential of museums and galleries for educating students in novel and compelling ways. The Museums and Galleries Education Program (Phase 1), or MGEP1, consisted of 65 projects linking schools and museums of all kinds. Projects took many forms and were spread across England, reaching students between the ages of 5 and 16. They also enlisted the talents and energies of creative professionals, such as artists and media producers, and involved parents, community members, and museum workers. This paper describes MGEP1, gives a “before and after” picture of museums and education in England, and assesses the program's impact. Learning outcomes for pupils and teachers are discussed, and the importance for museum education policy and practice is outlined.  相似文献   

Reciprocal Nominations,Reciprocal Rejections and Loneliness among Students with Learning Disorders     

Malka Margalit  Hana Tur‐Kaspa  Tova Most 《教育心理学》1999,19(1):79-90

The study examined the relations between reciprocal nominations, reciprocal rejections and loneliness among children with learning disorders. The sample consisted of 238 Israeli students: 110 students with learning disorders (LD) and 128 students with no LD (NLD) drawn from 2nd to 6th Grades (ages: M = 9.83 years, SD = 1.35). Participants were assessed on: loneliness, sense of coherence, friendship quality, reciprocal friendship and reciprocal rejection nominations. Hierarchical multiple regression analysis revealed that loneliness experience was significantly predicted by sense of coherence, peer reciprocal rejection and conception of friendship qualities. Students with LD who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did their NLD peers. Within the LD group, those children who had at least one reciprocal rejection with a classmate felt more lonely and less coherent than did LD children who had no reciprocal rejection. Such significant within‐group differences were not found in the NLD group. The discussion emphasises the importance of the examination of intra‐ and interpersonal variables in the understanding the loneliness experience among LD children, with special focus on the role of reciprocal negative nominations.  相似文献   

Attitudes and Psycholinguistic Aspects of First Language Maintenance among Russian‐Jewish Immigrants in Israel     

Salim Abu‐Rabia 《教育心理学》1999,19(2):133-148

ABSTRACT This study investigated the social attitudes and academic skills in Russian and Hebrew of Russian‐Jewish immigrant students in northern Israel. The Russian community in Israel is unique in that its members maintain their language and culture and always show their singularity as a strong cohesive ethnic group. A total of 60 participants took part in the study. They answered an attitude questionnaire and the following tests in Russian and Hebrew: working memory, oral cloze, visual condition, phonological condition, orthographic condition, word attack, word identification and spelling test. Further, for validation of attitudes results beyond self‐report questionnaires, 30 open interviews were conducted. The results indicated that these Russian new immigrants were inslrumentally oriented towards learning Hebrew. They possessed moderate anxiety and did not learn Hebrew for army service purposes or to integrate into Israeli society. Their attitude towards the class‐learning situation was not very positive. The results of the linguistic skills in Russian and Hebrew indicated superiority of the former. Regression procedures indicated that only the spelling test score of the Russian language was a significant predictor of Hebrew word recognition.  相似文献   

Reliability and Validity of Play‐based Observations: relationship between the PLAY behaviour observation system and standardised measures of cognitive and social skills     

Valeri Farmer‐Dougan  Tami Kaszuba 《教育心理学》1999,19(4):429-440

Little, if any, examination of the reliability and validity of play‐based assessment exists in the current literature. Thus, the present study specifically examined the relationship between scores obtained on a classroom‐based play observation system and standardised measures of cognitive and social competence with preschool children. High reliability between observers was established for the play‐based assessment measure. In addition, concurrent validity was assessed by comparing scores on the PLA Y assessment measure with scores the children obtained on the Battelle Developmental Inventory (BDI) and Social Skills Rating Scale (SSRS‐T). Significant positive correlations in the predicted directions were obtained: Children rated as more cognitively and socially competent were found to engage in higher levels of play behaviours (e.g. associative‐constructive and co‐operative‐dramatic), while children identified as less cognitively and socially competent engaged in lower levels of play behaviours (e.g. solitary‐functional and onlooker). The study suggests that, when operationally defined play observation methods were used, observers were able to record accurately the level of play exhibited by each child, and these play behaviours did reflect the child's current cognitive and social developmental functioning.  相似文献   

Framing the Problem: effects of wording on children's statistical inferences     

Sik Hung Ng  Margaret‐Ellen Pipe  Bruce Beath  Derek Holton 《教育心理学》1999,19(4):489-499

ABSTRACT A total of 96 children aged 11 to 12 years were given statistical inference problems (base‐rate and law of large numbers) designed to test the effects of wording on their answers. The wording of the problems was manipulated to make the information on base‐rates and on the law of large numbers either more salient or less salient. The latter condition was established by adding extraneous information to base‐rates, or, in the case of the law of large numbers, making the context unfamiliar or focusing choice on a particular person rather than on the group. A significant main effect of wording was found across all problems in favour of the salient condition. The results indicated that the children had a high level of statistical intuition and that they knew when to reason statistically and when not to.  相似文献   

Vocational and technical training: Setting the record straight     

Claudio de Moura Castro 《Prospects》1999,29(1):37-54

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Peer Assessment of a Group Project in a Primary Mathematics Education Course     

Francis Lopez‐Real 《Assessment & Evaluation in Higher Education》1999,24(1):67-79

This paper discusses the problem of discriminating between individual contributions in the assessment of group projects. It is argued that peer assessment is a necessary element of any proposed structure but that the use of any ‘weighting‐factor’ system is contrary to the philosophy underpinning collaborative groupwork. A structure that separates the process and product elements of the assessment is described and a set of generic criteria for the process peer assessment identified. This structure was implemented with a group of students at Hong Kong University and evaluated using questionnaires and in‐depth interviews. The paper discusses the results of this evaluation and in particular identifies the need for ‘benchmarking’ when using the criteria and also the problematic nature of the ‘insider‐outsider’ syndrome as an important cultural factor.  相似文献