Multiple-Choice versus Open-Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types     

Wassim H. Merzougui  Matthew A. Myers  Samuel Hall  Ahmad Elmansouri  Rob Parker  Alistair D. Robson  Octavia Kurn  Rachel Parrott  Kate Geoghegan  Charlotte H. Harrison  Deepika Anbu  Oliver Dean  Scott Border 《Anatomical sciences education》2021,14(3):296-305

Methods of assessment in anatomy vary across medical schools in the United Kingdom (UK) and beyond; common methods include written, spotter, and oral assessment. However, there is limited research evaluating these methods in regards to student performance and perception. The National Undergraduate Neuroanatomy Competition (NUNC) is held annually for medical students throughout the UK. Prior to 2017, the competition asked open-ended questions (OEQ) in the anatomy spotter examination, and in subsequent years also asked single best answer (SBA) questions. The aim of this study is to assess medical students’ performance on, and perception of, SBA and OEQ methods of assessment in a spotter style anatomy examination. Student examination performance was compared between OEQ (2013–2016) and SBA (2017–2020) for overall score and each neuroanatomical subtopic. Additionally, a questionnaire explored students’ perceptions of SBAs. A total of 631 students attended the NUNC in the studied period. The average mark was significantly higher in SBAs compared to OEQs (60.6% vs. 43.1%, P < 0.0001)—this was true for all neuroanatomical subtopics except the cerebellum. Students felt that they performed better on SBA than OEQs, and diencephalon was felt to be the most difficult neuroanatomical subtopic (n = 38, 34.8%). Students perceived SBA questions to be easier than OEQs and performed significantly better on them in a neuroanatomical spotter examination. Further work is needed to ascertain whether this result is replicable throughout anatomy education.  相似文献   

Grading and the Ethos of Effort   总被引：1，自引：0，他引：1  

Howley  Aimee  Kusimo  Patricia S.  Parrott  Laurel 《Learning Environments Research》2000,3(3):229-246

Using quantitative and qualitative data from a project to improve middle-school girls' engagement with science, mathematics and technology, this study examined the ways in which grading practices worked to augment the messages about achievement and compliance conveyed in more and less troubled schools. In particular, the study revealed differences in the extent to which different kinds of schools embedded achievement and non-achievement factors in the grades awarded to middle school girls. The study linked these differences to school-level differences in teachers' overall orientation toward grading. Grading in the more troubled schools - those with a more custodial orientation toward control - appeared to reflect teachers' tendency to subscribe to an 'ethos of effort'. Acting on the basis of this 'ethos', teachers in the troubled schools tended to confound achievement and non-achievement factors in the determination of report-card grades. In the less troubled school, by contrast, teachers did not rely as heavily on non-achievement factors when they determined students' grades. Given limitations associated with sampling, however, findings from the study were viewed cautiously. Nevertheless, the research appeared to support the claim that there could be systematic associations between school-level climate characteristics and particular instructional practices. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Tuition Discounting to Optimize Enrollment and Revenue     

Sarah A. Parrott 《Tertiary Education and Management》2013,19(3):261-268

As the borders between higher education systems continue to erode and competition for qualified students increases, many institutions are exploring variable pricing options, known in the USA as “tuition discounting.” The goal of tuition discounting is to use institutional funds to attract and retain desired students while maximizing net revenue to the institution. Recent changes in higher education funding and tuition structures in non‐US countries have led to interest in how to most effectively allocate institutional aid. This article outlines the basic concepts of tuition discounting, and shares insights for institutions that might be considering this option.  相似文献   

The status of geographical knowledge up to the time of Augustus     

Sara Lois Grime 《Peabody Journal of Education》2013,88(2):95-103

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Extraordinary conversations in public schools     

Lois Weis  Michelle Fine 《International journal of qualitative studies in education》2013,26(4):497-523

This article reviews two ethnographic studies in which "disruptive pedagogies" are engaged in public schools, designed to enable youth to work across categories of difference toward a grounded sense of social critique and participation. Respectfully challenging/extending the premises of reproduction theory, it is argued that educational researchers not only need to theorize the means of (re)production by which public schools insure class, race, ethnic and gender stratification, but also to theorize how counter-hegemonic moments in school, in which educators undertake disruptive pedagogies, affect social consciousness and community.  相似文献   

Understanding classroom feedback practices: A study of New Zealand student experiences,perceptions, and emotional responses     

Lois R. Harris  Gavin T. L. Brown  Jennifer A. Harnett 《Educational Assessment, Evaluation and Accountability》2014,26(2):107-133

While feedback is a key factor for improving student learning, little is known about how students understand and experience feedback within the classroom. This study analysed 193 New Zealand primary and secondary students’ survey responses alongside drawings of their understandings and experiences of feedback to examine how they experience, understand, and respond to feedback. It found that despite New Zealand’s strong commitment to student-centred Assessment for Learning practices, the majority of students still drew, selected, and endorsed teacher-led feedback practices, with pictures dominated by written comments or grades. However, they generally depicted and described this feedback as positive and constructive, suggesting that negative emotional responses to evaluative comments and grades may be lessened if students perceive such feedback will help them improve.  相似文献   

The Role of Perceived Control in Alcohol Prevention Campaigns     

Janice L. Krieger  Roxanne L. Parrott  Walid A. Afifi 《Communication Research Reports》2013,30(4):239-249

Optimistic bias provides a framework in this study to consider college students' knowledge about and perceptions of control over the effect of alcohol consumption on genes and health. Participants were 339 college students who completed a survey on genetics in the spring of 2001. This study confirmed that there is a significant relationship between knowledge and perceived control. In addition, the prediction that there are no differences between heavy and light drinkers with respect to their perceived knowledge and perceived control was supported. These results suggest the need to reconsider how prevention programs promote control over alcohol's use and effects because of the perceptions of invulnerability that may accompany feelings of control.  相似文献   

Everyday Encounters with Art: Comparing Expert and Novice Experiences     

Lois Foreman‐Wernet  Brenda Dervin 《Curator: The Museum Journal》2016,59(4):411-425

The study reported here looked at how two groups of people – one with art expertise and one without – made sense of their encounters with an exhibition of a single artist, the late Paul‐Henri Bourguignon. The study builds on previous research using Dervin's Sense‐Making Methodology to study how people interpret their arts experiences within the contexts of their everyday lives. Informants were asked to rank‐order their selections among the pieces on display according to which had the most impact for them (however they defined impact). Each informant then did a structured qualitative interview focusing on the work he or she chose as most impactful. The researchers looked at thematic elements and other patterns of similarity and difference that arose in the interviews and offer thoughts on how the results of this study may provide insight to those who work in museums.  相似文献   

‘I can sort of slot into many different roles’: examining teacher aide roles and their implications for practice     

Lois Ruth Harris  Kerry Therese Aprile 《School Leadership & Management》2015,35(2):140-162

This study utilised role theory to investigate teacher aide roles within regional schools in Queensland, Australia. Twenty primary schoolteacher aides were interviewed; data were triangulated with 27 teacher aides' responses to a follow-up questionnaire and interviews with 6 administrative staff. Data suggest that classroom instructional support roles and small group instruction dominate teacher aide work; they also perform many non-instructional roles and work individually with students with diverse needs. School leaders must reconsider the roles expected of these professionals given their position, professional training and remuneration, better supporting teacher aides through improved communication, collaboration and sustained professional learning opportunities.  相似文献   

The first two national meetings of orthopaedic and related librarians: London, 18 November 1988 and Oxford, 14 April 1989     

Peter F. Smith  Lois C. Allen 《Health information and libraries journal》1990,7(1):30-31

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