Curriculum‐embedded performance assessment in higher education: maximum efficiency and minimum disruption     

Rhoda Cummings  Cleborne D. Maddux  Aaron Richmond 《Assessment & Evaluation in Higher Education》2008,33(6):599-605

Increasingly, institutions of higher education are required to evaluate student progress and programme effectiveness through implementation of performance assessment practices. Faculty members frequently resist performance assessment because of concerns that assessment activities will increase workloads, reduce time for scholarly activities, eliminate professional autonomy, and reduce faculty work into component parts or discrete technical competences. This paper describes how curriculum‐embedded performance assessment can be used to evaluate student and programme effectiveness without placing an undue burden on faculty. Examples of the use of curriculum‐embedded performance assessment strategies in a graduate‐level educational psychology programme are provided.  相似文献   

A comprehensive framework for the assessment of eGovernment projects     

José Esteves  Rhoda C. Joseph 《Government Information Quarterly》2008

The area of electronic government (eGovernment) has received increased prominence and attention over the last few years. In spite of the current developments, many avenues in the area of eGovernment remain unexplored. One such area is the comprehensive assessment of eGovernment projects. We propose that understanding the value of projects drives the assessment process. Assessment of information technology (IT) initiatives is conducted either as an ex-ante (before implementation) or ex-post (after implementation) procedure. In this study, we present an ex-post framework for the assessment of eGovernment projects. Assessment identifies the value of the eGovernment project post-implementation. This paper examines a three-dimensional framework for the assessment of eGovernment initiatives. The three dimensions are eGovernment maturity level, stakeholders, and assessment levels.  相似文献   

IV. Study 3: Parental Conflict and Child Security in the Family System     

Patrick T. Davies  Gordon T. Harold  Marcie C. Goeke-Morey  E. Mark Cummings  Katherine Shelton  & Jennifer A. Rasi 《Monographs of the Society for Research in Child Development》2002,67(3):63-80

  相似文献   

V. Study 4: Family Characteristics as Potentiating and Protective Factors in the Association Between Parental Conflict and Child Functioning     

Patrick T. Davies  Gordon T. Harold  Marcie C. Goeke-Morey  E. Mark Cummings  Katherine Shelton  & Jennifer A. Rasi 《Monographs of the Society for Research in Child Development》2002,67(3):81-95

  相似文献   

VI. Conclusions, Implications, and Future Directions     

Patrick T. Davies  Gordon T. Harold  Marcie C. Goeke-Morey  E. Mark Cummings  Katherine Shelton  & Jennifer A. Rasi 《Monographs of the Society for Research in Child Development》2002,67(3):96-104

  相似文献   

Accuracy in identifying students’ miscues during oral reading: a taxonomy of scorers’ mismarkings     

Reed  Deborah K.  Cummings  Kelli D.  Schaper  Andrew  Lynn  Devon  Biancarosa  Gina 《Reading and writing》2019,32(4):1009-1035

Reading and Writing - Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty...  相似文献   

Abstract     

Patrick T. Davies  Gordon T. Harold  Marcie C. Goeke-Morey  E. Mark Cummings  Katherine Shelton  & Jennifer A. Rasi 《Monographs of the Society for Research in Child Development》2002,67(3):vii-viii

  相似文献   

Book reviews     

W. D. Halls  Terence Lawson  T. Neville Postlethwaite  Börje Holmberg  Sherman D. Spector  Richard L. Cummings  George Z. F. Bereday 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(4):502-511

  相似文献   

The culture of effective science: Japan and the United States   总被引：1，自引：0，他引：1  

Cummings WK 《Minerva》1990,28(4):426-445

  相似文献   

Altruism, aggression, and social interactions in young children with a manic-depressive parent     

C Zahn-Waxler  E M Cummings  D H McKnew  M Radke-Yarrow 《Child development》1984,55(1):112-122

This is an exploratory study of the emotional and social functioning of young children with a manic-depressive parent. Seminaturalistic observations and experimental manipulations of the affective environment were used to assess 2-year-old children's regulation of emotion, as well as their aggression, altruism, and affiliative interactions. Children with a bipolar parent sometimes showed heightened distress and preoccupation with the conflicts and suffering of others, especially disturbances in adults. These children had difficulty in maintaining friendly social interactions, in sharing, and in helping their playmates. They also had difficulty modulating hostile impulses; they showed more maladaptive patterns of aggression toward peers and adults. These interpersonal and emotional problems of offspring of manic-depressives were often similar to those problems of manic-depressives that have been implicated in the clinical literature as possibly associated with the transmission of the disorder. This apparent congruence of findings obtained from different disciplines employing very different research strategies and studying people of different ages, attests to the utility of an explicit interdisciplinary approach in the area of developmental psychopathology.  相似文献