A five-dimensional framework for authentic assessment   总被引：1，自引：2，他引：1  

Judith T. M. Gulikers  Theo J. Bastiaens  Paul A. Kirschner 《Educational technology research and development : ETR & D》2004,52(3):67-86

Authenticity is an important element of new modes of assessment. The problem is that what authentic assessment really is, is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional framework for designing authentic assessments with professional practice as the starting point. Then, we present the results of a qualitative study to determine if the framework is complete, and what the relative importance of the five dimensions is in the perceptions of students and teachers of a vocational college for nursing. We discuss implications for the framework, along with important issues that need to be considered when designing authentic assessments.  相似文献   

Impact of the Good Behavior Game on special education teachers     

Juliette A. B. Hopman  Pol A. C. van Lier  Jan van der Ende  Chris Struiksma  Theo Wubbels  Frank C. Verhulst 《Teachers and Teaching》2018,24(4):350-368

This study tested effects of a program that offers teachers universal classroom management strategies, on teachers’ burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed.  相似文献   

Schulformwechsel im zweigliedrigen Schulsystem     

Ricarda Albrecht  Marko Neumann  Malte Jansen  Michael Becker  Kai Maaz  Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2018,21(4):839-865

This study focuses on students who change from the academic to the non-academic school track after grade 7 (probationary year) in Berlin. We examined which individual student characteristics (e.?g., performance, school biography, family background) predict school change after the probationary year. We were particularly interested as to whether there are secondary effects of social background, after controlling for differences in performance. Our analyses were based on data from a study which included a whole cohort of school track changers (N?=?754) who were compared with students that remained at the academic track (N?=?1470). In order to predict the change of school type, multivariate logistic regression analyses were performed. Results revealed significant differences between both groups regarding all observed characteristics. Performance-related characteristics were the best predictors of track change. After controlling for these characteristics, no further significant effects for other predictors were observable (i.?e., no secondary effects of social background were present).  相似文献   

Reflections on Transformative Experiences with Mathematical Inquiry: The Case of Christine     

Alfinio Flores  Christine M. Phelps  Amanda Jansen 《PRIMUS》2017,27(1):47-57

Abstract

We present a first-hand, longer-term account of one student’s (Christine’s) experiences in and after a mathematics inquiry course. In this course, students actively posed problems, conducted their own mathematical explorations, and wrote journal entries about their experiences. During the course, Christine found that inquiry helped her develop mathematical content knowledge and a deeper understanding of the nature of research. After the course, Christine became a mathematics education faculty member in a mathematics department and reports that the course impacted the way she teaches mathematics. This provides an illustrative case of the potential long-lasting benefits of an inquiry course.  相似文献   

The use of protocol materials as an evaluation instrument     

Nico Verloop  Theo Hendriks 《欧洲师范教育杂志》1979,2(4):187-199

In this article a recent development in the field of teacher education in the U.S.A. is discussed and a proposal is made for the development of an evaluation‐instrument which is based on the insights gained from this development. It concerns the “Protocol Materials Program,” a comprehensive project in which materials are developed to facilitate the integration of theory and practice in teacher education. Student teachers are confronted with a series of video‐episodes. These episodes are arranged in such a way as to form an illustration of relevant theoretical concepts the student teacher has mastered. An example of protocol materials is given, the relevance of this project for teacher education is discussed and a review is given of the research on the effects of these materials up to now. The authors make a plea for the development of student evaluation instruments, based on the principles of the protocol movement: if the student teacher, after having studied a piece of educational theory, is confronted with a number of specially arranged classroom situations on video, he can be asked to relate these situations to the theory he has studied. This procedure can also help the teacher educator to diagnose what his theoretical instruction really “means” to the student teachers, i.e. whether their interpretative abilities are really increased by it.  相似文献   

A Follow-up Study of Reading Attainment in a Sample of Eleven-year Old Disadvantaged Children     

Theo Cox 《Educational studies》1979,5(1):53-60

Fifty children from culturally and materially disadvantaged home backgrounds and a control group of children from more advantaged backgrounds who had originally been studied at the infant school stage were followed up at the end of their junior school careers. On the three reading tests administered in the follow‐up study the ‘Deprived Group’ children scored significantly lower than their controls and a substantial proportion of them could be regarded as seriously retarded in reading. An analysis of the raw gains made by the children in two reading tests administered at age 7+ and 11+ indicated that the achievement gap in reading between the Control and Deprived Groups, in favour of the former, had widened appreciably during the intervening period. It is argued that results reflect mainly the influence of home background rather than school factors upon the children's reading progress and achievement.  相似文献   

Teacher dilemmas in challenging students in higher education     

Karin Scager  Sanne F. Akkerman  Albert Pilot  Theo Wubbels 《Teaching in Higher Education》2017,22(3):318-335

Students need to be challenged to stimulate their learning. Applying challenge in practice however is not straightforward. Challenging students may conflict with other teacher responsibilities, creating potential dilemmas for teachers. This study discloses dilemmas teachers encounter when challenging students as well as the considerations accompanying their actual choices for action when coping with these dilemmas. Based on interviews with teachers, first, a dilemma analysis instrument was developed. Seven main categories of dilemmas were found. One of the main dilemmas encompassed maximizing challenge versus keeping all students on board. University students differ in their ability, confronting teachers with the feeling that choosing to serve one group could be detrimental to the learning of others. The diversity of choices and considerations brought forward by the teachers indicates that it matters who the teacher is, and what he or she stands for and is able to do.  相似文献   

Phonemic awareness and learning to read     

Beck  Manfred  Jansen  Heiner  R&#;ting  Corinna 《European Journal of Psychology of Education - EJPE》1988,3(1):48-50

European Journal of Psychology of Education -  相似文献   

Assessing students’ understanding of models of biological processes: a revised framework     

Susanne Jansen  Marie-Christine P. J. Knippels  Wouter R. van Joolingen 《International Journal of Science Education》2019,41(8):981-994

Models are very important tools when learning and communicating about science. Models used in secondary school biology education range from concrete scale models, such as a model of a skeleton, to abstract concept-process models, such as a visualisation of meiosis. Understanding these concept-process models requires a profound understanding of the concept of models and how they are used in biology. This study evaluates an existing framework for its use in assessing students’ understanding of biological concept-process models. Four additions were required to extend the applicability of the framework to concept-process models. We were also able to give an indication of students’ current level of understanding of these models, showing room for improvement in all aspects of understanding. Since concept-process models have a central place in many scientific disciplines, it is important that students have a deep understanding of the nature, application and limitations of these models. The current study contributes to assessing the way students reason with concept-process models. Knowing how to improve students’ view on the use of concept-process models in biology may lead to higher scientific literacy.  相似文献   

Shakespeare for All? Some Reflections on the Globe Theatre’s Playing Shakespeare with Deutsche Bank Project     

John Yandell  Jane Coles  Theo Bryer 《Changing English: An International Journal of English Teaching》2020,27(2):208-228

ABSTRACT

Every year since 2007, the Globe Theatre has run the Playing Shakespeare project, largely funded by Deutsche Bank. This has three main components: school-based workshops, CPD sessions for teachers and free performances for school students. From 2014 to 2016, we were commissioned to evaluate this project. In what follows, we reflect on the nature of this project and its relation to the versions of Shakespeare that figure so prominently in the terrain of contemporary schooling in England.  相似文献