Classroom action research on formative assessment in a context-based chemistry course     

Johannes Vogelzang  Wilfried F. Admiraal 《Educational Action Research》2017,25(1):155-166

Context-based science courses stimulate students to reconstruct the information presented by connecting to their prior knowledge and experiences. However, students need support. Formative assessments inform both teacher and students about students’ knowledge deficiencies and misconceptions and how students can be supported. Research on formative assessments suggests a positive impact on students’ science achievement, although its success depends on how the formative assessment is implemented in class. The aim of this study was to provide insights into the effects of formative assessments on achievement during a context-based chemistry course on lactic acid. In a classroom action research setting, a pre-test/post-test control group design with switching replications was applied. Student achievement was measured in two pre-tests, two post-tests and a retention test. Participants were Grade 9 students from one secondary school in the Netherlands. Repeated-measures analysis showed a significant effect of formative assessments on students’ achievement. During the implementation of the formative assessments, intriguing discussions emerged between students, between students and teacher, and between teachers. Adding formative assessments to context-based approaches reinforces their strength to meet with the current challenges of chemistry education. Formative assessments affect students’ achievement positively and stimulate feedback between students and teacher(s).  相似文献   

Monitoring the Use of a Staff Student Liaison Committee for Feedback in Quality Engineering Education     

F. Bullen  R. Black 《European Journal of Engineering Education》1995,20(4):473-480

The paper explores the use of a staff student liaison committee (SSLC) as one of the mechanisms for assuring quality in civil engineering education. The School of Civil Engineering at the Queensland University of Technology, Australia, is used as a case study. The school has a SSLC which meets about six times per year and has representatives of all undergraduate courses and some academic staff. It was thought that the SSLC was well regarded by staff and students and contributed to the learning experience of students within the school. A questionnaire was used to ascertain the views of staff and students regarding the effectiveness of the committee in promoting good quality education. The findings indicated that the SSLC was playing an important role, but that it was not as well regarded as academic staff thought, and that many students were not fully aware of its activities. The school has used the findings to adopt new methods of distributing information to the student body and for ascertaining student opinion, principally electronically.  相似文献   

Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

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Concept learning by pigeons: Matching-to-sample with trial-unique video picture stimuli     

Anthony A. Wright  Robert G. Cook  Jacquelyne J. Rivera  Stephen F. Sands  Juan D. Delius 《Learning & behavior》1988,16(4):436-444

Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development.  相似文献   

Introducing Richard Kennedy     

Peter F. Neumeyer 《Children‘s Literature in Education》1984,15(2):85-92

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Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks   总被引：1，自引：0，他引：1  

G L Allen  K C Kirasic  A W Siegel  J F Herman 《Child development》1979,50(4):1062-1070

2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value.  相似文献   

Promoting access, accommodations, and independence for college students with learning disabilities.     

L C Brinckerhoff  S F Shaw  J M McGuire 《Journal of learning disabilities》1992,25(7):417-429

This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.  相似文献   

Characteristics of child sexual abuse treatment programs     

R A Keller  L F Cicchinelli  D M Gardner 《Child abuse & neglect》1989,13(3):361-368

Within the professional community, a vast number of sexual abuse treatment programs have emerged to meet the needs of victims and their families. Significant variations among these programs can be observed due to differences in philosophy, system context, client focus, problem definition, and the treatment strategy adopted. Unfortunately, little comparative information is available regarding the operation of different programs and, more importantly, their relative treatment effectiveness. This article presents the findings from a nationwide survey of 553 sexual abuse treatment programs. The survey focused on program context, client, and service characteristics. Overall it was found that most programs are affiliated with a larger public or private agency, focus on treating victims, and rely on a combination of individual, family, dyad, and group therapy approaches.  相似文献   

The role of reinforcement and nonreinforcement in an operant frustration effect     

Larry F. Hughes  Lawrence Dachowski 《Learning & behavior》1973,1(1):68-72

Male albino rats were run in a discrete-trial two-bar operant analog of the double alley. Completion of a FR 4 response chain on the first bar was rewarded 50% of the time for the 12 experimental Ss, but was never rewarded for the 12 control Ss. Both groups received consistent reward at the end of a FR 4 chain on the second bar. Eighty-four trials were given at a rate of four trials per day. A significantly faster rate of responding on the second bar was found following nonrewarded first-bar ratios than following rewarded first-bar ratios. This frustration effect was not attributable to response depression, since the nonrewarded performance of the experimental group exceeded that of the control group.  相似文献   

The Consistency and Concomitants of Inhibition: Some of the Children, All of the Time   总被引：6，自引：1，他引：6  

Kenneth H. Rubin  Paul D. Hastings  Shannon L. Stewart  Heather A. Henderson  Xinyin Chen 《Child development》1997,68(3):467-483

Toddlers displaying extremely inhibited behavior may be at risk for becoming socially withdrawn. However, behavioral inhibition may be a multifaceted characteristic, and its concurrent relation to toddler wariness with peers has not been examined. In this study, 108 toddlers (54 females) and their mothers were observed in novel situations involving unfamiliar settings, adults, and peers. Vagal tone, temperament, separation-reunion behavior, and maternal oversolicitousness also were assessed. There was little consistency of inhibited behavior across the 3 situations. Consistently inhibited toddlers had fearful temperaments, showed distress following maternal separation, and had mothers who were warm and controlling but unresponsive to children's cues during interaction. Toddlers with highly fearful temperaments and highly oversolicitous mothers were the most inhibited across contexts.  相似文献