Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff     

Nicola Reimann  Ian Sadler 《Assessment & Evaluation in Higher Education》2017,42(5):724-736

The study investigates how higher education staff understand assessment, and the relationship between these understandings and their assessment practices. Nine individuals attended a workshop that guided them through the creation of a concept map about assessment, which was subsequently discussed in one-to-one semi-structured interviews. We found considerable variation in understanding of assessment, both between and within participants, and this appeared to be a consequence of the varied contexts within which assessment operates. Some assessment practices were highly complex, and at times closely entwined with teaching. In addition, individuals’ practices helped to illuminate variation in how underlying concepts (e.g. assessment for learning) were understood. The approach supported the construction of the participants’ understanding of assessment, and enabled the exploration of the interplay between thinking and reported practice, which were closely aligned. It also drew attention to the need to further develop methodologies which capture both the complexity of thinking about assessment and real-world assessment practices.  相似文献   

Cetacean Frustration: The Representation of Whales and Dolphins in Picture Books for Young Children     

Ellen S. Beaumont  Phillipa Mudd  Ian J. Turner  Kate Barnes 《Early Childhood Education Journal》2017,45(4):545-551

To enable children to develop towards becoming part of the solution to environmental problems, it is essential that they are given the opportunity to become familiar with the natural world from early childhood. Familiarity is required to develop understanding of, care for and, ultimately, action in terms of protecting the natural world. As adult-led reading of picture books is a common form of indirect exposure to the natural world for young children, this study examines the biological accuracy of the representation of whales and dolphins in the images and text of picture books. Of the total of 116 books examined, 74 (63.8?%) had errors in the representation of cetaceans in the images and/or text. Errors were identified in both fictional (mean?=?8.0 errors/book, SD?=?11.1, n?=?55) and non-fictional (mean?=?2.3 errors/book, SD?=?4.9, n?=?61) books. The potential impact of the errors is discussed, and suggestions are made as to how the impact could be reduced and how the biological accuracy of picture books could be improved.  相似文献   

The Relationship Between Public and Private Schooling and Anti-Semitism     

Jay P. Greene  Ian Kingsbury 《Journal of School Choice》2017,11(1):111-130

No previous research has directly examined the relationship between attending a public or private school as a child and people’s attitudes toward Jews when they become adults. This article sheds new light on this issue by using a large, nationally representative survey of over 1,500 adults in the United States to see how childhood schooling is related to adult anti-Semitism. It finds that even after controlling for a variety of background characteristics, people who attended private schools exhibit more positive attitudes toward Jews than those who attended public schools.  相似文献   

Adult literacy,local languages and lifelong learning in rural African contexts     

Trudell  Joel  Cheffy  Ian  Trudell  Barbara 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):341-349

International Review of Education -  相似文献   

眼睛让人更诚实     

万学 《海外英语》2006,(9):24-25

诚实可能是我们做人处事的上策,但是它在无人监督时通常会遗弃我们,心理学家今日报告说。用一只检验人们是否诚实的盒子收取热饮费的实验表明,当被一双眼睛警惕地注视时,人们会更自觉地付清全部费用。令人惊讶的是,那双眼睛并不是真的,而是一张图像。这一发现——研究者认为有助于说明我们的进化历程——可能被转化到实际应用中。心理学家说,像珠子般雪亮的眼睛图像能够提高公共交通的车票销售额,改善监视系统以阻止反社会行为。纽卡斯尔大学的研究者们秘密地开展了这个实验,因此他们所在部门的同事不会因此改变自己的行为。他们将一份海报…  相似文献   

Student perceptions of student perception of module questionnaires: questionnaire completion as problem solving     

S. Ian Robertson 《Assessment & Evaluation in Higher Education》2004,29(6):663-679

A sample of 202 students filling in a student evaluation of teaching (SET) questionnaire were asked to complete another questionnaire asking about the specific reasons for awarding a score to the specific SET questionnaire items. The aim was to find out what influenced students' judgements on those items. It was found that students' interpretation of some questions differed from the ‘expected’ interpretation. Several factors, such as the placing of questions and the salience of items retrieved from memory, could influence a score. It was also found that asking for an explanation improved scores overall. The conclusions were that questionnaire completion could be understood as a form of problem solving and judgement under uncertainty. The specific heuristics used led to variability in students' interpretation of the task.  相似文献   

Exploring Designerly Thinking of Students as Novice Designers     

McRobbie  Campbell J.  Stein  Sarah J.  Ginns  Ian 《Research in Science Education》2001,31(1):91-116

Few studies have attempted a detailed analysis of designerly thinking and actions of students as they solve design technology problems. This paper reports on a study that describes in detail, the design processes used by small groups of preservice teacher education students engaged in ill-defined, open-ended, self-selected design technology projects. A notation of symbols and connectors was devised and used to map the decisions, and the material and embodied actions of two groups of students throughout the course of their projects. The detail provided by the maps gives insights into these adult novice designers' design processes and provides information to assist teacher educators in planning courses to support future teachers of design and technology.  相似文献   

Student work loads     

John C. Clift  Ian D. Thomas 《Higher Education》1973,2(4):447-460

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Reflections on citizenship education in Australia,Canada and England   总被引：1，自引：2，他引：1  

Ian Davies  John Issitt 《比较教育学》2005,41(4):389-410

In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English).  相似文献   

Implicit learning of non-linguistic and linguistic regularities in children with dyslexia     

Luciana Nigro  Gracia Jiménez-Fernández  Ian C. Simpson  Sylvia Defior 《Annals of dyslexia》2016,66(2):202-218

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