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   

Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach     

Peggy Doerschuk  Cristian Bahrim  Jennifer Daniel  Joseph Kruger  Judith Mann  Cristopher Martin 《Journal of Science Education and Technology》2016,25(4):682-695

There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these “at-risk” students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program’s success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program’s theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned.  相似文献   

Parents' and teachers' evaluations of the communicative abilities of deaf children     

Knoors H  Meuleman J  Klatter-Folmer J 《American annals of the deaf》2003,148(4):287-294

The authors compared evaluations by parents and teachers of the communicative abilities of deaf children. Such comparisons between parents' and professionals' assessments of the language development of children who are deaf can provide useful information on which to base ecologically valid intervention approaches. A secondary interest of the authors was to investigate the possible influences on language development of gender, the presence or absence of cochlear implantation, and communication modality (i.e., auditory-verbal or bilingual). The study included the mothers and teachers of 14 deaf children educated in auditory-verbal or bilingual programs. Two scales from a survey instrument, Profiles of the Hearing Impaired (Webster & Webster, 1995), were used. No significant differences between the teachers' and parents' evaluations were found. Gender, cochlear implantation, and communication modality were found to have no significant effect on the evaluations.  相似文献   

Lifelong learning and the reform of the teaching practicum in Australia     

Ron Toomey Corresponding author  Judith Chapman  Janet Gaff  Jacqueline McGilp  Maureen Walsh  Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  相似文献   

Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students     

Judith Bennett  Lynda Dunlop  Kerry J. Knox  Michael J. Reiss  Rebecca Torrance Jenkins 《International Journal of Science Education》2018,40(14):1755-1773

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.  相似文献   

What starts to happen to assessment when teachers learn about their children’s informal learning?     

Roseanna Bourke  John O’Neill  Judith Loveridge 《The Australian Educational Researcher》2018,45(1):33-50

Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students’ learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An implication for teachers is that their understanding of children’s learning is influenced by an official curriculum that is more likely to be weighted towards particular policy priorities, and desired learning outcomes. This means the knowledge, skills and understanding that children develop outside school are less likely to be included in classroom assessment measures or judgments about desirable progress and achievement. This article explores what happens to teachers’ thinking when they learn about their children’s informal learning outside school and begin to relate to learners in a different way. The findings reported here from a New Zealand three-year longitudinal study identified possibilities for teachers to assess expanded conceptions of children’s learning within the classroom, even though the pressures of assessment against National Standards were ever present. We argue that teachers engaging with knowledge of their students’ informal learning act as a catalyst to rethink and re-conceptualise learning more broadly. Incorporating a strong student voice component in assessment, together with a focus on ipsative assessment, enables teachers to mitigate some of the unintended educational consequences of assessment accountability policies and practices.  相似文献   

College Student Responses to Web and Paper Surveys: Does Mode Matter?   总被引：4，自引：0，他引：4  

Carini  Robert M.  Hayek  John C.  Kuh  George D.  Kennedy  John M.  Ouimet  Judith A. 《Research in higher education》2003,44(1):1-19

We examined the responses of 58,288 college students to 8 scales involving 53 items from the National Survey of Student Engagement (NSSE) to gauge whether individuals respond differently to surveys administered via the Web and paper. Multivariate regression analyses indicated that mode effects were generally small. However, students who completed the Web-based survey responded more favorably than paper on all 8 scales. These patterns generally held for both women and men, and younger and older students. Interestingly, the largest effect was found for a scale of items involving computing and information technology.  相似文献   

Reconsidering assessment: From checklist to dialectic     

Judith Halden-Sullivan 《Assessing Writing》1996,3(2):173-195

When composition teachers evaluate student essays, how well-aligned is their grading practice with what those teachers profess is important about writing? How do instructors discover this alignment? This article describes the consequences of inadvertent misalignment by analyzing a document typically found in many writing programs—an instructor's essay evaluation checklist. A critique of this common assessment instrument reveals that, in trying to promote evaluative consistency, the checklist privileges product over process, the authority of academic discourse over the autonomy of students' own voices, and an analytic predisposition to student writing as opposed to an instructor's reader-response. In so doing, the checklist undercuts the kind of composition pedagogy instructors claim to espouse in their classroom practice. Perhaps these conflicts cannot be overcome, but, in response to this precarious predicament, this essay poses this question: Can assessment find its direction and vitality by acknowledging such conflicts? A dual heuristic, of sorts, is proposed for locating assessment techniques that directly address the conflicts inherent in the checklist. This heuristic seeks out in assessment what the checklist clearly lacks: dialogic and dialectic dimensions. Defining which assessment methods best fulfill this heuristic—and in so doing more honestly align pedagogy with evaluation—is the purpose of the concluding remarks in this essay.  相似文献   

The paradox of administrative control in fostering teacher professional development   总被引：1，自引：0，他引：1  

Judith Haymore Sandholtz  Samantha Paredes Scribner   《Teaching and Teacher Education》2006,22(8):1104-1117

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance.  相似文献   

Research mentor: a tool to aid in the training of scientific investigators     

David Weiner  Judith Weiner 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(1):5-14

We describe an intelligent mentor for teaching the ability to think scientifically. The student is given an arbitrary starting place in the matrix of knowledge surrounding an area of biomedical research. He/she then proposes hypotheses and supporting experiments which are checked against the knowledge base for agreement, consistency or contradiction. Agreement or consistency results in the report of successful experiments, thus advancing the student's "state-of-the-art." Contradiction results in failure of the experiment to support the hypothesis. In either case, a new hypothesis can then be proposed and tested, each step being potentially contingent on results of the last.
The knowledge base upon which the system operates is a frame-based implementation of the Biomatrix, augmented with pointers to literature citations. Each object (hypotheses, experiments, cells, animals, etc.) is described in terms of its properties and its relations to other objects. Thus, the matrix is represented as a semantic network. Other objects create the relations among the hypotheses, subhypotheses, experiments and other parts of the knowledge base.
This system provides experiential learning at a rate determined by the student, while saving costly resources.  相似文献