The promise and reality of formative assessment practice in a continuous assessment scheme: the case of Trinidad and Tobago     

Jerome De Lisle 《Assessment in Education: Principles, Policy & Practice》2015,22(1):79-103

Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven evaluation (TDE) used a mixed methods research design to interrogate the nature of CA practice. The focus was on stakeholders’ understanding and practice of formative assessment in the CA Programme (CAP) of Trinidad and Tobago. The integrated findings suggest that the programme planners’ formative intent was often not fulfilled. Instead, teachers routinely recorded assessment marks without using the data. There is evidence that formative assessment practice was not congruent with teachers’ pedagogical beliefs and practices. Although the design of CA schemes suggests the possibility of synergy between formative and summative purposes, in reality this ideal is rarely achieved in these particular contexts.  相似文献   

Design and implementation of multi-campus,modular master classes in biochemical engineering     

Niek Wuyts  Dorine Bruneel  Myriam Meyers  Etienne Van Hoof  Leander De Vos  Greet Langie 《European Journal of Engineering Education》2015,40(4):400-409

The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here.  相似文献   

The effect of school closures on standardised student test outcomes     

Joana Elisa Maldonado  Kristof De Witte 《British Educational Research Journal》2022,48(1):49-94

The school closures owing to the 2020 COVID-19 crisis resulted in a significant disruption of education provision, leading to fears of learning losses and of an increase in educational inequality. This article evaluates the effects of school closures based on standardised tests in the last year of primary school in the Dutch-speaking Flemish region of Belgium. Using a 6-year panel, we find that students of the 2020 cohort experienced significant learning losses in three out of five tested subjects, with a decrease in school averages of mathematics scores of 0.17 standard deviations and Dutch scores (reading, writing, language) of 0.19 standard deviations as compared to previous cohorts. This finding holds when accounting for school characteristics, standardised tests in Grade 4 and school fixed effects. Given the large observed effect sizes, the effect of school closures appears to be a combination of lost learning progress and learning loss. Moreover, we observe that inequality both within schools and across schools rises by 7% for mathematics and 8% for Dutch. The learning losses are correlated with observed school characteristics, as schools with a more disadvantaged student population experience larger learning losses.  相似文献   

Patterns of Italian high school and university students’ attitudes towards physics: an analysis based on semiotic-cultural perspective     

Testa  Italo  De Luca Picione  Raffaele  Scotti di Uccio  Umberto 《European Journal of Psychology of Education - EJPE》2022,37(3):785-806

The purpose of this study was to analyse Italian high school and university students’ attitudes towards physics using the Semiotic Cultural Psychological Theory (SCPT). In the SCPT framework, attitudes represent how individuals interpret their experience through the mediation of generalized meaning with which they are identified. A view-of-physics questionnaire was used as an instrument to collect data with 1603 high school and university students. Data were analysed through multiple correspondence analysis and cluster analysis. We identified four generalized meanings of physics: (a) interesting and important for society; (b) a quite interesting, but badly taught subject at school and not completely useful for society; (c) difficult to study and irrelevant for society; and (d) a fascinating and protective niche from society. The identified generalized meanings are significantly correlated to the choice to study physics at undergraduate level and to the choice of attending physics-related activities in high school. Implications for research are discussed.

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Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students     

De La Paz  Susan  Wissinger  Daniel R.  Gross  Magdalena  Butler  Cameron 《Reading and writing》2022,35(2):353-376

Reading and Writing - The purpose of this study was to compare the effectiveness of two types of historical problem-solving instruction with advanced urban high school students’...  相似文献   

Program Review: Perspectives on an Improvement-Oriented Process     

Caleb J. Keith  Kristine Brunovska Karnick  Chandra L. Kohler  Eric J. Teske  A. Sonia Ninon 《Assessment Update》2023,35(5):6-14

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Analysis and design for continuous-time string-connected Takagi–Sugeno systems     

Zsófia Lendek  Paula Raica  Bart De Schutter  Robert Babuška 《Journal of The Franklin Institute》2014

Distributed systems consist of interconnected, lower-dimensional subsystems. For such systems, distributed analysis and design present several advantages, such as modularity, easier analysis and design, and reduced computational complexity. A special case of distributed systems is when the subsystems are connected in a string. Applications include distributed process control, traffic and communication networks, irrigation systems, hydropower valleys, etc. By exploiting such a structure, in this paper, we propose conditions for the distributed stability analysis of Takagi–Sugeno fuzzy systems connected in a string. These conditions are also extended to observer and controller design and illustrated on numerical examples.  相似文献   

组态视角下平台企业商业模式创新路径研究     

熊爱华  侯德恩 《科研管理》2022,43(12):89-97

为探索多重条件并发对平台企业商业模式创新的影响,基于机会资源一体观构建商业模式创新路径模型,通过对193个样本进行模糊集定性比较分析发现：平台企业商业模式创新路径形成依赖机会开发和资源联动层面要素的组合;机会开发和资源联动层面不同要素的组合形成两类商业模式创新路径,类型1强调模仿型机会开发与资源联动策略组合,类型2强调创新型机会开发与资源联动策略组合;机会开发适配的资源联动方式存在差异,其中模仿型机会开发与资源共享和资源编排匹配良好,而创新型机会开发与资源编排、资源拓展匹配良好。研究结论揭示了平台企业商业模式创新多条等效路径,丰富了商业模式创新前因研究,也为平台企业商业模式创新实践提供了理论指导。  相似文献   

Inclusive Pedagogy in Light of Social Justice. Special Educational Rights and Inclusive Classrooms: on whose terms? A Field Study in Stockholm Suburbs     

Nilani Ljunggren De Silva 《European Journal of Education》2013,48(3):419-435

The question of inclusive education is not straightforward. Despite all its good intentions, inclusive education, in practice faces numerous challenges today. This study analyses these challenges in the Swedish special education context. The author explores special educators’ experiences, possibilities and challenges when applying inclusive education. Findings reveal positive attitudes to the concept of inclusive classrooms. Nevertheless, teachers face more than a few grey areas that need to be put in place in order to achieve socially and cognitively inclusive classrooms.  相似文献   

Erratum to: Sami Culture and Values: A Study of the National Mathematics Exam for the Compulsory School in Norway     

Anne Birgitte Fyhn  Kristine Inger Marie Nystad 《Interchange》2013,44(3-4):369-369

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