Teaching and learning distillation in chemistry laboratory courses     

Hanno Van Keulen  Theo H. M. Mulder  Martin J. Goedhart  Adri H. Verdonk 《科学教学研究杂志》1995,32(7):715-734

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A framework for designing and developing multimedia-based performance assessment in vocational education     

Sebastiaan de Klerk  Bernard P. Veldkamp  Theo J. H. M. Eggen 《Educational technology research and development : ETR & D》2018,66(1):147-171

The development of any assessment should be an iterative and careful process. Ideally, this process is guided by a well-defined framework (see for example Downing in: Downing and Haladyna (eds) Handbook of test development, Lawrence Erlbaum Associates, Mahwah, 2006; Mislevy et al. in On the roles of task model variables in assessment design (CSE Technical Report 500), Educational Testing Service, Princeton, 1999; AERA et al. in Standards for educational and psychological testing, AERA, Washington, DC, 2004), but such a framework is not always available when the instrument to be developed is new or innovative. Frameworks for the development of traditional computer-based tests have been published and experimented with since the late 1990s, by which time CBT had already existed for more than a decade. In an earlier empirical pilot study, we described a new type of assessment for Dutch vocational education, called multimedia-based performance assessment (MBPA) (self-revealing reference 2014). This CBT uses multiple media formats and interactive tasks to measure skills that are currently measured by performance-based assessment. In conducting that pilot study, deficits in the existing literature made it difficult to ground all developmental steps in sound scientific theory. To remedy those deficits, this article presents and validates a framework for the design and development of MBPA, combining a search of the relevant literature from several subfields of educational assessment and consultation with assessment experts. The framework unites assessment development and multimedia development theory, focus solely on vocational education, and answers the call for a framework from the scientific community. The first step in validating the prototype framework involved five semi-structured interviews with Dutch assessment and multimedia experts to produce a final version of the framework. Second, the pilot MBPA was reconstructed in accordance with this finalized framework, resulting in an improved MBPA and demonstrating that the proposed framework is a useful and applicable tool for the design and development of MBPA in vocational education.  相似文献   

Comparing the influence of various measurement error presentations in test score reports on educational decision-making     

Dorien Hopster-den Otter  Selia N. Muilenburg  Saskia Wools  Bernard P. Veldkamp  Theo J. H. M. Eggen 《Assessment in Education: Principles, Policy & Practice》2019,26(2):123-142

This study investigated (1) the extent to which presentations of measurement error in score reports influence teachers’ decisions and (2) teachers’ preferences in relation to these presentations. Three presentation formats of measurement error (blur, colour value and error bar) were compared to a presentation format that omitted measurement error. The results from a factorial survey analysis showed that the position of a score in relation to a cut-off score impacted most significantly on decisions. Moreover, the teachers (N = 337) indicated the need for additional information significantly more often when the score reports included an error bar compared to when they omitted measurement error. The error bar was also the most preferred presentation format. The results were supported in think-aloud protocols and focus groups, although several interpretation problems and misconceptions of measurement error were identified.  相似文献   

An assessment innovation as flywheel for changing teaching and learning     

Judith T. M. Gulikers  Piety Runhaar  Martin Mulder 《Journal of Vocational Education & Training》2018,70(2):212-231

This contribution shows an example of how an assessment innovation can serve as a flywheel for changing teaching and learning. This article first explains the development of an authentic, competence-based performance assessment in pre-vocational secondary education (pre-VET). Using these assessments in pre-VET, that is preparatory to VET, is important for motivating students for a future in VET. Second, in an action research 34 teacher teams of 11 pre-VET institutions implement the new assessment, supported by researchers and teacher coaches, to illuminate how it motivates students, prepares them for VET, and influences teaching and learning. Data from 76 teachers, 68 students, 24 teacher coaches and 3 researchers showed how implementing these assessments raised questions about changing educational content and pedagogy to fit a competence-based approach. Increasing teachers’ expectations of students, changing student-teacher interaction patterns, and developing teachers’ practical understanding of competencies and how they can be observed and discussed in assessments are some of the intriguing challenges that require further support for proper implementation of competence-based assessments and developing an aligned competence-based teaching and learning process.  相似文献   

Mental health problems of Dutch youth with hearing loss as shown on the Youth Self Report     

van Eldik T 《American annals of the deaf》2005,150(1):11-16

The prevalence OF mental health problems among youth with hearing loss was assessed with an adjusted version of the Dutch rendition of the Youth Self Report, or YSR (Achenbach, 1991). The sample totaled 202 youth, aged 11-18 years, with auditory disabilities. The prevalence rates of externalizing problems, internalizing problems, and moderate to severe overall mental health problems were found to be 2-3 times higher than in a normative sample. Deaf participants scored significantly higher than hard of hearing participants in these areas. Main-streamed participants scored significantly lower than peers in schools for the deaf or for the hard of hearing. Participants with low IQ scores showed significantly more internalizing and social problems than those with moderate to high scores. The adjusted YSR is recommended for screening in schools and in mental health services for youth with hearing loss for prevention and early intervention.  相似文献   

Investigating Feedback on Practice Among Teachers: Coherence of Observed and Perceived Feedback     

Marieke Thurlings  Marjan Vermeulen  Theo Bastiaens  Sjef Stijnen 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):473-490

Despite that benefits of feedback in student learning are reported in much research, little has been reported regarding the use of feedback from teachers to other teachers—a key tool in professional development. In this study, we triangulated data from videotaped peer coaching sessions, questionnaires, and interviews regarding 12 primary school teachers in four peer groups in the Netherlands. We focused our research on two issues: the interplay of observed feedback dimensions and elements and perceptions of that feedback. Feedback dimensions were generally effective and the influence of the elements on the dimensions mostly aligned with the expectations. Teachers generally perceived feedback as effective. Moreover, effective observed feedback was perceived as effective. Findings indicate that peer coaches should stimulate coached teachers to become goal directed, specific, detailed, and neutral (neither positive nor negative) by using feedback elements so as to optimize feedback processes.  相似文献   

Recent Policy Developments in Green Education in the Netherlands     

Hendrik Kupper  Ramona Laurentzen  Martin Mulder 《The Journal of Agricultural Education and Extension》2013,19(2):121-139

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The Future of Agricultural Education: The Case of the Netherlands     

Martin Mulder  Hendrik Kupper 《The Journal of Agricultural Education and Extension》2013,19(2):127-139

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A Short Screen Test for Predicting Motor Fitness     

Steven N. Blair P.E.D.  Ronald T. Mulder Ed.D.  Harold W. Kohl M.S.P.H. 《Research quarterly for exercise and sport》2013,84(2):106-110

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Do honors students have more potential for excellence in their professional lives?     

Karin Scager  Sanne F. Akkerman  Fried Keesen  M. Tim Mainhard  Albert Pilot  Theo Wubbels 《Higher Education》2012,64(1):19-39

Universities in many countries increasingly value talent, and do so by developing special honors programs for their top students. The selection process for these programs often relies on the students’ prior achievements in school. Research has shown, however, that school grades do not sufficiently predict academic success. According to Renzulli’s (1986) three-ring model, student characteristics relating to intelligence, motivation and creativity are the most important predictors of excellent achievements in professional life. In this paper, we will investigate whether honors students differ from non-honors students in terms of these characteristics. By means of a questionnaire, more than 1,100 honors and non-honors students at Utrecht University were asked to assess themselves on six characteristics: intelligence, creative thinking, openness to experience, the desire to learn, persistence, and the drive to excel. The results showed that the honors students differed significantly from the non-honors students in terms of the combined variables as well as for the separate variables, with the exception of ‘persistence’. The strongest distinguishing factors between honors and non-honors students appeared to be the desire to learn, the drive to excel and creativity, whilst there was little difference in terms of intelligence and persistence. However, the profiles of these differences varied according to the study program. While Law and Humanities honors students differed from their non-honors peers in terms of their drive to excel, Physics honors students were primarily more eager to learn than their non-honors peers, while the LA&S honors students scored higher on creative thinking than non-honors students.  相似文献