Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities     

Carmen Tomas 《Assessment & Evaluation in Higher Education》2019,44(1):1-10

In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research and teaching intensive universities. We clarify the concept of ‘assessment load’ in response to findings about high volumes of summative assessment on modular degrees. We define assessment load across whole undergraduate degrees, according to four measures: the volume of summative assessment; volume of formative assessment; proportion of examinations to coursework; number of different varieties of assessment. All four factors contribute to the weight of an assessment load, and influence students’ approaches to learning. Our research compares programme assessment data from 73 programmes in 14 UK universities, across two institutional categories. Research-intensives have higher summative assessment loads and a greater proportion of examinations; teaching-intensives have higher varieties of assessment. Formative assessment does not differ significantly across both university groups. These findings pose particular challenges for students in different parts of the sector. Our study questions the wisdom that ‘more’ is always better, proposing that lighter assessment loads may make room for ‘slow’ and deep learning.  相似文献   

Higher education's role in educating the older worker     

David A. Peterson  Pauline Abbott 《Innovative Higher Education》1980,5(1):30-39

Educational programs for mature adults have become widespread in the past few years but still attract only a small minority of the potential older population. One approach to increasing enrollment is to gain access to older people through their place of employment. This offers the advantages of a captive group, clear objectives for the instructional experience, a supportive environment, and a substantial experience base on which to plan the instruction. European industrial training of older workers offers substantial insight and application to the U.S. and may prove a boon to both educators and employers.  相似文献   

The residual deprivation effect in instrumental conditioning as a function of deprivation level at the time of exposure to the reinforcer     

Dane Peterson  James H. McHose 《Learning & behavior》1980,8(4):642-646

The effect of food deprivation level at the time of initial exposure to a subsequent food reinforcer was investigated in two experiments. In Experiment 1, deprivation at the time of initial exposure influenced the subsequent acquisition and extinction of an instrumental response. In Experiment 2, the residual deprivation effect associated with a reduction in deprivation level occurred only when rats initially experienced the reinforcer at a high, as compared with a low, deprivation level. Results were discussed in terms of the assumption that the limits of incentive generated by a reinforcer are influenced by the deprivation state at the time of first exposure to that reinforcer.  相似文献   

Pitfalls in the evaluation of principals     

William C. Harrison  Kent D. Peterson 《The Urban Review》1986,18(4):221-235

This paper describes the characteristics of a statewide principal evaluation system. Present empirical knowledge of the ways school principals are evaluated is almost nonexistent (Harrison, 1985); because of this we will employ a design drawn from studies of evaluation in other settings (Dornbusch and Scott, 1975), of teachers (Natriello and Dornbusch, 1981) and control of principals (Peterson, 1984). A questionnaire was used to gather information about the ways principals are evaluated as reported by principals and superintendents. The authors find that even when an evaluation system is detailed, specific, and statewide, inconsistencies develop because of the special nature of principals' work. The systems appear to break down in the sampling of performance and outputs and in the communication of negative feedback-key areas if principals are to improve their performance. Suggestions for research and practice are presented.Presented at the annual meeting of the American Educational Research Association in San Francisco, 1986.  相似文献   

Securitisation and/or Westernisation: dominant discourses of Australian values and the implications for teacher education     

Andrew Peterson  Brendan Bentley 《师资教育杂志》2016,42(2):239-251

Debates concerning the nature, purpose and importance of Australian values have resurfaced in Australia following the election of the Liberal-led Coalition Government in September 2013. Two dominant discourses on Australian values have emerged within recent government rhetoric and public policy, both of which have included a demand for changes to how Australian values are taught and encountered within Australian education and schooling. In our analysis, we suggest that the two dominant discourses, one focusing on securitisation and one on Westernisation, have to this point operated separately, but have both focused on narrow, fixed and forced understandings of Australian values. Exploring the key themes of these two discourses, some important issues for teacher educators are set out, including the need to mediate these discourses against research evidence which suggests the importance of holistic and co-operative pedagogical relationships based on trust and humility for effective values education. Though our analysis focuses on the Australian context, the arguments made are likely to be of interest elsewhere given current debates about national values in education across a range of jurisdictions.  相似文献   

Counselor intervention strategies for computer-assisted career guidance: An information-processing approach     

James P. Sampson Jr.  Gary W. Peterson  Robert C. Reardon 《Journal of Career Development》1989,16(2):139-154

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Career decision-making self-efficacy and institutional integration of underprepared college students     

Shari L. Peterson 《Research in higher education》1993,34(6):659-685

This investigation applied, as the theoretical base, a model of student persistence and departure (Tinto, 1987) to explore the nature of the relationship between career decision-making self-efficacy and integration. Career decision-making self-efficacy identifies students' perceived confidence (self-efficacy) in their ability to plan and execute vocationally relevant tasks in the educational environment. The sample comprised 418 underprepared students. Data were analyzed using correlation, analysis of variance, and multiple regression. There is an interrelationship between perceived career decision-making self-efficacy and integration (overall, social, and academic) for underprepared college students. The variance in students' integration can be explained by their career decision-making self-efficacy and by their initial goals and commitments. Career decision-making self-efficacy surpassed all other variables in explaining the variance in overall and academic integration. Based on these research results, career decision-making self-efficacy should be considered as a variable in future studies of integration, a longitudinal study should be conducted to determine the direct relationship of career decision-making self-efficacy to persistence and attrition, and if a relationship to persistence is found, then the rationale exists for the design and experimental testing of interventions aimed at increasing career decision-making self-efficacy.  相似文献   

Examining how parent and teacher enthusiasm influences motivation and achievement in STEM     

Tomas Jungert  Shelby Levine  Richard Koestner 《The Journal of educational research》2020,113(4):275-282

Abstract

Parents and teachers play an important role in stimulating student motivation. The aim of this study was to examine if both parent and teacher enthusiasm could predict intrinsic motivation toward STEM activities, and if motivation would be associated with improved STEM achievement over one year in a one-year prospective examination of 288 Swedish students in their final year of a Science High School program (143 females and 145 males). Surveys of parent and teacher enthusiasm were collected at baseline, and student intrinsic motivation and GPA in STEM were assessed at baseline and at the end of the year. Baseline GPA and intrinsic motivation as well as follow-up intrinsic motivation were significantly associated with later GPA. Finally, intrinsic motivation mediated the relation between teacher and parent enthusiasm and change in GPA. Findings show the importance of parent and teacher enthusiasm for adolescent’s intrinsic motivation and achievement in STEM.  相似文献   

Operating characteristics of hyperbolically and elliptically constrained self-adaptive incremental newton—raphson algorithms     

Joseph Padovan  Surapong Tovichakchikul  Tomas Arechaga 《Journal of The Franklin Institute》1983,316(3):197-223

To improve the versatility, stability and efficiency of the Newton—Raphson technique, further extensions and formalisms are generated in the constrained family of algorithms. Specifically, this paper; (i) introduces the use of piecewise continuous constraint bounds and, (ii) extends the formal rigorous base of the constrained scheme by considering such items as convergence characteristics, the existence of safety zones and self-adaptive attributes. To benchmark the enhancements, the results of several numerical experiments involving large deformation elasticity problems are presented. These illustrate the inherent stability and efficiency of the constrained incremental scheme in handling problems with varying curvature definiteness.  相似文献   

Multiple audience rating form strategies for student evaluation of college teaching   总被引：1，自引：0，他引：1  

Ken Peterson  G. Manny Gunne  Paul Miller  Orlando Rivera 《Research in higher education》1984,20(3):309-321

Michael Scriven has suggested that student rating forms, for the purpose of evaluating college teaching, be designed for multiple audiences (instructor, administrator, student), and with a single global item for summative functions (determination of merit, retention, or promotion). This study reviewed approaches to rating form construction, e.g., factor analytic strategies of Marsh, and recommended the multiple audience design of Scriven. An empirical test of the representativeness of the single global item was reported from an analysis of 1,378 forms collected in a university department of education. The global item correlated most satisfactorily with other items, a computed total of items, items that represented underlying factors, and various triplets of items selected to represent all possible combinations of items. It was concluded that a multiple audience rating form showed distinct advantages in design and that the single global item most fairly and highly represented the overall teaching performance, as judged by students, for decisions about retention, promotion, and merit made by administrators.  相似文献