Creating a space for student voice in an educational evaluation     

Roseanna Bourke  Jo MacDonald 《International Journal of Research & Method in Education》2018,41(2):156-168

Evaluation research focusing on educational initiatives that impact on the learning and lives of young people must be challenged to incorporate ‘student voice’. In a context of conventional evaluation models of government-led initiatives, student voice is a compelling addition, and challenges the nature of traditional forms of evaluation. It requires a student-first approach where young people actively report on their experiences, rather than being represented by others. This paper presents an evaluation that draws on large-scale ‘student voice’ contribution. Using the context of a mental health programme that was piloted in secondary schools in Aotearoa New Zealand, this paper explores the importance of a student voice agenda in evaluations. More than 2500 students participated through national surveys and an in-depth case study across five school sites. By foregrounding student voice as an evaluation tool, the ethics of student involvement becomes complex. When authentic student ‘data’ can change or challenge official thinking, students’ voice(s) can either be foregrounded or silenced. Commissioned evaluations are often fraught with wider political agendas, but evaluation researchers have a duty to ensure student voice is represented if it is to inform ongoing government policy that impacts on the lives and learning of young people.  相似文献   

Assessment of the English Skills of Tertiary Students     

Allyson Holbrook  Sid Bourke 《高等教育研究与发展》1989,8(2):161-179

Despite increasing concern about student writing at the tertiary level there has been little empirical research into the nature and extent of the problem in Australia. The writing skills of three samples of university students in different courses were assessed using the multiple choice English Skills Assessment (ESA) test, and two other measures developed by the researchers: a detailed error checklist and wholistic ratings. The error checklist was intended to supplement as well as complement the skills areas covered by the ESA. On average, students responded correctly to 86 per cent of the ESA test items and made a total of 21 errors per 1000 words when writing narrative. The checklist enabled the detection of important deficiencies in writing not identified by the ESA, particularly in some areas of punctuation and sentence structure. Some different emphases are indicated for the testing of writing skills at the university level.  相似文献   

Self-assessment to incite learning in higher education: developing ontological awareness     

Roseanna Bourke 《Assessment & Evaluation in Higher Education》2018,43(5):827-839

Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers. Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require additional competencies for learners to be work-ready. As a tool to develop learners’ metacognitive strategies, self-assessment challenges views around learning and assessment. The defined task that constitutes ‘self-assessment’ is considered for two key reasons. First, it is essentially a tool to reflect student-staff partnership in learning and assessment if students are positioned as agentic in the assessment process, and, second, it challenges the relationship between assessment and learning; no longer dichotomous, and more culturally relevant. This paper outlines the introduction of self-assessment over three years in a university postgraduate programme. Using cultural historical activity theory, a framework of analysis that recognises multiple networks of activity, the question ‘what constitutes a self-assessment task?’ is addressed. Results show that the development of self-assessment tasks needs to be considered in the learning-assessment nexus. While these forms of assessment initially unsettle students, they are designed to enable students to participate with an eye on their learning, not the grade.  相似文献   

对哈尔滨体育学院档案管理工作的几点思考     

王秀云  塔娜 《哈尔滨体育学院学报》2007,25(3)

本文紧紧围绕体育学院的特点,并通过一年多档案的工作、学习之后,对档案的原始性、信息性、知识性等档案属性有了一个正确的认识,客观分析了当前档案管理方面临的难点与问题,就学院档案现状条件、管理、难点与问题等几个方面谈点粗浅的看法,并有针对性地提出了加强学院档案管理科学化、规范化、制度化建设的思路。  相似文献   

常宁市铅锌冶化产业循环经济体系的构筑     

邓培红  唐清  张复兴  张春华  张少华 《衡阳师范学院学报》2014,(3):36-39

该文对常宁市铅锌产业的矿产、开采及二次资源现状进行了总结,并对其现有铅锌产业的优势和不足进行了分析。结合铅锌产业的特点,就常宁市铅锌产业循环发展提出了建议和思考。  相似文献   

Using activity theory to evaluate a professional learning and development initiative in the use of narrative assessment     

Roseanna Bourke  Mandia Mentis  John O’Neill 《Cambridge Journal of Education》2013,43(1):35-50

Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with ‘high’ and ‘very high’ learning needs. Using Cultural Historical Activity Theory (CHAT), the analysis showed how various tensions arose across the activity system of participants during the initiative. Tensions were associated with the roles of those involved, the narrative assessment approach, and the rules of the initiative. While the new narrative assessment approach resulted in benefits for the students and their parents, role conflict emerged in relation to established assessment approaches already used by the educators. It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change.  相似文献   

Discourses of inclusion in initial teacher education: Unravelling a New Zealand ‘number eight wire’ knot     

John O'Neill  Roseanna Bourke  Alison Kearney 《Teaching and Teacher Education》2009

Institutional politics and diversity of ideological positions create challenges for teaching staff with polarised beliefs about inclusive education. This paper provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education programme. The research focus is on the day-to-day practicalities of how teacher education programme reform is attempted, rather than abstract theories about how it should take place. First, the paper considers why an ‘inclusive education’ approach is problematic. Second, the case narrative approach is explained. Finally, examples from two years of programme development are discussed.  相似文献   

一种用于不同系统平台间XML格式元数据交换的实用方法   总被引：3，自引：0，他引：3  

洪重阳  李晨英  王雁  许岩青  塔娜 《现代图书情报技术》2005,21(8):16-19

以中国农业大学图书馆在数字化资源建设研究和实验过程遇到的XML格式元数据交换问题为例，归纳总结出了不同系统平台间XML格式元数据交换中需要注意的问题，并举例介绍了一种借助XSLT进行数据格式转换进而实现不同系统平台间XML格式元数据交换的实用方法。  相似文献   

新闻媒体信息传播在我国公共危机管理中的功能     

塔吉姑·卡德尔 《四川职业技术学院学报》2011,21(5):21-23

新闻媒体信息传播在我国公共危机管理中有重要的作用。文章认为,新闻媒体的信息传播具有信息速度快、覆盖面广、形象生动的特点,所以应充分利用其优势,发挥其在公共危机管理中的功能:报道新闻,传递信息;反映舆情,引导舆论;缓释舆论,坚定信心;传递知识,促进教育;提供平台,便于讨论;公共信息,加强监督。  相似文献   

技术增强的学习空间的特征与要素分析     

许亚锋  塔卫刚  张际平 《现代远距离教育》2015,(2):22-31

技术增强的学习空间是指为了激发学生的学习兴趣,支持师生间和学生之间的交互,鼓励学生参与,最终达到学生的深度学习而构建的用于学习的场所。它既是用于学习的物理空间与虚拟空间的有机耦合,又是包含了学习活动中各参与者心理作用的心理空间,还是由各种学习活动和事件构成的社会空间。技术增强的学习空间应该具备人性化、灵活性、交互性、智慧性、连续性五个基本特征,包括物理环境与服务、空间规划、陈设、信息技术四个构成要素。  相似文献