Improving the Measurement of Cognitive Skills Through Automated Conversations     

G. Tanner Jackson  Katherine E. Castellano  Debra Brockway  Blair Lehman 《Journal of Research on Technology in Education》2018,50(3):226-240

Open-ended, short-answer questions, referred to as constructed responses (CR), allow students to express knowledge and skills through their own words. While CRs can reduce the likelihood of guessing correct answers, they also enable students to provide errant responses due to a lack of knowledge or a misunderstanding of the question. Conversation-based assessments (CBAs) require constructing responses to open-ended prompts (similar to CRs), but also leverage natural-language processing to provide adaptive follow-up prompts that target particular information. This work describes an investigation into potential benefits of CBAs as they are compared to a CR approach. Results from 632 middle schoolers indicate that, when compared to CRs, the CBA items allowed 41% of students to provide a more complete response and improve their score.  相似文献   

Increasing access to college: An educational mistake     

Jackson Toby 《Academic Questions》2002,15(2):46-52

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Research planning and management in non-traditional research discipline areas     

Profesor Margaret Jackson  Rosemary O'Connor 《Tertiary Education and Management》1996,2(1):41-51

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Why should I be grateful? The morality of gratitude in contexts marked by injustice     

Liz Jackson 《Journal of moral education》2016,45(3):276-290

In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This article focuses on whether gratitude should be regarded as morally ideal, praiseworthy or expected in contexts marked by social inequity and injustice. It considers competing articulations of gratitude in philosophical and psychological research and how gratitude can be conceived in some cases as praiseworthy and in others as potentially problematic. Finally, it considers the implications of a multipronged view of gratitude for teaching for and about gratitude in social justice education.  相似文献   

Tablet computers in Philippine public schools: school-level factors that influence technology management and use     

Jedaiah Joel Lumagbas  Wally Smith  Esther Care  Claire Scoular 《Technology, Pedagogy and Education》2019,28(1):73-89

Many developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools.  相似文献   

A study of low-literate adults: Personal,environmental and program considerations     

Nancy Taylor  Peggy Wade Ph.D. Candidate  Irene Blum  Laurie Goold  Shirley Jackson 《The Urban Review》1980,12(2):69-77

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Evidencing student success and career outcomes among business and creative industries graduates     

Denise Jackson  Ruth Bridgstock 《Journal of Higher Education Policy & Management》2019,41(5):451-467

ABSTRACT

The teaching performance of higher education institutions is increasingly gauged by graduate employment outcomes. Measuring outcomes in full-time employment terms does not capture the complexities of underemployment, the rise of portfolio careers, the constraints of the labour market and graduate motivations for working arrangements that can allow greater flexibility and work-life balance. This study explores the career outcomes of Business and Creative Industries graduates using both traditional measures (full-time employment outcomes) and a suite of broader measures that examine career satisfaction, perceived employability, perceived career success, underemployment, and graduate motivations for seeking new roles. Findings confirm disciplinary differences in graduate experience, and raise some broad concerns about the quality of graduate employment, particularly given the lack of improvement in outcomes over time since course completion. Findings suggest graduates are optimistic about their career futures, despite unmet expectations – particularly on income.  相似文献   

Influences on Computer‐based Problem Solving: help facilities,intrinsic orientation,gender and home computing     

David J. Messer  Anita Jackson  Mazahir Mohamedali 《教育心理学》1987,7(1):33-46

Abstract Microcomputer aided instruction often provides pupils with a means of obtaining assistance. The findings of an initial study suggested that experience on a microcomputer task with a help facility does not necessarily lead to improved performance. The frequent use of a help facility was associated with poorer concurrent performance and was associated with poorer performance when the help facility was no longer available. The possibility that the effects of the help facility were confounded by other variables led to a second controlled investigation of this issue. This experiment confirmed that a help facility was of no significant benefit and appeared to interfere with some aspects of the pupils’ performance. The initial investigation also examined other sources of influence on computer‐based problem solving. It was found that, as predicted, pupils with an intrinsic orientation tended to use a help facility less and to choose more difficult problems. However, pupils who were intrinsically orientated were not found to be any better at computer‐based problem solving than pupils who were less intrinsically orientated. Finally, no differences were found in computer‐based problem solving according to gender or the pupils’ access to home computers.  相似文献   

The influence of Work-Integrated Learning and paid work during studies on graduate employment and underemployment     

Denise Jackson  David Collings 《Higher Education》2018,76(3):403-425

To enhance employability and improve the career prospects of graduating students, this study explores the influence of practical experience on graduate employment outcomes in an Australian setting. To develop our understanding of the relative benefit of different forms of practical experience, the study evaluates the influence of both Work-Integrated Learning (WIL) and paid work in the final year of study on graduate employment and underemployment. Two samples are used, N?=?628 and N?=?237, to evaluate institutional data on practical experience combined with national data on graduate employment outcomes. Findings indicate that participating in WIL does not produce an increase in full-time employment rates. There is some evidence to suggest that it could lead to higher quality, relevant employment in both the short and long term. Paid employment during the final year of undergraduate study produced higher full-time employment rates, but had little effect on underemployment. Findings will help to inform stakeholders of the relative benefit of curricular and extra-curricular work experience and contribute to the dearth of empirical evidence on the value of activities designed to improve graduate employment prospects. This is particularly important given growth in the supply of graduates, concerns for credentialism, soft graduate labour markets and global economic weakening.  相似文献   

Copyright and you     

Esther Sinofsky 《TechTrends》1996,41(3):40-40

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