Summary knowledge of results     

C D Gable  C H Shea  D L Wright 《Research quarterly for exercise and sport》1991,62(3):285-292

Summary knowledge of results (KR) involves delaying the presentation of KR until a predetermined number of trials has been completed. Schmidt, Young, Swinnen, and Shapiro (1989) found an optimal summary length of 15 trials (compared to 1, 5, and 10) and Schmidt, Lange, and Young (1990) found an optimum length of 5 trials (compared to 1, 10, and 15) for 1 and 2 kinematic degree of freedom timing tasks, respectively. Experiment 1 was designed to determine the optimal summary length for learning a simple isometric force production task. The results indicated better retention for the 16-trial summary than for 8- or 1-trial summaries. Experiment 2 was an initial attempt to determine the locus of the 16-trial summary effect. Specifically, Experiment 2 focused on the role played by both the information provided in the summary presentations and the practice per se of the first 14 trials in the 16-trial block. The results suggest KR is important to ensure response stability. However, it also appears important to restrict the subject's immediate utilization of KR. This latter requirement may potentially aid the parameterization process, resulting in a reduction in response bias.  相似文献   

Error detection processes during observational learning     

Badets A  Blandin Y  Wright DL  Shea CH 《Research quarterly for exercise and sport》2006,77(2):177-184

The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice.  相似文献   

Response from Gerard Guthrie     

Gerard Guthrie 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1980,26(4):445-449

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On the Non-discursive Nature of Competence     

Gerard  Lum 《Educational Philosophy and Theory》2004,36(5):485-496

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Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014     

Geraldine Mooney Simmie  Cathal de Paor  Jennifer Liston  John O’Shea 《Asia-Pacific Journal of Teacher Education》2017,45(5):505-519

This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers’ professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a transformative view of good teaching as an advanced specialised practice. A critical analysis was conducted, using a systematic literature review that yielded 14 peer-reviewed papers, to discursively position teachers’ professional learning and pinpoint questions for future study. Findings showed that while studies reported positive outcomes they were often atheoretical and framed within narrow chains of logic that neglected important strands, such as, teacher “knowledge-of-practice”. The study raises important questions not only about the positioning of beginning teachers’ professional learning but about meaningful professional learning for all teachers across the continuum of teacher education.  相似文献   

Transcultural Communicative Competence and the Growth of European Citizenship     

Gerard M. Willems 《欧洲师范教育杂志》1991,14(3):189-212

Les discussions concernant l'introduction de la dimension européenne dans l'éducation se concentrent trop souvent uniquement sur le role joué par les sciences sociales. Le role de l'enseignement des langues étrangères est peu reconnue et si elles sont mentionées dans ce contexte c'est souvent en dernier lieu. Ceci peut être causé par le contenu utilisé et la méthodologie appliquée dans la classe, mais cette négligeance n'est certainement pas justifiée. Cet article traite du rôle que joue l'enseignement des langues étrangères dans la formation des jeunes comme citoyens européens. Evidemment l'article contient des suggestions à la fois pour des changements dans le contenu et la méthodologie de l'enseignement des langues étrangères. L'article établit un lien entre la langue et la culture dans laquelle elle fonctionne et il suggère comme éléments centraux dans l'enseignement des langues la prise de conscience de l'alterité et les aptitudes linguistiques, pragmatiques et stratégiques qui sont nécessaires pour jeter un pont entre les écarts culturels qui séparent les peuples européens.

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The Effect of Various Factors on Standard Setting     

John J. Norcini  Judy A. Shea  D. Theresa Kanya 《Journal of Educational Measurement》1988,25(1):57-65

This paper reports two studies of standard setting using Angoff's method. Results of the first study suggest that specialization within broad content areas does not affect an expert's estimates of the performance of the borderline group. This is reassuring because the knowledge base of many professions is so large that no individual can be considered an expert in all aspects of it. Results of the second study support the recommendation that performance data be provided during the standard-setting process. They are frequently used by experts, but will not have an impact on the standard unless the distribution of item difficulties is skewed markedly. It also increases the correspondence between p-values and estimates of borderline group performance, thereby reducing errors in pass/fail decisions. Overall, the results support recommendations often made in standard-setting literature, but they need to be replicated with other groups of experts  相似文献   

Item Clusters and Computerized Adaptive Testing: A Case for Testlets     

Howard Wainer  Gerard L. Kiely 《Journal of Educational Measurement》1987,24(3):185-201

It is observed that many sorts of difficulties may preclude the uneventful construction of tests by a computerized algorithm, such as those currently in favor in Computerized Adaptive Testing (CAT). In this essay we discuss a number of these problems, as well as some possible avenues of solution. We conclude with the development of the "testlet," a bundle of items that can be arranged either hierarchically or linearly, thus maintaining the efficiency of an adaptive test while keeping the quality control of test construction that is possible currently only with careful expert scrutiny. Performance on the separate testlets is aggregated to yield ability estimates.  相似文献   

Integrating assessment tasks in a problem‐based learning environment   总被引：1，自引：0，他引：1  

David Gijbels  Gerard van de Watering  Filip Dochy 《Assessment & Evaluation in Higher Education》2005,30(1):73-86

The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem‐based learning environment. Both the influence on students' performances and students' perceptions were investigated. Students' final exam results were used to find out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi‐structured interviews were used to discover the most important concerns in students' and teachers' perceptions of the assessment tasks. The results indicate that making the assessment tasks had positive influence on the students' overall performance. From the questionnaires and interviews it appears that both the students and the teachers see the benefits of the assessment tasks. It is concluded that small steps in the change of the assessment system can result in relatively big changes in students' learning and results.  相似文献   

Climate Change Professional Development: Design,Implementation, and Initial Outcomes on Teacher Learning,Practice, and Student Beliefs     

Nicole A. Shea  Chrystalla Mouza  Andrea Drewes 《Journal of Science Teacher Education》2016,27(3):235-258

In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5–16) in teaching about climate change. The Climate Academy was designed around core elements of successful environmental professional development programs and aligned with practices advocated in benchmarked science standards. Data were collected from multiple sources including observations of professional development events, participants’ reflections on their learning, and collection of instructional units designed during the Academy. Data were also collected from a focal case study teacher in a middle school setting. Case study data included classroom observations, teacher interviews, and student beliefs toward climate change. Results indicated that the Climate Academy fostered increased learning among participants of both climate science content and pedagogical strategies for teaching about climate change. Additionally, results indicated that participants applied their new learning in the design of climate change instructional units. Finally, results from the case study indicated positive impacts on student beliefs and greater awareness about climate change. Results have implications for the design of professional development programs on climate change, a topic included for the first time in national standards.  相似文献