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Efficiency gains arising from the use of electronic marking tools that allow tutors to select comments from a statement bank are well documented, but how students use this type of feedback remains under explored. Natural science students (N = 161) were emailed feedback reports on a spreadsheet assessment that included an invitation to reply placed at different positions. Outcomes suggest that students either read feedback completely, or not at all. Although mean marks for repliers (M = 75.5%, N = 39) and non-repliers (M = 57.2%, N = 68) were significantly different (p < .01), these two groups possessed equivalent attendance records and similar submission rates and performances in a contemporaneous formatively assessed laboratory report. Notably, average marks for a follow-up summative laboratory report, using the same assessment criteria as the formative task, were 10% higher for students who replied to the original invite. It is concluded that the repliers represent a group of assessment literate students, and that statement bank feedback can foster learning: a simple ‘fire’ analogy for feedback is advanced that advocates high-quality information on progress (fuel) and a curricular atmosphere conducive to learning (oxygen). However, only if students are assessment literate (ignition) will feedback illuminate. 相似文献
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In Japan, the average span of human life is expanding rapidly and the gap in education between the elderly and the younger generation is becoming wider. Though local education authorities provide many courses for older groups, most of them are short and include too many subjects. Successful courses offer the elderly opportunities to learn about modern society in relation to their personal experiences. Kominkans (Citizens’ Public Halls) play an important role in enhancing co‐operative learning between generations. 相似文献
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John McIlroy 《International Journal of Lifelong Education》2013,32(1):27-59
The starting point for this paper is the current ambition in Norway and other countries to increase the rate of entry into higher education of mature students. Intransigency amongst suppliers of higher education on entry standards means that any such increase must involve a greater preparedness amongst adults to pursue access to higher education via participation in higher secondary education. The purpose of this paper is to improve our understanding of the preparedness of adults, or lack of it, to pursue access to higher education through participation in the examination‐based higher secondary education (HSE) for adults. In doing so we must confront the general underutilization of theory in research into participation in adult education coupled to the failure by researcher and theoretician alike to acknowledge the heterogeneity of the field. The article develops a conceptual framework of perspectives on participation in HSE for adults within which the core perspectives are derived from the prevailing theoretical approach to understanding participation in adult education, viz. the motivation‐barriers paradigm. We argue, however, that these perspectives are ultimately only of intermediary status, and that a conceptual framework that does not include their major causal antecedents would be overly reductionist. The framework contains therefore perspectives of a sociological character that not only shed light on the development of the necessary motivation for participation in HSE for adults, but that also seek to account for the structural forces that hinder participation. 相似文献
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John P. McIlroy de la Rosa Manuel Casares Porcel Patricia A. Warke 《Journal of Cultural Heritage》2013,14(4):346-353
The exposure of historic stone to processes of lichen-induced surface biomodification is determined, first and foremost, by the bioreceptivity of those surfaces to lichen colonization. As an important component of surface bioreceptivity, spatiotemporal variation in stone surface temperature plays a critical role in the spatial distribution of saxicolous lichen on historic stone structures, especially within seasonally hot environments. The ornate limestone and tufa stairwell of the Monastery of Cartuja (1516), Granada, Spain, exhibits significant aspect-related differences in lichen distribution. Lichen coverage and diurnal fluctuations in stone surface temperature on the stairwell were monitored and mapped, under anticyclonic conditions in summer and winter, using an infrared thermometer and Geographical Information Systems approach. This research suggests that it is not extreme high surface temperatures that determine the presence or absence of lichen coverage on stonework. Instead, average stone surface temperatures over the course of the year seem to play a critical role in determining whether or not surfaces are receptive to lichen colonization and subsequent biomodification. It is inferred that lichen, capable of surviving extreme surface temperatures during the Mediterranean summer in an ametabolic state, require a respite period of lower temperatures within which they can metabolize, grow and reproduce. The higher the average annual temperature a surface experiences, the shorter the respite period for any lichen potentially inhabiting that surface. A critical average temperature threshold of approximately 21 °C has been identified on the stairwell, with average stone surface temperatures greater than this generally inhibiting lichen colonization. A brief visual condition assessment between lichen-covered and lichen-free surfaces on the limestone sections of the stairwell suggests relative bioprotection induced by lichen coverage, with stonework quality and sharpness remaining more defined beneath lichen-covered surfaces. The methodology employed in this paper may have further applications in the monitoring and mapping of thermal stress fatigue on historic building materials. 相似文献
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Thad McIlroy 《Learned Publishing》2014,27(4):315-315
Print Culture, From Steam Press to Ebook Frances Robertson London and New York, Routledge, 2013, 168pp. ISBN 978‐0‐415‐57416‐7 (hbk) £70.00/$125.00; 978‐0‐415‐57417‐4 (pbk) £21.99/$39.95; 978‐0‐203‐14420‐6 (ebk) £21.99/$39.95 相似文献