What makes marking reliable? Experiments with UK examinations   总被引：2，自引：0，他引：2  

Jo‐Anne Baird  John F. Bell 《Assessment in Education: Principles, Policy & Practice》2004,11(3):331-348

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The information requirements and information-seeking behaviours of health and social care professionals providing care to children with health care needs: a pilot study     

Jackson R  Baird W  Davis-Reynolds L  Smith C  Blackburn S  Allsebrook J 《Health information and libraries journal》2007,24(2):95-102

OBJECTIVES: The objectives of this work were to identify the sources of information currently received, information-seeking behaviours, information requirements and preferences for future information provision amongst health and social care professionals providing care to children with health care needs. METHODS: Data were collected using a cross-sectional postal questionnaire survey. RESULTS: A wide range of information resources was reported as being available to professionals. However, a large proportion of respondents found it necessary to perform additional searches for information, suggesting that current resources were not satisfying their needs. The majority of professionals reported a preference for electronic formats, whilst a smaller proportion preferred hard copy materials. Participants promoted the use of informal networks as a means of support and exchange of information. CONCLUSION: Supplementing the information that is provided in electronic and hard copy formats, by enhancing informal networks, may be the most effective way of meeting the information needs of this group of professionals.  相似文献   

The Role of the Reading Specialist: It's Not Just Teaching Students to Read     

R. Baird Shuntan 《The Educational forum》2013,77(2)

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Successfully adapting to change     

James R. Baird 《TechTrends》1989,34(5):36-39

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Beyond the Rhetoric: A framework for evaluating improvements to the student experience     

Jeanette Baird  George Gordon 《Tertiary Education and Management》2013,19(3):193-207

A framework is described to assist institutions in evaluating the extent to which activities described as “quality improvements” or “quality enhancements” are likely to directly improve the student experience. The framework classifies ways of improving the student experience into “coaching improvements”, “umpiring improvements”, and “facilities improvements”, while also considering the location of improvements along a “risk avoidance—quality assurance—quality enhancement” continuum. The utility of this framework is explored through case studies of sector‐wide initiatives in Scotland and Australia. If used to stimulate internal discussion, the framework can help institutions to better balance their efforts to improve the student experience.  相似文献   

Accountability of university governing bodies in Australia: Issues for proponents of corporate models     

Jeanette Baird 《Tertiary Education and Management》2013,19(1):72-82

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Applying the Own it,Learn it,Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person     

Baird  Timothy D. 《Educational technology research and development : ETR & D》2021,69(1):105-108

This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chance-taking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT.

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Static and dynamic behavior of concrete slabs reinforced with chemically reactive enamel-coated steel bars and fibers     

Dong-ming Yan  Shi-kun Chen  Gen-da Chen  Jason Baird 《浙江大学学报(A卷英文版)》2016,17(5):366-377

In this study, the effect of steel fibers coated with chemically reactive enamel (CRE) on the system response of concrete structures with reinforcing bars has been investigated for the first time. In particular, the ultimate strength, ductility, and failure mechanism of 24 reinforced concrete slabs were experimentally characterized under static and blast loads. CRE coating applied on steel bars reduced the crater area of slabs under blast loads by up to 20%; it slightly increased the strength of slabs and significantly reduced the strength degradation of slabs when increasingly deflected under static loads, making the slabs more ductile. CRE coating applied on steel fibers increased the strength of slabs by up to 16% under static loads. The influence of CRE coating applied on both steel fibers and bars may be taken into account by introducing a coating factor in the range of 0.57<β<1.0 in the American Concrete Institute (ACI) development length equation.  相似文献   

Quality: What Should Make Higher Education ‘Higher'?     

John R. Baird 《高等教育研究与发展》1988,7(2):141-152

This article addresses what ‘quality’ in education is, and should be. Findings published previously in this journal and elsewhere are drawn together to consider the notion of quality and conditions for its improvement. It is argued that quality in education relates to development of intellectual independence. Both a focus (enhanced metacognition) and a method (Collaborative Action Research) for improving quality are presented. It is argued further that secondary and tertiary education should differ only in the extent of students’ development towards the desired goal. Accordingly, institutions of higher education must take the lead in fostering improvement in quality of education at all levels.  相似文献   

Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland     

Jo-Anne Baird  Daniel H. Caro  Therese N. Hopfenbeck 《Irish Educational Studies》2016,35(4):361-379

Entirely predictable examinations are ones for which the questions are known in advance. Some assessments are designed this way, but in public examinations, predictability is subtler. Students familiarise themselves with the requirements broadly: likely topics that will come up, question formats and how to maximise their marks. If students can predict what they have to do, they can memorise performances, such as essays, and restrict their learning to fit only with examination requirements. The danger is that this focus could undermine curriculum aims. Further, examinations that are overly predictable might produce results that do not generalise to other performances or have predictive validity. This paper presents part of a broader project investigating whether the Higher Level Irish Leaving Certificate (LC) examinations were too predictable. Here, the development of a rating scale for students’ views of examination predictability is described. Data were collected from 1002 Irish LC students taking higher level examinations in biology (n?=?536), English (n?=?749) and geography (n?=?387). Students’ views on predictability of the examination could be grouped consistently across subject areas into three factors: valuable learning, predictability and narrowing of the curriculum. Belief that narrowing of the curriculum was a good examination preparation tactic had a negative relationship with examination scores and perceived learning value of examinations was positively associated with students’ scores in biology and English. These findings indicate that the scoring system rewards students who believe they must study the discipline broadly.  相似文献