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A task specification chart (TSC) that integrates the content facets and the procedural steps of a specified task is suggested as a tool for designing a test and for interpreting its results. An instructional unit for adding and subtracting fractions was used to demonstrate the design and application of the TSC. To evaluate its efficacy, a test based on the TSC was administered to two independent samples. Accounts of the variance of item difficulty indices and errors in students' responses were used as the criteria for this evaluation. The results indicated that a very high percentage of variance in item difficulty indices was accounted for by item characteristics representing different task components. The typology of errors constructed on the basis of the TSC proved to be an efficient tool for identifying erroneous rules of operation underlying students' response patterns on the test. 相似文献
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This study examined the association between students' approaches to learning and stages of reflective thinking. The revised version of the Study Process Questionnaire was used to measure deep and surface approaches to learning and the Reflection Questionnaire was used to distinguish four stages of reflective and nonreflective thinking. Both questionnaires were completed by 402 undergraduates from all years of study from a health science faculty in a university in Hong Kong. Confirmatory factor analysis was used to test possible associations. The results showed that only the habitual action scale correlated significantly to surface approach to learning. Understanding, reflection and critical reflection correlated with deep approach but had no correlation to surface approach. Understanding, reflection and critical reflection correspond to the use of a deep approach with increasing levels of meaningful personal assimilation. These findings provide evidence of close association between approaches to learning and stages of reflection upon practice. The results also provide evidence for the convergent validity of both questionnaires. 相似文献
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