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David W. Holmes Madoc Sheehan Melanie Birks John Smithson 《European Journal of Engineering Education》2018,43(1):126-143
Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement. 相似文献
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The localization,diagnostic, and monitoring functions of student ratings in a model for improving university teaching 总被引：1，自引：0，他引：1
Daniel S. Sheehan 《Instructional Science》1976,5(1):77-91
A diversity of student questionnaires are used by colleges and universities to provide data on faculty teaching performance. Yet the purposes for collecting this data are frequently unclear, and at times superficial. Rarely is student rating data used as a tool to improve faculty teaching. A more relevant approach incorporates a variety of types of student ratings into a model for improving university teaching. One type of student rating data is used to identify broad instructional problem areas. Another type pinpoints probable causes and solutions for the instructional problems. Instructional improvement procedures are designed on the basis of this data. A third type of student rating data evaluates the instructional improvement procedures and indicates when modifications are needed. In addition to these three types of student ratings, and the generation of appropriate questionnaires, this paper presents an overview of the teaching improvement model and discusses its effectiveness. 相似文献
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Kathleen M. Sheehan 《Educational Measurement》2017,36(4):35-43
Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students’ responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed. 相似文献
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Peter W. Sheehan 《Higher Education》1993,25(4):377-378
Shifts in procedures of the Research Grants Committee of the ARC are surveyed in the light of the major conclusion of Wood, Meek and Harman that the ARC should examine its procedures for assessment closely, frustrations being undoubtedly accentuated when resources are awarded in a highly competitive funding environment. Their paper is updated in the light of procedures that are now in place and attention is drawn to important changes planned for the future. 相似文献
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Kathleen M. Sheehan 《Journal of Educational Measurement》1997,34(4):333-352
A new procedure for generating instructionally relevant diagnostic feedback is proposed. The approach involves first constructing a strong model of student proficiency and then testing whether individual students' observed item response vectors are consistent with that model. Diagnoses are specified in terms of the combinations of skills needed to score at increasingly higher levels on a test's reported score scale. The approach is applied to the problem of developing diagnostic feedback for the SAT I Verbal Reasoning test. Using a variation of Wright's (1977) person-fit statistic, it is shown that the estimated proficiency mode accounts for 91% of the "explainable" variation in students' observed item response vectors. 相似文献
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OBJECTIVE: Child abuse in the context of legal and de facto marital breakdown has received little attention internationally. Many believe it does not exist in this context and regard it as just a "gambit in the divorce wars." Recently, however, family courts in a number of countries have become concerned over the management of child abuse allegations in custody and access cases, known more commonly now as residence and contact cases. This article presents a unique research study, which investigated how the Family Court of Australia dealt with such cases. The study, covering all forms of child abuse, sought to discover who were the families bringing these problems to family courts, what precisely the abuse was and how the courts dealt with it. METHOD: The study reviewed court records of some 200 families where child abuse allegations had been made in custody and access disputes in jurisdictions in two states, observed court proceedings and interviewed court and related services' staff. RESULTS: The findings showed that these cases had become a core component of the court's workload without any public or professional awareness of this change, that the abuse was real, that it was severe and serious, and that the courts and child protection services did not provide appropriate services to the families. CONCLUSION: A new specialized intervention system was developed based on the research and it is now being trialed and evaluated. The new intervention system contains features derived from the research findings that may be suitable internationally for implementation. 相似文献
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The Survey of Young Adult Literacy conducted in 1985 by the National Assessment of Educational Progress included 63 items that elicited skills in acquiring and using information from written documents. These items were analyzed using two different models: (1) a qualitative cognitive model, which characterized items in terms of the processing tasks they required, and (2) an item response theory (IRT) model, which characterized items difficulties and respondents' proficiencies simply by tendencies toward correct response. This paper demonstrates how a generalization of Fischer and Seheibleehner's Linear Logistic Test Model can be used to integrate information from the cognitive analysis into the IRT analysis, providing a foundation for subsequent item construction, test development, and diagnosis of individuals skill deficiencies. 相似文献
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Bernard S. Sheehan 《Research in higher education》1984,20(2):193-210
In order to explore possible impacts of changing information technology on the role of the decision support intermediary, that is, the institutional research analyst, three institutional research foundations, measurement, human information processing, and decision support technology are examined. The results of surveys of institutional research directors at Canadian and United States universities indicate high levels of information technology implementation including perceptible use of decision support systems on at least one-third of the campuses. The paper concludes that the role of the intermediary is probably not threatened by existing information technology but that the intermediary should expand traditional activities to include aid for management's user-driven computing for decision support.Presented at the 23rd Annual Forum of the Association for Institutional Research, Toronto, May 1983. 相似文献