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1.
Jordan L. Neus 《Assessment & Evaluation in Higher Education》2011,36(3):301-314
Peer assessment has been gaining significant ground as a means of fostering an environment of accountability and responsibility for group projects in higher education. A popular peer assessment method assigns individual grades via a linear relationship to peer assessment scores. Using this method, a group member who receives his or her group’s average peer assessment score is assigned the instructor‐given group grade; the group member who receives a total peer assessment score of zero is assigned an individual grade of zero. Unfortunately, applying this method often requires time‐consuming exploratory data analysis because of the potential for the method to yield a high spread of grades, including grades over 100%. The present study proposes a modification, which accounts for the degree of student agreement. When the modified procedure results in a change from the group grade, the direction of change is always the same, but with smaller magnitude, requiring less subsequent data analysis and instructor time demands. Easy‐to‐modify SAS code for applying the method is presented in the Appendix. 相似文献
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Begoña Oliveras Conxita Márquez Neus Sanmartí 《International Journal of Science Education》2013,35(6):885-905
The aim of this research is to identify the difficulties experienced by secondary school students (aged 15–16) with the critical reading of newspaper articles with scientific content. Two newspaper critical reading activities in relation to the study of various scientific contents were designed and carried out in two schools (61 students in total), one with a student population from a medium to high social and economic bracket and the other with students from a medium to low social and economic bracket. These activities were designed taking into account the phases of the reading process: before, during and after reading. In order to analyse the difficulties ‘Elements of science critical reading’ were identified on the basis of the ‘Elements of reasoning’ of Paul and Elder and the categories proposed by Bartz C.R.I.T.I.C. questionnaire and a scale was drawn up. The results show that the activities designed were useful in helping students to read critically. We also rated very positively the instrument created to assess the students' answers: the scale based on the performance indicators of Paul and Elder. This instrument enabled us to detect the aspects of critical thinking where students have the most difficulties: identifying the writer's purpose and looking for evidence in a text. It was also shown that the stance taken in the articles also had an influence on the results. 相似文献
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Neus Evans Hilary Whitehouse Margaret Gooch 《The Journal of environmental education》2013,44(2):121-138
There are many documented barriers to implementing school-based sustainability. This article examines a) the barriers faced by principals and staff in two regional primary schools in Far North Queensland, Australia, well known for their exemplary practice, and b) ways the barriers were overcome. Through interviews conducted with principals and key staff, the authors found lack of time, direct funding for innovation, teacher conceptual understanding, resistance from some fellow staff to sustainability education, and being positioned as a “greenie” were presented as barriers to effective practice. The research reveals how innovation, determination, trust, and active principal support enabled the teachers to push ahead. Other educators experiencing difficulties with implementing sustainability education will likely find the discussion useful. 相似文献
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Polychronicity is the natural tendency or preference for structuring time that has an influence on people’s behaviors. Highly polychronic individuals are involved in everything, doing many things at once because they value human relationships and interactions over arbitrary schedules and appointments. In contrast, highly monochronic individuals focus on one thing at a time, perceive other events as interruptions, and stress a high degree of scheduling, and promptness in meeting obligations and attending appointments. Although time is an important variable in educational contexts, and in particular in online learning, there is a lack of studies on polychronicity in educational research. This article reviews, summarizes, and extends the literature on polychronicity conceptualization and assessment; it discusses the limitations of the results and offers a multidimensional proposal for a polychronicity construct. Finally, the implications of students’ time differences and their impact on instructional situations are discussed. 相似文献
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This paper investigates the citation impact of three large geographical areas – the U.S., the European Union (EU), and the rest of the world (RW) – at different aggregation levels. The difficulty is that 42% of the 3.6 million articles in our Thomson Scientific dataset are assigned to several sub-fields among a set of 219 Web of Science categories. We follow a multiplicative approach in which every article is wholly counted as many times as it appears at each aggregation level. We compute the crown indicator and the Mean Normalized Citation Score (MNCS) using for the first time sub-field normalization procedures for the multiplicative case. We also compute a third indicator that does not correct for differences in citation practices across sub-fields. It is found that: (1) No geographical area is systematically favored (or penalized) by any of the two normalized indicators. (2) According to the MNCS, only in six out of 80 disciplines – but in none of 20 fields – is the EU ahead of the U.S. In contrast, the normalized U.S./EU gap is greater than 20% in 44 disciplines, 13 fields, and for all sciences as a whole. The dominance of the EU over the RW is even greater. (3) The U.S. appears to devote relatively more – and the RW less – publication effort to sub-fields with a high mean citation rate, which explains why the U.S./EU and EU/RW gaps for all sciences as a whole increase by 4.5 and 5.6 percentage points in the un-normalized case. The results with a fractional approach are very similar indeed. 相似文献
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Ingrid Martorell Marc Medrano Cristian Solé Neus Vila Luisa F. Cabeza 《Educational gerontology》2013,39(8):712-731
With the increasing number of older people in the world and their interest in education, universities play an important role in providing effective learning methodologies. This paper presents a new instructional methodology implementing inquiry-based learning (IBL) in two courses focused on alternative energies in the Program for Older People at the University of Lleida (UdL) in Spain. The instructional methodology is evaluated and results are discussed after two years of studies. The instructional methodology presented in this paper helped students to build and reinforce scientific skills and knowledge construction. This work may have potential relevance to other instructors involved in adult education. 相似文献
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Marta Ramon-Casas Neus Nuño Ferran Pons Toni Cunillera 《Assessment & Evaluation in Higher Education》2019,44(5):653-663
This article presents an empirical evaluation of the validity and reliability of a peer-assessment activity to improve academic writing competences. Specifically, we explored a large group of psychology undergraduate students with different initial writing skills. Participants (n?=?365) produced two different essays, which were evaluated by their course peers and professors using a specific grading instrument (rubric). The validity of the task was demonstrated by a high inter-grader agreement and a strong degree of consistency between the ratings of the peers and professors. Although all students did not improve their writing skills between their first and second essays, the peer-assessment activity enhanced the writing abilities of low but not high-achieving participants. The pedagogical implications of these results are discussed. 相似文献
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The ideas used by some 13 year old pupils to explain the properties of substances and their changes are analysed and discussed in this paper. A significant number of pupils use explanations which have been categorised as substantialisation of properties. This categorisation has been justified in this paper on the basis of a study of the history of science. An analysis of the consistency with which students use this type of explanation, and factors favouring its use, has been carried out. 相似文献
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Environmental education programmes can only deal with some of the environmental issues that people face through their life. People will need, therefore, to transfer learning to new situations. In this article factors that could foster transfer are identified, and collected in a model. This model suggests that work in environmental education should be relevant, started by exploring the previous knowledge of those who learn in order to carry out a new learning process valid for resolving authentic environmental problems, and practising the application of what has been learnt to different cases. It also suggests that related content fields should be consciously used: culture, valuation, performance, reasoning, and communication. In each field resources of different cognitive scope, belonging to specific domains, general domains, and meta‐domain, have been identified. The model appears to be interesting for the theoretical development of environmental education, and could also facilitate the design of tools to analyse, improve and create proposals in this area. 相似文献