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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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SHAW ROBERT E. EFFKEN JUDITH A. FAJEN BRETT R. GARRETT STEVEN R. MORRIS ANTHONY 《Instructional Science》1997,25(2):151-166
In this paper, we propose a theoretical framework for designing on-line situated assessment tools for multimedia instructional systems. Based on an ecological psychology approach to situated learning, a graph theoretic methodology is applied to monitor students' performance (solution paths) throughout the learning activity. Deviation of the student's path from the target (expert) path generates indicators which can function as alerts to the student and to the instructor. The information collected in the dribble files and presented visually enables the instructor to identify problems quickly and intervene appropriately. The feasibility of the methodology is explored in case studies describing three instructional systems that teach (1) critical thinking and problem-solving skills, (2) principles of hemodynamic monitoring and treatment, and (3) orthodontic treatment, respectively. 相似文献
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The study outlined here was an attempt to investigate the effectiveness of using the Phono‐Graphix reading programme with a group of four struggling readers/non‐readers. The children selected were in Primary 2 and had already had one‐and‐a‐half years of mixed reading instruction strategies – primarily Jolly Phonics with a ‘look and say’ approach. The children were taught in twice weekly ‘pull out’ sessions in addition to learning with their peers in their normal, daily classroom lessons. Results showed that they had improved in all literacy sub‐skills being assessed. Two of them also improved on standardised assessments. All children were observed to be reading (and spelling) more accurately than at the beginning of the project. 相似文献
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TRACY D. BALDO BASILIA C. SOFTAS-NALL SARAH F. SHAW 《Counselor Education & Supervision》1997,36(3):245-253
The purpose of this article is to present a student review and retention policy for counselor education programs as an alternative to Frame and Stevens-Smith's (1995) dismissal process. 相似文献
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