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MARGARET E. S. FORREST 《Health information and libraries journal》1998,15(4):267-278
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ANGELO S. BOLEA DONALD W. FELKER MARGARET D. BARNES 《Journal of Educational Measurement》1971,8(3):223-224
Described is a scale of self-concept that does not require reading and can be group administered to children in K-4. 相似文献
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Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes 总被引：1，自引：7，他引：1
CHRIS RUST MARGARET PRICE BERRY O'DONOVAN 《Assessment & Evaluation in Higher Education》2003,28(2):147-164
This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly through such an intervention, and that this improvement may last over time and be transferable, at least within similar contexts. This work is a development within a longer and ongoing research project into criterion-referenced assessment tools and processes which has been undertaken in the pursuit of a conceptually sound and functional assessment framework that would promote and encourage common standards of assessment; that project is also summarised. 相似文献
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L. DiANNE BORDERS MARGARET L. FONG GREG J. NEIMEYER 《Counselor Education & Supervision》1986,26(1):36-49
Several current models of counseling supervision provide an outline of the developmental stages of counseling students' growth in conceptual and behavioral skills. Research based on these models, however, has grouped students by experience level rather than by developmental level. In this study the authors investigated the relationship of 63 counseling students' level of ego development and level of experience with their perceptions of clients. Analysis of structural complexity and content of students' perceptions of eight actual clients and their level of ego development revealed no significant main effects or interaction of either ego level or experience level on the structural complexity of client perceptions. Students at high ego levels described their clients more frequently in interactional terms than did those at low ego levels. 相似文献
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