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1.
The thesis that low grades cause college students to give up receives some support from early psychological research and from current reinforcement theories. In the present study the effects on subsequent grades of low, average, and high first exam grades were investigated for 192 students in a traditional grading system and fifty-four students in a pass-fail grading system. When regression effects were eliminated, it was found that students receiving D’s and F’s dropped out significantly more than other students, but low graded students who continued the course did better on a later exam. Relative to others, students receiving A’s on the first exam did significantly better on a second exam. Students on the pass-fail system did not show any significant effects from first exam grades, but overall they received significantly lower grades than those on the traditional grading system. The results, though inconclusive, support grading systems which minimize low grades and maximize high grades. 相似文献
2.
Robert Bridgham 《科学教学研究杂志》1972,9(4):331-343
A proposed model of the effects of ease of grading in science on enrollments is tested with data gathered in 27 high schools. Grades were transcribed for students in the 1968 graduating class; they were coded A = 7, B+ = 6, B = 5, …, F = 0. East of grading was calculated for each science teacher and course in each school. In addition the proportion of non-senior students who moved from one science to the next in the typical sequence was determined. Analyses of variance indicated that teachers were the major distinguishable source of variance in ease of grading. Analysis of teachers' ease of grading indicated that female students were graded more severely than male students, and grading in the physical sciences was more severe than grading in biology. Analyses of the effects of ease of grading on students' transitions from course to course indicated that experienced ease or severity of grading was more important for female students than for male students, while anticipated ease or severity of grading was important for all transitions, except that of male students into physics. These results are taken as evidence supporting the first three propositions of the model, though it appears that some modification to account for sex differences will be appropriate. Estimates from the data suggest that an increase in science enrollments of practical significance would follow an effort to bring science grades to “par” with other academic grades. Finally it is noted that efforts to achieve effective general education in the sciences through attention to grading practices alone will probably be inadequate. 相似文献
3.
Pigeons were trained to choose between colored lights (A, B, C, and D), first in a two-pair ambiguouscue problem (A+B?, B+C?), and then, with all colors nondifferentially reinforced, in a three-pair loop problem (A+B?, B+C?, C+A?) followed by a four-pair loop problem (A+B?, B+D?, D+C?, C+A?). Systematic efforts were made to simulate the data with a variety of models incorporating one or another of three conceptions of stimulus compounding prominent in the literature on compound conditioning. One conception is that the components of a compound stimulus are altered by interaction; the second is that they are not altered, but only supplemented with a new (compound-unique) component generated in the interaction; and the third is that the components entirely disappear in a configurational transformation. The ambiguous-cue data could be simulated accurately with each of the models, but the loop data with none of them. A convincing explanation of performance in loop problems remains to be found. 相似文献
4.
Problematic assessment and intervention issues present substantial challenges when making educational decisions for deaf or hard of hearing (D/HH) students who are experiencing reading difficulties. These students present a diverse set of language acquisition skills, hearing ability, and orientation to early school learning activities that are different from the hearing student population. Given the importance of selecting assessment approaches that lead to effective interventions for D/HH students, three assessment procedures for identification of at‐risk children and learning disabilities within the D/HH population are examined. Assessments reviewed are teacher referral, norm‐referenced testing, and student response to intervention. Challenges to each process and the need for additional assessment and empirically validated treatment options are discussed. Finally, a case example is presented to illustrate a framework that may help school psychologists promote early identification of learning problems and outline interventions that meets a D/HH child's unique needs by focusing on reading outcomes in the curriculum. © 2008 Wiley Periodicals, Inc. 相似文献
5.
Lisa Emerson Bruce MacKay 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):727-735
To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper‐based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre‐lesson questionnaire, and after the lessons completed another questionnaire plus the NASA‐TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning. 相似文献
6.
Minimal procedures for the demonstration of transitive inference (TI) in animals have involved the training of four simultaneous discriminations: for example, A+B?, B+C?, C+D?, and D+E?, followed by the demonstration of a preference for B over D on test trials. In Experiment 1, we found that TI in pigeons can be found with successive training involving A+B?, B+C?, A+C?, C+D?, D+E?, C+E?, and A+E?. In Experiment 2, we found that demonstration of TI did not require inclusion of experience with the nonadjacent stimulus pairs (A+C?, C+E?, A+E?). Experiment 3 provided a test of value transfer theory (VTT; Fersen, Wynne, Delius, & Staddon, 1991). When pigeons were trained with stimulus pairs that did not permit the transitive ordering of stimuli, but did permit the differential transfer of value (e.g., A+B?, C?E+, C+D?, & A+E?), preference for B over D was still found. Analyses of the relation between direct experiences with reinforced and nonreinforced responding and stimulus preferences on test trials failed to support a reinforcement-history account of TI. 相似文献
7.
This project identified key issues concerning participation of deaf and hard-of-hearing (D/HH) students in regular (mainstream) classes. In one study, qualitative data were collected from 40 participants in focus groups consisting of interpreters, teachers of the deaf, and notetakers. In a second study, repeated field observations were made of four elementary-level D/HH students who were participating in small-group learning activities with hearing classmates. Focus group comments indicated that regular classroom teachers, interpreters, teachers of the deaf, hearing classmates, and D/HH students contribute to active participation by the D/HH student. Focus groups identified specific barriers that interfered with participation of each of these groups of individuals, and they also identified specific strategies to facilitate participation. Qualitative analyses of field observation data yielded results consistent with the comments collected from the focus groups participants. The observations identified accommodations that regular classroom teachers, teachers of the deaf, and interpreters can make to promote integration of the D/HH student. A summary synthesis of the data presents 16 specific strategies for overcoming barriers to participation. 相似文献
8.
Diane H. Sonnenwald Bin Li 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):419-431
Scientific collaboratories hold the promise of providing students access to specialized scientific instruments, data and experts, enabling learning opportunities perhaps otherwise not available. However, evaluation of scientific collaboratories in higher education has lagged behind their development. We conducted a repeated‐measures study that provided data regarding social interaction learning styles and perceptions of a scientific collaboratory system from 40 university science students working face‐to‐face and remotely. Students with a strong competitive learning style preference or who worked with a student with a strong competitive learning style reported a slightly more positive perception of the relative advantage, compatibility and complexity of the collaboratory system. Students with a strong individualistic learning style preference or who worked with a student with a strong individualistic learning style reported a more negative perception of the observability of the system. No relationships were found between students’ cooperative learning style preference and their perceptions of the system after using it face‐to‐face or remotely. 相似文献
9.
William W. Swart Kenneth R. MacLeod 《Decision Sciences Journal of Innovative Education》2020,18(1):119-137
We show how the principles of flipped learning that have been successfully applied to analytics classes taught face‐to‐face (F2F) at the undergraduate and graduate levels were emulated in corresponding online classes. Student satisfaction in the online flipped analytics classes was compared to student satisfaction in the F2F flipped analytics classes. Data were collected between the Spring 2016 and Fall 2018 semesters and involved two instructors with a sample of 726 students. The results of an independent samples t‐test showed that there was no significant difference in satisfaction between the online and F2F offerings. A binary logistics regression analysis on the data revealed that whether the flipped course was taught F2F or online had no significant effect on students recommending the course to their peers. The results suggest that flipped learning is transferrable to online analytics courses and yields student satisfaction at par with equivalent F2F flipped courses. 相似文献
10.
In higher education, students are exposed to regular feedback about their performance, and a prominent aspect of students’ attention to feedback concerns the extent to which grades are consistent with what a student has expected to receive. Any discrepancies that arise can result in negative justice perceptions, which research has shown are associated with negative cognitive, emotional and behavioral consequences. However the extent of, and consequences of, these negative justice perceptions within the learning process have gone largely unexplored. This study investigates the relationship between expectation/performance discrepancies, justice perceptions, student satisfaction and self‐efficacy. In particular, we found an interaction between the grade received and negative justice perceptions; poor performers with negative justice perceptions were more likely to have lower subsequent self‐efficacy and satisfaction than those who did not have injustice perceptions. However, self‐efficacy rose for those who had negative justice perceptions if they also received moderate to high performance feedback. The results reflect the complexity of cognitive and behavioral responses to performance feedback. Implications for grading and recommendations for reducing injustice perceptions are discussed. 相似文献
11.
April Richardson‐Hatcher Matthew Hazzard German Ramirez‐Yanez 《Anatomical sciences education》2014,7(6):469-478
Visualization of the complex courses of the cranial nerves by students in the health‐related professions is challenging through either diagrams in books or plastic models in the gross laboratory. Furthermore, dissection of the cranial nerves in the gross laboratory is an extremely meticulous task. Teaching and learning the cranial nerve pathways is difficult using two‐dimensional (2D) illustrations alone. Three‐dimensional (3D) models aid the teacher in describing intricate and complex anatomical structures and help students visualize them. The study of the cranial nerves can be supplemented with 3D, which permits the students to fully visualize their distribution within the craniofacial complex. This article describes the construction and usage of a virtual anatomy platform in Second Life?, which contains 3D models of the cranial nerves III, V, VII, and IX. The Cranial Nerve Skywalk features select cranial nerves and the associated autonomic pathways in an immersive online environment. This teaching supplement was introduced to groups of pre‐healthcare professional students in gross anatomy courses at both institutions and student feedback is included. Anat Sci Educ 7: 469–478. © 2014 American Association of Anatomists. 相似文献
12.
Despite its growing use at the K–12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case study examined student attitudes and experiences regarding standards-based grading (SBG) principles introduced in an educational technology course in a medium-sized, Midwestern university. The authors found that, while students were initially anxious about the paradigm shift and the additional work it would entail, they nevertheless viewed the model as clearer and more fair. As the study progressed, students reported moving beyond “playing the game” of earning points for a grade and actually engaging more substantively with course content. Based on regular formative feedback, students began to take more ownership of their learning. Ultimately, most participants found SBG more beneficial and defensible—and reflective of their knowledge—than traditional grading practices. To supplement these findings, the authors offer some implementation ideas to assist instructors who may want to begin using SBG in their courses, including reflecting on and clarifying their purpose for grading, ensuring that their grades have meaning (by communicating information that is accurate, meaningful, and relevant to student success), and allowing students multiple chances to demonstrate learning (if the purpose of grading and assessment is to encourage and report mastery). 相似文献
13.
Developmental co‐ordination disorder (DCD) in adolescents and adults in further and higher education
Amanda Kirby David Sugden Sally Beveridge Lisa Edwards 《Journal of Research in Special Educational Needs》2008,8(3):120-131
Few studies have looked at the strengths and weaknesses and needs of students with developmenal co‐ordination disorder (DCD). This paper describes a cohort of 93 UK students currently studying at further or higher education and who have reported motor difficulties present since childhood. The study group consisted of 21 reporting to have DCD only, 38 with DCD plus another diagnosis (a combination of any of the following: dyslexia, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), learning difficulties); 23 subjects reporting dyslexia only, and 11 students who have not been formally diagnosed. The aim of this study was to first ascertain the similarities and differences between the students in the type of support received in childhood and while at university. The second goal was to examine the reported strengths and difficulties and see how they vary for each subgroup. The DCD group reported higher levels of motor‐related difficulties such as handwriting and also executive functioning difficulties. They also had higher levels of professional support given in childhood and were also more likely to be living at home with parents compared with the dyslexia group. Despite different types of difficulties reported in the DCD group, the range of student support given across all groups was similar. Significantly more of the dyslexia group were reported to be in receipt of disability student allowance than the DCD group. The DCD and other disorders group were seen to be an intermediary group in most of the areas studied. 相似文献
14.
Terence Karran 《Higher Education in Europe》2004,29(3):411-421
Transparent and consistent credit transfer procedures are essential if EU Universities are to successfully build the European Higher Education Area and thrive in the emerging global knowledge economy. Currently, the European Credit Transfer System is the most widely used mechanism to enable credit transfer between universities in different EU nations. Using data from 20 universities in four EU member states, this paper examines the problems in calculating and using ECTS grades. The results demonstrate that the alignment of ECTS grades varies within nation states and show that, despite the fact that ECTS grading is a norm‐referenced system, while national systems are usually criterion‐referenced, the ECTS conversion tables provided by universities indicate straight line transference from institutional to ECTS grades. Given the anticipated increase in student mobility following the EU enlargement to 25 nations, this paper proposes a re‐alignment of ECTS towards a criterion‐referenced system. Such a new system would acknowledge and build on the diversity of EU higher education systems, unlike the current mechanistic system. The latter masks this diversity and is flawed in calculation and ad hoc in operation. 相似文献
15.
16.
Linda Anglin Kenneth Anglin Paul L. Schumann John A. Kaliski 《Decision Sciences Journal of Innovative Education》2008,6(1):51-73
This study tests the use of computer‐assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups based on the grading method. Efficiency was measured by the professor's time to grade the assignments; effectiveness was measured by a student satisfaction survey. Results suggest that the computer‐assisted grading rubrics were almost 200% faster than traditional hand grading without rubrics, more than 300% faster than hand grading with rubrics, and nearly 350% faster than typing the feedback into a Learning Content Management System. Results also seemed to indicate that the use of a computer‐assisted grading rubric did not negatively affect student attitudes concerning the helpfulness of their feedback, their satisfaction with the speed with which they received their feedback, or their satisfaction with the method by which they received feedback. 相似文献
17.
Karen R. Marsh Bruce F. Giffin Donald J. Lowrie Jr. 《Anatomical sciences education》2008,1(6):252-257
The purpose of this project was to develop Web‐based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross‐sections that represent different “slices” of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format—lecture combined with printed diagrams, text, and existing computer animations—with customized, guided, Web‐based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long‐term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules—and possibly computer‐assisted‐instruction modules in general—are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long‐term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Anat Sci Ed 1:252–257, 2008. © 2008 American Association of Anatomists. 相似文献
18.
The purpose of this study was to examine how grading leniency and grade discrepancy (the difference between expected grades and deserved grades) were associated with various dimensions of student ratings of instruction. A sample of 754 undergraduate college students completed a student ratings of instruction instrument and provided responses to a number of other questions on topics such as course difficulty and workload. A series of multilevel regression analyses were conducted and results showed that an instructor's grading leniency, as perceived by students, was positively associated with student ratings on 11 of 12 dimensions of instruction examined. This finding suggests that more lenient instructors tend to receive higher student ratings. The second finding shows that grade discrepancy was negatively associated with most dimensions of instruction. This supports the self-serving bias hypothesis under attribution theory (Gigliotti & Buchtel, 1990) in that students tended to punish instructors with lower ratings when expected grades were lower than students believed they deserved, yet little evidence of a pattern of rewards existed in student ratings when students expected grades higher than they deserved. 相似文献
19.
This paper provides an econometric analysis of the matriculation decisions made by students accepted to Williams College, one of the nation's most highly selective colleges and universities. Using data for the Williams classes of 2008 through 2012 to estimate a yield model, we find that—conditional on the student applying to and being accepted by Williams—applicant quality as measured by standardized tests, high school GPA and the like, the net price a particular student faces (the sticker price minus institutional financial aid), the applicant's race and geographic origin, plus the student's artistic, athletic and academic interests, are strong predictors of whether or not the student will matriculate. 相似文献
20.
Genevieve Marie Johnson 《教育心理学》2007,27(5):617-634
A sample of 48 college students prepared for in‐class examinations using two web‐based study conditions. The A condition used web‐based study groups and the B condition used web‐based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active‐reflective, visual‐verbal, sequential‐global, and sensing‐intuitive). Students who were more active than reflective expressed a preference for face‐to‐face study groups rather than online study groups and for online quizzes rather than pencil‐and‐paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less‐preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web‐based technology may provide mechanisms for more consistently accommodating student learning style in higher education. 相似文献