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1.
This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of practical skills assessment in knee joint examinations for a pre-clinical cohort of second year medical students. eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N?=?40). eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner.  相似文献   

2.
The background of the study is the theory of basis models of teaching and learning, a comprehensive set of models of learning processes which includes, for example, learning through experience and problem‐solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory‐oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre‐treatment‐post design with non‐equivalent control group. Findings of repeated‐measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs.  相似文献   

3.
This paper summarises teacher graduate feedback on the transfer of teacher‐training competencies and experiences to non‐teaching career options. The responses of 62 graduates (23 primary, 39 secondary) on their career choice History indicated that while many entered teaching with only low or moderate commitment, this rose rapidly during the first year of their programme and it was maintained through to completion of their programme and after completion, despite a lack of employment opportunities. In rating the competencies acquired during teacher training by their usefulness in obtaining alternate employment, communication, ability to work independently, and training of others were ranked highest, while computer skills, LOTE, stress resistance and crisis management were ranked lowest. However, of the 22 competencies listed, 21 were rated as at least moderately useful. Career‐options‐information feedback strongly supported expanded career counselling and gave suggestions for forms which this might take. Limitations in the methodology are discussed and recommendations for further research are given.  相似文献   

4.
The astronomy concepts of 345 young people were studied over a 10‐year period using a multi‐media, multi‐modal methodology in a research design where survey participants were interviewed three times and control subjects were interviewed twice. The purpose of the research was to search for evidence to clarify competing theories on conceptual coherence versus knowledge‐in‐pieces, distinguishing between coherence as revealed in the representational systems at any particular stage in a young person’s development and the changes evident in mental growth thereafter. Thus five research questions concerned with the elements and structure of understanding were investigated: (1) conceptual coherence shown as patterns of high correlation of concept representations between the media used to assess subjects’ understanding within a survey, as well as (2) coherence revealed as consistency of representation of those concepts across media and modalities; (3) enhanced conceptual understanding and skill through repeated interviews across (longitudinal) surveys, as young people develop their knowledge; (4) cultural similarity in subjects’ representations of basic static concepts (e.g. the shape of the Earth); and (5) improved understanding of basic dynamic concepts (e.g. the motion of the Earth) and complex dynamic concepts (e.g. seasons and eclipses), through “knowledge‐skill compounding”. The research findings supported conceptual coherence and rejected the counter argument of knowledge‐in‐pieces (at an alpha level of .05). Further research is recommended to replicate current research in cultures other than those of China and New Zealand studied here to confirm the view that cognition and knowledge are inherently coherent in young people.  相似文献   

5.
Abstract

Students, quality assessment bodies established by the Government to determine output‐related funding, and other groups in society are placing more and more pressure on tertiary institutions to improve the quality of their teaching practices. Some institutions are responding to this pressure by implementing student‐centred approaches to teaching, where the students and course leaders become equal partners in determining the course work assessment process, teaching methods and learning outcomes. To a certain extent the learning outcomes are set by the Government's quality assessment bodies. However the course work assessment process, teaching methods and interpretation of these pre‐specified learning outcomes, can still be negotiated with the students in a student‐centred manner.

Many disciplines in tertiary institutions currently face, or can expect to face in the future, extremely large class sizes. Many argue that it is not possible to implement a student‐centred approach in the large class setting. Indeed, they suggest that there is a negative relationship between class size and the quality of the learning experience.

This paper examines the application of a student‐centred approach to a final year business studies course involving over 100 students completing their BSc (Hons). A survey of the students at the end of the year indicated that, relative to the other courses being taken by the students, this course achieved an unusual treble: higher levels of student learning, higher student workload, and yet, higher levels of student enjoyment. These results would tend to dispel the myth that student‐centred approaches can only be successful in the smaller class setting.  相似文献   

6.
This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n?=?17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets to determine the outcomes of development and assessment initiatives: student pre- (n?=?779) and post-questionnaires (n?=?601), interviews with students (n?=?46) one year after completing a course that developed research skills and interviews with academics (n?=?17) involved in developing and assessing student research skills. These multiple sources provided evidence that students developed a variety of discipline-specific research skills and that these skills were useful for subsequent studies and especially for employment. Academics indicated that the process of making explicit the development of student research skills led to enhancement of their teaching, helping the academics to clarify major course purposes as well as enabling them to provide more substantial feedback to students than in the past. Academics also indicated that this teaching process changed their understanding of disciplinary research and, for some, even suggested new directions in their research.  相似文献   

7.
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8.
This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017  相似文献   

9.
Undergraduate students pursuing a three‐year marine biology degree programme (n = 86) experienced a large‐group drama aimed at allowing them to explore how scientific research is funded and the associated links between science and society. In the drama, Year 1 students played the “general public” who decided which environmental research areas should be prioritised for funding, Year 2 students were the “scientists” who had to prepare research proposals which they hoped to get funded, and Year 3 students were the “research panel” who decided which proposals to fund with input from the priorities set by the “general public”. The drama, therefore, included an element of cross‐year peer assessment where Year 3 students evaluated the research proposals prepared by the Year 2 students. Questionnaires were distributed at the end of the activity to gather: (1) student perceptions on the cross‐year nature of the exercise, (2) the use of peer assessment, and (3) their overall views on the drama. The students valued the opportunity to interact with their peers from other years of the degree programme and most were comfortable with the use of cross‐year peer assessment. The majority of students felt that they had increased their knowledge of how research proposals are funded and the perceived benefits of the large‐group drama included increased critical thinking ability, confidence in presenting work to others, and enhanced communication skills. Only one student did not strongly advocate the use of this large‐group drama in subsequent years.  相似文献   

10.
In response to a serious shortage of primary teachers the New Zealand Government introduced competitive contracts for new and established providers to develop initial teacher education programmes which could be completed in a 12‐18 month timeframe. The University of Auckland reacted by developing a January to December post‐graduate programme taught in partnership with a consortium of primary schools. A mentor teacher from each of the selected primary schools was accredited at post‐graduate level to co‐ordinate and deliver the school‐based practicum component of the programme utilizing an associate teacher to host each student teacher. The programme was founded on a continuous placement model with student teachers attending one school per term for three days of each week, and university lectures for the other two days, throughout the year. Mentor teacher roles included in‐school seminars, assessment of the practicum component and assisting lecturers in planning and delivering university papers. Seven postulates which underpin the University of Auckland approach are advanced and the extent by which they can be generalized is discussed.  相似文献   

11.
Generic problem-solving skills have been identified as one of the key competencies valued by professional programmes, university students and their future employers. A lack of widely available and simple testing tools prevents assessment of the development of student problem-solving skills. As part of a research study, a generic problem-solving test was administered to 130 third-year science students during three consecutive years. A comparison between the scores students achieved in this test with their six academic marks obtained in this course showed no significant correlation. Lack of correlation between the problem-solving skill test scores and academic marks of students was confirmed in a larger population of students participating in a campus-wide study of generic problem-solving skills (n = 830). Problem solving and academic performance may represent two independent skill sets of students; testing problem-solving skills of students could be introduced to achieve a more comprehensive evaluation of undergraduate student progress and achievement.  相似文献   

12.
Abstract. This 3‐year Model Demonstration Project involved the development and field testing of an individualized course‐specific strategy instruction model with college students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD). The 46 participants received individualized semester‐long strategy instruction by graduate students in special education. A variety of data sources were used to evaluate the implementation of the model as well as the academic success of students who received individualized strategy instruction. Quantitative analyses indicated that the group as a whole as well as the subset of students on probation and suspension significantly improved their grades and sustained this improvement over time. Qualitative analysis identified two factors related to improvement: independent use of strategies and the supportive nature of the strategy instructor–student relationship. Qualitative analysis also identified two factors related to nonimprovement: academic/cognitive skill deficits and emotional/medication‐related issues. Implications of the model for postsecondary education and suggestions for future research are discussed.  相似文献   

13.
Governments around the world have increasingly used distance education (DE), both preservice and inservice, to overcome conventional, campus‐based programme constraints in funding, access and student places. DE programmes have shown that they can expand assess to teacher education, but still need to demonstrate that they can produce teachers of the quality needed for today's schools. Quality assessment systems have been developed, using either examinations or impact studies, to demonstrate programme effect on graduate outcomes related to good teaching. Quality assurance systems have been designed, based on the concept of the ‘learning organisation’, to assure continuous improvement in programme conditions related to the desired outcomes. Quality assessment and assurance systems are reviewed and some examples of quality DE programmes presented.  相似文献   

14.
In recent years, the model of imparted learning underlying many traditional preservice—teacher programmes has given way to an emphasis on constructed learning, in which student teachers are encouraged to develop their own understanding of what it means to be a teacher. Underlying this trend is an assumption that student teachers are becoming more empowered as learners. This paper investigates that assumption. It reports on a study which used Belenky et al.’s (1986) conceptual framework to explore the epistemological perspectives of a group of first‐year early‐childhood student teachers. Although the student teachers were enrolled in a preservice programme which seeks to foster reflective practices, few could be considered empowered learners. The paper suggests that, if student teachers are to become more empowered, teacher educators may need to undertake considerable soul‐searching concerning their practice.  相似文献   

15.
The programme director undertakes a key role within UK universities in linking the department, or school, directly with the student and their experience of the university. The role is multifaceted and complex with a number of competencies required to successfully undertake it. Furthermore, the UK’s Teaching Excellence Framework (TEF) was fully introduced in 2016 and utilises existing measures such as student satisfaction, retention rates and destination of leavers as a proxy for teaching excellence. Many of these metrics are also part of the day‐to‐day concerns of programme directors within universities. This research surveyed 89 programme directors on the training they have received to carry out their role and how it links to the TEF outcomes. The article argues that there is insufficient training for programme directors and an increase in training may have a beneficial outcome for a university’s TEF results.  相似文献   

16.
The study sought to establish the level of students' self‐assessment skill—particularly inexperienced students—and to examine the relationship between self‐assessment skill and learning style, student perceptions of academic locus of control and academic self‐efficacy. Students were asked to evaluate and provide estimated marks for their own work, were which compared with tutors' actual marks. Students also completed measures of learning style, academic locus control and academic self‐efficacy. Comparisons of student estimated and tutor marks indicated a good level of self‐assessment skill in the majority of students. A significant minority of students did however fail to exhibit such skills. There was also some evidence of a tendency for students to underestimate their performance. While both strategic and deep approaches to learning were shown to be positively correlated with tutor mark, only surface approach was negatively correlated with students' estimated mark, suggesting that surface learners are inclined to provide lower evaluations of their own performance. Deep approach was also correlated with accuracy of student self‐assessment skill, suggesting that deep learning is associated with self‐assessment competency. No clear or convincing associations between self‐assessment skill and perceptions of academic locus of control or academic self‐efficacy were identified. Findings suggest that while self‐assessment skill undoubtedly develops, becoming more effective during students' academic career, inexperienced students do have the capacity for self‐evaluation and should therefore be included in self‐assessment activities. In the light of findings related to learning style and the heterogeneous nature of student groups, student monitoring and skill development are proposed in order to allow the integration of self‐assessment into the learning and assessment process.  相似文献   

17.
Changes to federal guidelines for the identification of children with disabilities have supported the use of multi‐tiered models of service delivery. This study investigated the impact of measurement methodology as used across numerous tiers in determining special education eligibility. Four studies were completed using a sample of inner‐city children (N = 150) who were administered a reading screener twice and a reading measure adapted from the state high‐stakes reading test. A sub‐sample of children identified as At‐Risk were administered a comprehensive reading assessment and compared with a randomly selected control group, who were also administered a comprehensive reading assessment (n = 14). A model was developed to estimate the likelihood of special education eligibility based on both theoretical and empirical measurement parameters. Depending on the measurement assumptions of the multi‐tiered model, special education eligibility outcomes varied from a low of 0.2% to as high as 11%, depending on the type of measure used, decision‐making criteria used at each tier, and the number of tiers in the model. This study highlights the importance of measurement specification, explicit decision‐making criteria, and empirical investigation to fully understand outcomes associated with the implementation of multi‐tiered models. Implications for special education eligibility policy and practical implications for implementing comprehensive measurement practice in multi‐tiered systems at the school level are discussed. © 2012 Wiley Periodicals, Inc.  相似文献   

18.
The article describes the main outcomes of the intervention programme “Positive behaviour, interactions and learning environment in school” (PALS). PALS is an adapted Norwegian version of the School‐Wide Positive Behaviour Support model, developed in the United States with school‐wide interventions aiming at the prevention of behaviour problems and the promotion of social competence through a supportive learning environment. The effectiveness was evaluated with a quasi‐experimental design in four elementary schools, two years after implementation. An equal number of comparison schools were included in the study. Informants were students (n = 735) in third to seventh grade and teachers working at least 50% (n = 82). The immediate reductions in teacher‐observed problem behaviour ranged from moderate to large, while the results based on student ratings of social competence and classroom climate were less encouraging. Differential effects were found and implementation quality was together with teacher collective efficacy significantly related to better outcomes. The programme and results are discussed in relation to prior research, limitations of study design, and future implementation and research.  相似文献   

19.
This study details an innovative approach to coordinating and enhancing multiple levels of assessment and discursive feedback around an existing multi‐media curricular environment called Astronomy Village®. As part of a broader design‐based research programme, the study analysed small group interactions in feedback activities across two design cycles. The goal of this analysis is to develop an understanding of the ways that a situative approach to assessment and practise supports learning. Findings demonstrate ways that student and teacher engagement in collaborative activities support and constrain meaningful understanding, which we consider in terms of a trajectory of participation in and across conversations and written assessments, as well as individual learning gains on formal classroom examinations and standards‐oriented external tests. Analyses of complementary formulations of domain concepts—discourse practises and assessment performance—suggest that participation in social forms of scientific engagement supports both learning and subsequent performance in more formal contexts. We suggest design principles for integrating the formative functions of discursive feedback with the summative functions of traditional assessment, through participation in different forms of science discourse(s).  相似文献   

20.
Teachers' conceptions of assessment can be understood in terms of their agreement or disagreement with four purposes to which assessment may be put, specifically, (a) improvement of teaching and learning, (b) school accountability, (c) student accountability, or (d) treating assessment as irrelevant. A 50‐item Teachers' Conceptions of Assessment (COA‐III) questionnaire was completed by New Zealand primary school teachers and managers (n=525). The COA‐III, based on the four main purpose‐defined conceptions of assessment, was analysed with structural equation modelling and showed a close fit of the data to a hierarchical, multi‐dimensional model (χ2=3217.68; df=1162; RMSEA=.058; TLI=.967). On average, participants agreed with the improvement conceptions and the school accountability conception, while rejecting the view that assessment was irrelevant. However, respondents disagreed that assessment was for student accountability. Improvement, school, and student accountability conceptions were positively correlated. The irrelevance conception was inversely related to the improvement conception and not related to the system accountability conception. Surprisingly, no statistically significant differences were found in mean scale scores for each conception regardless of teacher (age, gender, role, assessment training, or assessment practices) or school (size, location, or socio‐economic status) variables. Implications for the use of the COA‐III for policy implementation and teacher professional development are discussed.  相似文献   

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