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1.
Daniela J. Jäger Katharina Maag Merki Britta Oerke Monika Holmeier 《Assessment in Education: Principles, Policy & Practice》2012,19(4):451-467
Governments worldwide are changing their educational policies to improve student performance. Some of these reforms involve the introduction of high-stakes testing, which often creates negative effects such as ‘teaching to the test’. This article deals with the use of low-stakes testing in the German states of Hesse and Bremen, and analyses whether statewide low-stakes testing produces comparable results to the use of high-stakes tests from the perspective of teachers. Moreover, it seeks to identify the factors responsible for the observable teaching to the test effect, above and beyond the use of statewide exams. The data come from surveys carried out in the framework of a longitudinal study funded by the German Research Foundation. Hesse and Bremen introduced statewide exit exams in several subjects in 2007 and 2008 as low-stakes tests. Our quasi-experimental study has been evaluating these implementations since 2007. 相似文献
2.
David Fontana Eira Williams Allen Simon Lionel Ward 《Assessment & Evaluation in Higher Education》1986,11(2):105-116
This study investigates higher education students’ own attributions of success using free responses, exploring in particular the relative importance of ability and effort‐related attributions on the one hand and luck‐related attributions on the other. A sample of 150 first year polytechnic degree course students from both Arts and Science faculties was investigated. A rank order of 12 categories was established: study habits, lecture‐content, lecturer, social, interest, motivation, ability, domestic security, peers, luck, financial security, health. Among study habits a rank order of 7 categories was also established: reading skills, examination technique, time, note‐taking skills, organisation of work, revision, place. Knowledge of, and practice in, study habits, is clearly important, and other implications are the need for further awareness of the lecturer‐student relationship and more research into the consistency of student attributions across faculties beyond the first year. 相似文献
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4.
Stelios N. Georgiou 《教育心理学》1999,19(4):399-412
The present study examines the achievement attributions of Greek Cypriot students and their parents. Its aim was to investigate the role of parental and child achievement attributions as parameters of the child's actual school achievement and to examine the existing differences between attributions made by children and their parents. A total of 477 Sixth Grade Greek Cypriot students and their parents participated in the study. A structural equation model was constructed and its ability to fit the data was tested. It was found that child attributions of achievement to effort, ability and other internal factors are positively related to actual achievement, while attributions to luck and external factors are negatively related to achievement. This is in line with earlier findings. Parental and child attributions are not strongly and reliably related. Thus, claims that children develop their own attributions on the basis of their parents’ attributions were not supported. Gender differences were found, with females attributing their achievement to effort more than males did. Finally, underachievers tended to attribute their school performance to external factors (luck, role of others such as parents and teachers), while highly achieving students tended to attribute their performance to their own effort and other internal factors. 相似文献
5.
George E. Deboer 《科学教学研究杂志》1984,21(3):325-329
The purpose of this study was to determine the importance of the transition between a student's initial collegiate science experience and the decision to continue in science, and whether the reasons students give to explain their success or failure in their first course are related to that decision. Attribution theory provided the framework for investigating these factors. The results showed that for unsuccessful students, the plan to continue in science was unrelated to gender, mathematical aptitude, performance in the first science course, or attributions to luck, effort, ability, or task difficulty. For successful students, the plan to continue in science was directly related to attributions to ability, and inversely related to task difficulty. The results demonstrate the importance of a sense of competence for students who continue in science. 相似文献
6.
Steven Stack 《Journal of Criminal Justice Education》2015,26(3):273-282
While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions. 相似文献
7.
Causal Attributions and Reading Achievement: Individual Differences in Low-Income Families 总被引：2，自引：0，他引：2
In this study the development of causal attributions about reading within low-income families was examined. Specifically, relations between children's reading achievement and their causal attributions were investigated as well as relations between the children's attributions about themselves and their parents’ attributions about them. A total 513 students from Grades 3, 6, and 9, and one parent of each student, all from low-income families, participated. Students and parents independently rated the importance of seven causal variables (effort, intellectual ability, liking for reading, the teacher, help at home, difficulty of reading material, and luck) for the students’ good and poor reading outcomes. The major findings were that (a) at each grade, students’ attributions were reliably related to their reading achievement on the Gates–MacGinitie reading comprehension test, with attributions to ability, liking for reading, and help at home especially critical; (b) at each grade, parent attributions were reliably associated with student attributions; and (c) as students’ grade in school increased, they focused more on themselves and less on others as causal determinants of their reading performance. The implications of these findings for research and education are discussed. 相似文献
8.
John McClure Luanna H. MeyerJessica Garisch Ronald FischerKirsty F. Weir Frank H. Walkey 《Contemporary educational psychology》2011,36(2):71-81
Research has found a relation between motivation and attributions for success and failure. However, few studies have clarified the relationship of attributions to school achievement and possible cultural differences in this relationship. To investigate this issue, 5333 secondary students (European, Asian, Maori, Pacific) rated four common attributions - ability, effort, task difficulty, and luck - and three social influences (teachers, peers, and family) for their best and worst marks. Motivation orientations were also measured. Several measures were significantly related to students’ GPA scores, most notably the motivation orientations Doing My Best and Doing Just Enough, but also attributions to effort, teacher, and peer influences. There were substantial differences for ethnicity, particularly between European students and Maori and Pacific students. The results support theories claiming that effort attributions motivate achievement but also support the benefits of a self-serving bias. 相似文献
9.
Rachel Sweetman 《European Journal of Education》2017,52(1):44-55
Learning outcomes are presented as a tool that can enhance teaching and learning in higher education, in particular by fostering student‐centred learning. However, the ways in which this change can and should take place and the specific kinds of enhancement involved are often unclear. This article analyses common claims about the advantages of learning outcomes for teaching and learning and their relationship to student‐centred learning. The potential links between these concepts are investigated, based on interviews with teachers and students from a range of degree programmes at Norwegian and English universities. The interviews with 29 teachers and students suggest that learning outcome approaches are influencing course planning and some aspects of teaching practice, supporting more transparency and clear communication with students and offering a way to address particularly weak or traditional teaching. However, there is limited evidence that learning outcome approaches promote student‐centred learning, and the analysis identifies several tensions between the challenges student‐centred learning ideals pose to traditional teaching practices, in terms of transferring power and choice to students, and perceived pressures to specify and assess learning outcomes. It also suggests that teachers’ and students’ beliefs about the conditions and practices that lead to the most satisfying and successful elements of learning in degree courses are unlikely to be addressed through either learning‐outcome or student‐centred reforms. 相似文献
10.
Despite their rapid growth, online programs routinely face student attrition. How to retain students and help them successfully complete is usually a top priority for online programs. This study investigated persistence factors that contributed to students’ successful completion from one of the largest and most successful online programs in the United States of America. Results show that both personal and program attributes contributed to students’ successful completion of a fully online program. Main individual attributes include interest in or career goals related to technology, time and effort invested, and perceived utility of learning. Main program attributes include relevancy of courses to individual or professional needs, satisfaction with courses and program, and ties between coursework and job promotion. Results of this study have implications in terms of prioritizing different attributes and strategizing resources to improve completion and graduation rates for fully online programs. 相似文献
11.
Although studies on self-efficacy and attribution have independently contributed to the motivation literature, these two constructs have rarely been considered together in the domain of foreign language learning. Here, 500 undergraduates in Spanish, German, and French courses were asked to report whether test scores represented a successful or unsuccessful outcome and to provide attribution and self-efficacy ratings upon receiving their grades. Representing an innovation over previous studies, attributions were measured in two ways, using dimensions of attributions and asking about actual reasons for a real outcome. In regressions predicting achievement, self-efficacy was the strongest predictor, supplemented by ability attributions. Students who attributed failure to lack of effort had higher self-efficacy than students not making effort attributions. 相似文献
12.
Robert L. Williams Lloyd Clark 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):229-239
In the class session following feedback regarding their scores on multiple-choice exams, undergraduate students in a large human development course rated the strength of possible contributors to their exam performance. Students rated items related to their personal effort in preparing for the exam (identified as student effort in the paper), their ability to perform well on the exams (identified as student ability), and teacher input that might have affected their exam performance. Students rated most student effort items higher than teacher input and student ability items. Notwithstanding, across all exams, ratings of student ability and teacher input correlated more strongly with exam performance than did student effort ratings. High and low performers on the exams differed significantly on ratings of student ability and teacher input, but were more similar on ratings of student effort. 相似文献
13.
Anat Cohen 《Educational technology research and development : ETR & D》2017,65(5):1285-1304
Persistence in learning processes is perceived as a central value; therefore, dropouts from studies are a prime concern for educators. This study focuses on the quantitative analysis of data accumulated on 362 students in three academic course website log files in the disciplines of mathematics and statistics, in order to examine whether student activity on course websites may assist in providing early identification of learner dropout from specific courses or from degree track studies in general. It was found in this study that identifying the changes in student activity during the course period could help in detecting at-risk learners in real time, before they actually drop out from the course. Data examination on a monthly basis throughout the semester can enable educators and institutions to flag students that have been identified as having unusual behavior, deviating from the course average. It was found that a large percentage of students (66%) who had been marked as at-risk actually did not finish their courses and/or degree. The presented analysis allows instructors to observe website student usage data during a course, and to locate students who are not using the system as expected. Furthermore, it could enable university decision makers to see the information on a campus level for initiating intervention programs. 相似文献
14.
Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork''s research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. 相似文献
15.
Analysing the behaviour of student performance in classroom education is an active area in educational research. Early prediction of student performance may be helpful for both teacher and the student. However, the influencing factors of the student performance need to be identified first to build up such early prediction model. The existing data mining literature on student performance primarily focuses on student-related factors, though it may be influenced by many external factors also. Superior teaching acts as a catalyst which improves the knowledge dissemination process from teacher to the student. It also motivates the student to put more effort on the study. However, the research question, how the performance or grade correlates with teaching, is still relevant in present days. In this work, we propose a quantifiable measure of improvement with respect to the expected performance of a student. Furthermore, this study analyses the impact of teaching on performance improvement in theoretical courses of classroom-based education. It explores nearly 0.2 million academic records collected from an online system of an academic institute of national importance in India. The association mining approach has been adopted here and the result shows that confidence of both non-negative and positive improvements increase with superior teaching. This result indeed establishes the fact that teaching has a positive impact on student performance. To be more specific, the growing confidence of non-negative and positive improvements indicate that superior teaching facilitates more students to obtain either expected or better than expected grade. 相似文献
16.
AbstractWe hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose. 相似文献
17.
《Journal of Education for Students Placed at Risk》2013,18(3):321-332
The differences in attributions for success and failure in mathematics between African American and White students and between students from low and higher socioeconomic status (SES) were examined. Two hundred sixty-four 7th-grade students from 5 schools in a midsize urban school district were surveyed to analyze attribution differences. Then, a stratified purposeful sample of 12 focus students, representing different ethnicity and economic combinations, were selected for follow-up interviews. Results indicated that students from all groups provided similar ratings on 5 attributions related to mathematics success-with effort rated more highly than ability, luck, task difficulty, or rapport with teacher. Notwithstanding this high rating for effort, other differences were found. Ability was rated significantly higher by Whites than by African Americans in relation to mathematics success. African Americans attributed their mathematics success significantly more to rapport with teachers than did Whites. Similar results were found for low versus higher SES students. Further, higher SES students attributed success significantly more to effort than did low SES students. Failure in mathematics was most commonly attributed to a lack of effort. 相似文献
18.
Eva Poon Scott 《Assessment in Education: Principles, Policy & Practice》2012,19(4):431-449
Unlike many other high-stakes exams which test students only at the end of a course, the English A levels use a modular format where students are allowed to resit past units within the course. Since the introduction of resits for A levels in 2000, the A level results have been improving significantly and resits are seen as the main reason for the big increases. Using the findings of research based on the accounts of students and teaching staff, this article examines some of the less obvious effects of resits on student learning than that reflected by exam results in terms of students’ approach to learning. It concludes that allowing unlimited resits in high-stakes exams could produce some undesirable consequences for student learning and could be unfair and unfit for the purposes of the exam. 相似文献
19.
This study investigates the effects of teaching and learning environments on student teachers’ approaches to teaching and compares a lecture‐based setting to a student‐activating teaching environment, in which self‐discovery learning by means of authentic tasks is central. Data collection (N = 852) was obtained by a pre‐test/post‐test design including the Approaches to Teaching Inventory. Though student teachers’ approaches changed significantly, the direction is only consistent with the assumption that the student‐activating experiences push students towards conceptual change/student‐focused approaches; however, not away from information transmission/teacher‐focused teaching. In fact, students’ approaches to teaching at the start of the experiment are important predictors of their scores after they followed the course on child development under both conditions. Moreover, student teachers’ changes in approaches to teaching tend to be affected by variables such as performance, academic self‐esteem, perceived workload and students’ changes in approaches to learning: variables that operate in distinct ways for diverse categories of approaches and work differently in both settings. In addition, the willingness of students to teach in the way they have been taught is not as straightforward as might be expected. Although several students became convinced of the use of the teaching methods in the experiment for their own practice, the majority of students demonstrate reflective practices, make critical judgements, formulate terms or suggest amendments to the teaching methods before simply adopting them for their own future pupils. 相似文献
20.
Li-Yi Wang Li Jen-Yi Liang-See Tan Irene Tan Xue-Fang Lim Bing Sheng Wu 《The Australian Educational Researcher》2016,43(2):165-183
This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers’ task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in exams was identified by both the high efficacy teachers (HETs) and the low efficacy teachers (LETs) as the sacred task, but the HETs perceived more contextual support from school culture, school leaderships and collegiality than the LETs did. Although the HETs showed more confidence than the LETs in instructional strategies, classroom management and student engagement, both the HETs and LETs experienced struggles when their personality traits and beliefs were in conflict with required strategies or imposed regulations. Despite the LETs having a lower level of perceived competence, their hunger for learning reveals that their sense of efficacy could be enhanced if provided with courses that focus on coaching and mentoring experiences. 相似文献