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1.
Ability,demography, learning style,and personality trait correlates of student preference for assessment method 总被引：1，自引：1，他引：0
More than 400 students from four universities in America and Britain completed measures of learning style preference, general knowledge (as a proxy for intelligence), and preference for examination method. Learning style was consistently associated with preferences: surface learners preferred multiple choice and group work options, and viewed essay‐type and dissertation options less favourably. Deep learners, on the other hand, favoured essay‐type and oral exams as well as final dissertations. Males favoured oral (viva voce) exams and females coursework assessment. Extraverts preferred multiple choice, oral, and group work assessment, while openness was positively associated with essays and oral exams but negatively associated with multiple choice and group work. Regression analysis showed that personality, learning style, general knowledge, and demographic factors accounted for 5–10% of the variance in preferred examination technique. Results in part replicate earlier studies and are discussed in terms of changes in examination methods. 相似文献
2.
Cognitive style and instructional preferences 总被引：8，自引：0，他引：8
The aim of the study was to investigate the relationship between learners' cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects' cognitive styles were assessed using the Cognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences assessed using an instructional preferences inventory which consisted of three sub-inventories (instructional method, instructional media and assessment method). Overall subjects favoured dependent methods, print based media and informal assessment methods. There was a significant main effect of wholist-analytical style on collaborative method preference (role play, group discussions and business games) and non-print based media preference (overhead transparencies, slides and videos). There was an interaction of the two dimensions of style and gender in their effect on informal assessment method preferences (individual and group assignments and multiple choice and short answer-type questions). The findings are discussed in terms of: (i) models of the cognitive style construct; (ii) the practical implications of individual differences in style and preference. 相似文献
3.
Mireille D. Hubers William J. Burk Eliane Segers Marloes Kleinjan Ron H.J. Scholte Antonius H.N. Cillessen 《教育心理学》2016,36(8):1443-1461
This study examined adolescent personality and problem behaviours as predictors of two types of social status: social preference and popularity. Academic track (college preparatory and vocational) and gender were expected to moderate these associations. The sample included 693 students (49.0% female; M = 15.46 years) attending classrooms in two academic tracks (vocational and college preparatory). Participants completed self-report measures of personality and problem behaviours and peer-reports of preference and popularity. Results of structural path analyses indicated that academic track and gender moderated several associations. Specifically, externalising problems were associated with more popularity for males and less preference for females in college preparatory classrooms. Internalising problems were associated with popularity and preference for adolescents in vocational classrooms. The findings illustrate the complexities associated with predicting the social status of male and female adolescents attending different academic tracks. The salience of status norms and implications for intervention programmes are discussed. 相似文献
4.
Although many studies have examined individual difference predictors of cheating, insufficient attention has been given to several important personality variables (the Big Five, perfectionism, and subclinical psychopathy). Moreover, insufficient use has been made of concrete indicators of naturalistic scholastic cheating. Using a computer-based behavioral measure, we examined the correlates of multiple-choice exam cheating in several large undergraduate classes. In Study 1, 291 participants completed a comprehensive battery of personality measures. Their cheating on several subsequent exams was best predicted by their level of subclinical psychopathy. A possible artifact is that those high in subclinical psychopathy are less scholastically competent—a factor known to predispose cheating. To address this possibility in Study 2 (N = 150), we included measures of cognitive ability and a pre-course knowledge test. After controlling for both ability and prior knowledge, subclinical psychopathy remained a significant predictor of cheating behavior. Demographic variables such as gender, ethnicity and major did not add significantly to the prediction of cheating. Implications for educators and researchers of cheating are discussed. 相似文献
5.
为有效了解影响学生选择创业的因素,以便对学生的创业帮助更有针对性,以安徽某高校所进行的问卷调查结果作为依据,进行实证研究。研究发现,对于大学生创业影响较大的是性格因素;其次是家庭的影响;专业、性别等特质影响较小;而创业前的准备与创业选择并没有直接的相关性。 相似文献
6.
Jeffery D. Fritz Robert Treat William J. Hueston Lisa Dodson Roy M. Long 《The American journal of distance education》2013,27(4):276-288
ABSTRACTMedical student use of lecture video (live-streaming and/or recorded) at a regional medical school campus that utilized distance educational technology to deliver first-year pre-clinical lecture content, was examined. Additionally, medical student video lecture use was compared to student performance on summative exams and final course grades. All learners achieved desired scientific competencies across all courses irrespective of their use of live-streamed or recorded video formats. Throughout the course of the year, medical student video use partitioned into one of two groups: students that only watched lecture in live-streaming format, and those that watched lecture only in recorded format. Interestingly, those medical students that predominantly preferred view lectures using the live-streaming format tended to achieve better summative test scores and final course grades compared to their peers that primarily utilized recorded video to obtain lecture content. Retrospectively, dimensions of personality scores were compared between the two groups (live-streaming viewers versus recorded viewers), and, of the five dimensions of personality, only the domain of conscientiousness differed between the two groups. This study suggests that, while medical students reached academic milestones utilizing either recorded or live-streamed video for obtaining lecture content during their first-year pre-clinical courses, there may be factors of learner personality influencing video use preference which in turn enhances student performance on summative exams and final course grades. These findings may have implications in curriculum design for other distance educational formats emphasizing classical scientific competencies in post-undergraduate study that rely on video delivery of lecture content. 相似文献
7.
An analysis of 295 male and 194 female examinations from introductory atmospheric and oceanic science courses is conducted to determine whether or not there exists gender differences in the performance on multiple choice versus constructed response sections of the exams. The difference in the mean performance of males and females on constructed response relative to multiple choice sections of final exams, even in years where the females performed better than or worse than the males on both sections, is on average 5% that is significant at the 0.1% level. Gender differences on time-limited midterm exams are not significant. It is further shown that final exam performance is not significantly related to whether or not the exam starts with a multiple choice versus constructed response set of questions. While our analysis is unable to differentiate between the possibilities that multiple choice questions favor male students and the competing hypothesis that constructed response questions favor female students, existing literature is reviewed to suggest that a combination of both is possible. Nevertheless, from the analysis of our examination results, we can conclude that an exam of introductory atmospheric or oceanic science curricula, which is made up of 60% multiple choice questions and 40% constructed response questions, would not be skewed to favor any particular gender. 相似文献
8.
Students (N = 161) in seven sections of an undergraduate educational psychology course rated ten performance-assessment options in collegiate courses. They rated in-class essay exams as their most preferred assessment and multiple-choice exams (in-class and out-of-class) as their least preferred. Also, student ratings of multiple papers and a term paper did not differ significantly from the rating for in-class essay exams. Overall, students preferred constructed forms of assessment over more objective assessment. With minor exceptions, student ratings of assessment preferences were generally consistent across gender and academic levels. In the main, student ratings of assessment options did not significantly correlate with exam performance in the course. 相似文献
9.
10.
Abstract: Constructivist‐based inquiry instruction has been popularized for several decades in primary‐ and secondary‐science education, with overwhelmingly positive results across all sciences. Importantly, higher education faculties have begun to embrace inquiry instruction in many subject areas. In fact, a growing body of literature illustrates the positive impact of inquiry instructional methods on science student achievement, such as in Food Science. While it has long been shown that student's instructional preference has a positive impact upon achievement, very little work has been done to assess college student's instructional preferences, especially in lecture‐based classes. A recent study was conducted at the Univ. of Idaho to identify student preferences of generic instructional models. Students from 4 majors (Food Science, Geological Sciences, Secondary Education, and Elementary Education) participated in the study. A 35‐question survey was developed to gather data on student's instructional strategy preferences. The data were analyzed to determine (a) instructional preferences inclusive of all majors, (b) instructional preference within each of the 4 majors, (c) a comparison of preferences of each major to other majors, and (d) gender issues within and across majors. The results suggest that there is perceived value of particular instructional methods over others, both within and across majors. In addition a gender relationship with methodology exists, particularly within certain subject areas. 相似文献
11.
电大远程教育传统办学思路的课程考核弊端探究 总被引：1，自引：1，他引：0
课程考核是远程教育教学环节的重要组成部分,是检查教师执行教学情况和反映学生学习效果的重要手段,也是评定学生学习成绩的主要依据。我国电大远程教育课程考核目前主要存在两大问题：形成性考核形同虚设、终结性考核缺乏科学设计,这与电大系统长期以来固守的办学思路密不可分。电大远程教育课程考核首先应转变思路,改革考核方式。在形成性考核的改革方面应健全制度、规范管理、强化监督力度,在终结性考核的改革方面应努力构建考核方法灵活多样、题型丰富多彩、内容宽厚兼容的科学化的考核模式。 相似文献
12.
Suzanna E. Henshon 《Roeper Review》2013,35(3):145-149
Gifted students' preference to work alone is widely espoused, but studies vary widely in their explanations. We re-examined this notion in terms of motivation and social constructivism among 247 school-identified gifted and high-achieving and regular-education students in Grades 4 through 12. Survey data assessed learning style, interests, preferred learning conditions, learning-related personality, perceptions of learning support, comments about ideal learning situations, and beliefs about why some children might prefer working alone. Some general preference to working alone was found among gifted students, but this was not strong and it varied based on how the question was posed. Gifted students who felt that their work was appreciated by teachers and fellow students reported the strongest preference to work with others. 相似文献
13.
M Weinraub L P Clemens A Sockloff T Ethridge E Gracely B Myers 《Child development》1984,55(4):1493-1503
The onset and development of preschoolers' awareness of sex role stereotypes, gender labeling, gender identity, and sex-typed toy preference were explored in 26-, 31-, and 36-month-old children. Gender labeling, gender identity, sex-typed toy preferences, and awareness of adult sex role differences were observed in significantly more 26-month-old children than would have been expected by chance. Verbal gender labeling was observed in a majority of 26-month-olds, while verbal and nonverbal gender identity were observed in a majority of 31-month-olds. Nonverbal gender labeling and awareness of adult sex role differences were observed in a majority of children by 36 months. No evidence of awareness of sex differences in children's toys was found in the majority of children at any age. Awareness of sex role differences in children's toys was not related to awareness of adult sex role differences. Brighter children were more aware of adult sex role differences. Sex-typed toy preference was not related to awareness of sex role differences but was related to gender identity. Predictors of sex role development included the mothers' employment, and the father's personality traits, attitudes toward women, and sex-typed activities in the home. Implications for theories of early sex role development are discussed. 相似文献
14.
王会会 《四川教育学院学报》2012,28(9):20-23,27
理想人格,是关于人格特质及其构成状态的最佳想象与期待。通过对大学生现实人格和理想人格的词汇调查和分析发现,大学生倾向于对现实自我的服饰和外貌做出积极评价,对思维做出极端评价,对情绪做出更多的美感评价;大学生现实人格和理想人格的某些维度存在显著的性别差异和学历差异;大学生的现实人格和理想人格之间存在显著差异。理想人格教育是人们进行自我人格完善的重要途径和前提,因而理想人格的养成显得尤为重要。 相似文献
15.
教育的本质就是服务，优质的服务对自学考试意义重大，自学考试应通过建立使于考生查询信息、报名报考、教材订购的一条龙服务；大力支持社会助学；推动自考毕业生就业等措施健全服务体系，推动自学考试可持续发展。 相似文献
16.
对基础教育考试改革方向的思考 总被引：3，自引：0，他引：3
曾继耘 《课程.教材.教法》2004,(2)
考试改革是新一轮基础教育课程评价改革的重要组成部分,已成为人们关注的焦点。基础教育考试改革的方向应包括六个方面:突出考试的诊断性和发展性功能;考试的内容要以课程标准为依据,体现新的人才观和教育观;改进考试的方式,倡导灵活多样、多次机会、双向选择的原则;考试要考虑学生的年龄特点和个别差异;注重考试结果的运用,进行积极的评价反馈;改革毕业考试、升学考试和招生制度,将升学考试成绩与平时评价结果有机结合起来。 相似文献
17.
The present study revealed that gender identity involved the integration of various gender identity factors as suggested by
Spence (1993) and that career-decision-situation-specified personality variables could be classified into higher order personality
trait dimensions as suggested by Tellegen (1985). The results also indicate that the pattern of the relationships found in
this study among masculine personality traits, feminine personality traits, and careerdecision-situation-specified personality
variables reflecting higher-order personality trait dimensions of Tellegen’s (1985) model was similar to that of the relationships
among masculine personality traits, feminine personality traits, and general personality traits reflecting higher-order personality
trait dimensions in Lubinsky, Tellegen, and Butcher’s (1981, 1983) studies. Multiple regression analyses showed that the addition
of a gender identity role attitude factor and a gender identity behavioral interest factor to sex and a gender identity personality
trait factor did not improve significantly the prediction of the career-decision-situation-specified personality variables. 相似文献
18.
Moshe Zeidner 《Assessment & Evaluation in Higher Education》1990,15(2):151-169
The major aim of the present study is to assess college students’ attitudes, perceptions, emotional reactions and affective dispositions with respect to various critical dimensions of course achievement testing and assessment, including: “papers” vs. “exams”, “essay” vs. “multiple choice” type formats, “open book” vs. “closed book” exams, “free choice” among items vs. “no free choice” among items, and “oral” vs. “written” modes of test administration. A further aim is to delineate the construction, properties, and potential classroom uses and applications of a selected sample of examinee feedback inventories designed to gauge students’ test attitudes and dispositions. The use of each examinee feedback inventory is demonstrated and exemplified in the context of an empirical study. This paper discusses the assumptions underlying the use of feedback systems in college achievement evaluation; their importance for assessing the face validity of classroom tests; some possible future applications of feedback inventories for research and applied purposes in college; and some guidelines for future research. A mapping sentence specifying the universe of content of test attitude and examinee feedback research is suggested as a heuristic device for guiding future research. 相似文献
19.
Katrien Struyven Filip Dochy Steven Janssens 《Assessment & Evaluation in Higher Education》2005,30(4):325-341
In educational contexts, understanding the student’s learning must take account of the student’s construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student’s perception of evaluation and assessment. Students’ study behaviour is not only determined by the examination or assessment modes that are used. Students’ perceptions about evaluation methods also play a significant role. This review aims to examine evaluation and assessment from the student’s point of view. Research findings reveal that students’ perceptions about assessment significantly influence their approaches to learning and studying. Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. Findings suggest that students hold strong views about different assessment and evaluation formats. In this respect students favour multiple‐choice format exams to essay type questions. However, when compared with more innovative assessment methods, students call the ‘fairness’ of these well‐known evaluation modes into question. 相似文献
20.
Dr Joel B. Wolowelsky 《Innovative Higher Education》1982,7(1):57-61
The most important opportunity available to secondary school students to earn college credit for college-level work done in high school is the series of advanced placement tests provided by such organizations as the College Entrance Examination Board. This paper presents three models of initiatives that can be taken by secondary school educators to create exams in those areas for which advanced placement tests do not currently exist and better serve the needs of their students who could prepare for current exams: adapt existing exams as credit-earning proficiency exams; work with interested universities in creating new advanced placement programs; and reorganizing the existing advanced placement program offered in the high school. 相似文献