Validating Measures of Performance   总被引：2，自引：0，他引：2  

Michael Kane  Terence Crooks  Allan Cohen 《Educational Measurement》1999,18(2):5-17

How can the validity of performance assessments be established? What type of logical argumentation is necessary to generalize from a particular assessment to the ability or abilities of interest?  相似文献   

The first year university experience: using personal epistemology to understand effective learning and teaching in higher education   总被引：1，自引：0，他引：1  

Jo Brownlee  Sue Walker  Sandra Lennox  Beryl Exley  Sharyn Pearce 《Higher Education》2009,58(5):599-618

Personal epistemological beliefs, or beliefs about knowing, provide a way in which to understand learning in a range of educational contexts because they are considered to act as filters for all other knowledge and beliefs. In particular, they provide a useful framework for investigating learning and teaching for first year students in tertiary education, who are typically considered to hold less sophisticated epistemological beliefs. Using semi-structured interviews, this study investigated the nature of beliefs about knowing and learning of 35 first year teacher education and creative writing students at a large metropolitan university in Australia. The interview analysis indicated that a relationship existed between individuals’ core beliefs about knowing and their beliefs about learning. This relationship has implications for the way in which we support first year students’ learning as they transition into university and progress through their courses.  相似文献   

Current trends in vocational guidance in New Zealand   总被引：1，自引：0，他引：1  

Beryl Hesketh  Jocelyn Grainger 《Prospects》1989,19(1):75-81

with research interests in applied psychology generally including career decision-making. Formerly lecturer in psychology at Massey University, New Zealand (1976–85), where she was responsible for university courses in vocational psychology.  相似文献   

Academic integrity in web based distance education     

Baron  Julie  Crooks  Steven M. 《TechTrends》2005,49(2):40-45

TechTrends - This paper has identified a major gap in the research revolving around academic integrity/dishonesty and WBDE. Statistical evidence and empirical data are almost nonexistent. However,...  相似文献   

A Study of Teacher Assessment at Key Stage 1     

Kathy Hall  Beryl Webber  Steve Varley  Vanessa Young  Peter Dormant 《Cambridge Journal of Education》1997,27(1):107-122

This paper is based on semi‐structured interviews with 59 Year 2 teachers across 45 schools in one LEA. It documents their practice of and attitudes to teacher assessment and it proposes a developmental model which describes and explains their approaches. The assessment of process skills is analysed and the effects of assessment on children's learning and teachers’ practice are discussed. The manageability of teacher assessment is also examined. The findings are linked with previous and subsequent studies on teacher assessment and suggestions for further research, based on these outcomes, are offered.  相似文献   

The reverse modality effect: Examining student learning from interactive computer‐based instruction          下载免费PDF全文

Fethi A. Inan  Steven M. Crooks  Jongpil Cheon  Fatih Ari  Raymond Flores  Murat Kurucay  Dmitrii Paniukov 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):123-130

The purpose of this study was to explore the effects of modality on learning from multimedia instruction. This study utilized a factorial between‐subject design to examine the effects of modality on student learning outcomes, study patterns and mental effort. An interactive computer‐presented diagram was developed to teach the places of articulation in human speech. A total of 151 undergraduate students at a large southwestern university in USA participated in this study. Participants were randomly assigned to one of two modality conditions (ie, written text and spoken text). Data were obtained through surveys, student logs and knowledge tests. Findings revealed a reverse modality effect, wherein participants who studied with written text outperformed those who studied with spoken text.  相似文献   

School feeding programmes: myth and potential     

Beryl Levinger 《Prospects》1984,14(3):369-376

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The generalizability of student ratings of instructors: Item specificity and section effects     

Terence J. Crooks  Michael T. Kane 《Research in higher education》1981,15(4):305-313

A number of recent studies have used generalizability theory to examine the dependability of student ratings of instruction. This study extends this line of research by examining the consistency of ratings between different sections of a course taught in a given semester by the same instructor, and by comparing the performance of global- and attribute-type instructor rating items. Five samples of physics instructors, varying in size from 5 to 12 instructors, were rated by their students on a form containing two global and eight attribute items. Each instructor taught two sections of a course. The study found that the section effect was small (ratings of instructors were consistent across different sections of the same course), and that the generalizability of ratings was substantially influenced by item specificity. For summary purposes, one global item seemed sufficient.  相似文献