Assessment of Student Performance: a framework for improving practice     

John Balla  Patrick Boyle 《Assessment & Evaluation in Higher Education》1994,19(1):17-28

Assessment of student performance and the evaluation of courses and teaching are critical elements in the teaching‐learning environment and are central to each higher education institution's mission of preparing students for the future. There are increasing internal and external pressures for institutions to review and improve their practice in this area. While a vast knowledge‐base exists to inform good practice in assessment of student performance, change in practice seems to be slow. A framework for improving assessment practice, based on a simple quality management model, is provided as are some examples which illustrate application of the model/framework. Some suggestions are also made about support mechanisms and resources required for effecting significant improvement to practice.  相似文献   

Early experience and the development of predatory and intraspecific aggression in mice     

John P. Whelton  Michael O’Boyle 《Learning & behavior》1977,5(3):291-296

Three experiments examined the mouse-fighting and cricket-attacking responses of ICR mice reared under various conditions. Groups of mice were raised in isolation, with other mice, or exposed to protected or unprotected crickets. Two aggression testing periods were held when the mice were between 40–45 and 60–65 days of age. Daily aggression tests, consisting of 10-min presentations of a cricket or mouse, were conducted during these periods. Attack latencies were measured on each trial. Analyses of attacks indicated that (1) early experience had little effect on cricket attacks—most mice readily attacked crickets; (2) mice attacked both crickets and other mice faster at 60–65 days of age than at 40–45 days of age; and (3) group-reared mice and female mice were less aggressive towards other mice than were mice raised in isolation or mice raised with crickets.  相似文献   

A Version of Access     

Casey Boyle  Nathaniel A. Rivers 《Technical Communication Quarterly》2016,25(1):29-47

This article explores accessibility ontologically, proposing nonequal design as a way to include and encourage difference. Part One situates the possibility for a multiple version approach to accessibility; Part Two finds affinities in science and technology studies where several figures have explored the politics of multiple versions of ontologies; Part Three introduces three design principles—syncopation, medium specificity, and versioning—for enacting how an nonequal approach opens up generative possibilities for accessibility.  相似文献   

Educational Quality Assurance in Universities: an enhanced model     

Patrick Boyle 《Assessment & Evaluation in Higher Education》1997,22(2):111-121

In the last decade or so there has been a proliferation of literature(s) concerning quality assurance (QA) in a variety of contexts. The literatures which have primary relevance to higher education span a range of disciplines or transdisciplines, including management science and development evaluation, organisational behaviour and change, and the study of higher education. While evolution has occurred in approaches to QA in many institutions, piecemeal, non‐systemic or poorly planned and integrated approaches are still common. This paper distils some key ideas from the literatures on QA and higher education culture and practice and proposes a model for educational quality assurance (EQA). The model is evolutionary, in that it (1) is built on and integrates ideas from research, practice and case evidence; (2) integrates key elements of educational environments which influence the quality of climate, process and outcome, but which are often not strongly linked in QA strategies or systems; and (3) has continual quality improvement in student learning at its heart and as its primary goal, with accountability as an important consequence.  相似文献   

Comparison of examination methods used in the evaluation of prepubertal and pubertal female genitalia: a descriptive study     

Boyle C  McCann J  Miyamoto S  Rogers K 《Child abuse & neglect》2008,32(2):229-243

OBJECTIVE: To compare the effectiveness of three different examination methods in their ability to help the examiner detect both acute and non-acute genital injuries in prepubertal and pubertal girls suspected of having been sexually abused. METHODS: Forty-six prepubertal and 74 pubertal girls, whose ages ranged from 4 months to 18 years, were evaluated to determine the relative effectiveness of three different examination methods. RESULTS: All the girls had sustained a recent genital injury from various causes. The mean time between an injury and the first examination was 24h for the prepubertal girls and 27h for the pubertal girls. The three "multimethod" examination approaches used were the supine labial separation method; the supine labial traction technique; and the prone knee-chest position. The supine labial separation method was useful in identifying an injury on the external portion of the genitalia in both groups of girls. Injuries within the vestibule, on the hymenal surface, or in the fossa navicularis required greater separation of the labia. This was accomplished through the use of either the supine labial traction technique or the prone knee-chest position. The prone knee-chest position was the most successful method for identifying hymenal lacerations in both groups of girls. Of the 10 hymenal lacerations detected in the prepubertal girls 20% were identified during the use of the supine labial separation method, 60% with the supine labial traction technique, and 100% with the prone knee-chest position approach. Of the 49 hymenal lacerations detected in the pubertal girls 24% were identified with the supine labial separation method, 65% with the supine labial traction technique, and 90% with the prone knee-chest position approach. The data from this study has shown that the results of a medical examination will vary by the method employed. CONCLUSIONS: While no single technique detected all the injuries, the use of the multimethod examination approach did prove to be a valuable adjunct in the evaluation of both the prepubertal and the pubertal girl's genitalia, particularly in the identification of a hymenal laceration. PRACTICE IMPLICATIONS: This approach uses three different examination methods: the supine labial separation method, the supine labial traction technique, and the prone knee-chest position. According to the results of this study, without the combined use of these three methods a significant number of injuries, particularly hymenal lacerations, could be missed in both the child and the adolescent.  相似文献   

Looking in the mirror: reflecting on 25 years of inclusive education in Australia     

Joanna Anderson  Christopher Boyle 《International Journal of Inclusive Education》2019,23(7-8):796-810

ABSTRACT

Australia was an early signatory to the Salamanca Statement, and it espouses inclusive education (IE) as the overarching philosophy of education for all. A 2015 critique of IE in Australia [Anderson and Boyle 2015. “Inclusive Education in Australia: Rhetoric, Reality and the Road Ahead.” Support for Learning 30 (1): 4–22. doi:10.1111/1467-9604.12074] found that while some gains had been made, particularly in the recognition of the needs of some of the nation's minority groups, the lack of a nationally accepted understanding of IE meant that it was transpiring in fundamentally distinctive ways across the eight education jurisdictions, with different outcomes for different groups of students. This paper reflects upon why Australia has struggled to enact the recommendations outlined in the Salamanca Statement a quarter of a century ago. The impacts of current education reforms, including the current model of educational provision, the understanding of disability and educational need, and the neo-liberal concepts of standardisation, measurement, and choice are explored. It challenges the idea that IE is the work of schools, and instead argues the need for a national approach to IE. Governments must acknowledge the barriers that their current policies and structures erect and shift towards a more inclusive model of educational delivery – for the benefit of all children and young people in Australia.  相似文献   

Integrating games as a means to develop e-learning: Insights from a psychological perspective     

Melody M. Terras  Elizabeth A. Boyle 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1049-1059

Although the Education sector has pioneered the use of technology, the pace of technological change has outstripped the slower processes of theoretical development and critical reflection, so the field is highly fragmented and lacks a comprehensive evidence base to support future development. In this paper, we consider how the insights offered by games and a psychological perspective can address the current challenges. Both games and e-learning specialists are facing similar challenges and would therefore benefit from adopting a more integrated approach in the future. We demonstrate how this integration can best be achieved by viewing the challenges through a psychological lens which informs theory, research and practice in user-centred design, supports the development of more widely applicable theories of learning and pedagogy, recognises of the complexity of the contexts in which learning occurs and offers an established evidence-based framework to aid integration at the theoretical level. This emphasises the continued importance of classic concepts such as transfer, cognitive load and the increasing blurred boundaries between formal and informal learning, but also in terms of methodology and as a catalyst for future debate and discussion.  相似文献   

Contextual influences on children's mental health and school performance: the moderating effects of family immigrant status     

Georgiades K  Boyle MH  Duku E 《Child development》2007,78(5):1572-1591

Data from a nationally representative sample of 13,470 children aged 4-11 years were used to study contextual influences on children's mental health and school performance, the moderating effects of family immigrant status and underlying family processes that might explain these relationships. Despite greater socioeconomic disadvantage, children living in recent immigrant families had lower levels of emotional-behavioral problems and higher levels of school performance. Living in a neighborhood characterized with higher concentration of immigrants was associated with lower levels of emotional-behavioral problems among children living in immigrant families; the reverse was true for children living in nonimmigrant families. These differences are partially explained by family process variables. The implications of these findings for future research and policy are discussed.  相似文献   

Barriers to implementing classroom management and behavior support plans: An exploratory investigation     

Melissa A. Collier‐Meek  Lisa M. H. Sanetti  Ashley M. Boyle 《Psychology in the schools》2019,56(1):5-17

Teachers are responsible for delivering classroom‐management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers’ experience of these barriers within the context of specific interventions. This exploratory study involves the analysis of barriers reported during implementation planning by 33 teachers responsible for delivering classroom‐management plans or behavior support plans. Teachers most frequently indicate struggling to respond to problem behaviors and manage competing responsibilities. Strategies suggested to ameliorate barriers most frequently include re‐teaching the intervention and scheduling implementation.  相似文献   

Effect of written text on usage of newton's third law     

Rosemary K. Boyle  David P. Maloney 《科学教学研究杂志》1991,28(2):123-139

This article reports on a study that investigated novice students' rules for determining which of two objects exerted the greater force on the other. Subjects worked five paper-and-pencil task sets depicting different objects interacting with each other. For each situation they were asked to identify which of the two objects was exerting the stronger force on the other. Each subject worked the task sets under one of three conditions: with no aid, with a written statement describing forces as interactions that always occur in pairs, or with a written statement of Newton's third law. The vast majority of the subjects in the study used procedures (rules) which could be identified. There were significant differences in the patterns of usage of the various rules between those who received no written statement and those who received the statement of Newton's third law. The primary difference between the two groups was in the usage of a rule (All Equal) which produced the same response sequence as Newton's third law. However, only 29% of those who received the Newton's third law handout used the All Equal rule on all five task sets. There were no significant differences in usage of the All Equal rule between those who had had high school physics and those who had not. Strong evidence was found to contradict the idea that the subjects who failed to used the All Equal rule simply did not read the written statement properly. The results of this study have implications for learning from text.  相似文献