Innovative Forms of Assessment: A United Kingdom Perspective     

Clare Burstall 《Educational Measurement》1986,5(1):17-22

Educators around the world are discovering that we have much to learn from each other's educational practices. Focusing on innovative forms of assessment in the United Kingdom, the article describes assessment strategies in mathematics, oracy, science, and foreign languages. These strategies include not only problems in which students select a correct answer, but also practical problems in which students supply answers to open-ended tasks.  相似文献   

Books, Articles, and Items of Academic Interest     

Peter Wood 《Academic Questions》2008,21(4):482-487

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Capacity Building and Higher Education in Africa: A comment on the capacity building rationale and aid to higher education in Sub‐Saharan Africa     

Alison Gird Wood 《Compare》1993,23(2):149-158

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Helping maltreated children and their parents     

Patricia Wood 《Early Childhood Education Journal》1981,9(2):43-45

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Assessment Has Too Many Meanings and the One I Think We Want Isn't Clear Enough Yet     

Robert Wood 《Educational Measurement》1984,3(4):5-7

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Great expectations: A Novel Approach to Education     

Jeffrey McLachlan  Vivienne Wood 《Tertiary Education and Management》2013,19(1):94-101

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In-service and pre-service teachers' perceptions of a web-based,case-based learning environment     

Stephen C. Bronack  Clare R. Kilbane  Joanne M. Herbert  Robert F. Mcnergney 《Technology, Pedagogy and Education》2013,22(3):305-320

Abstract

Understanding teachers' perceptions of a web-based, case-based learning environment provides insight into the effective development and deployment of such conditions for preparing educators. CaseNET–a web-based, case-method teaching environment for professional educators–serves as both a source of information as well as a space for inservice and preservice teachers to interact with one another and to contemplate current educational issues as they relate to real-world teaching. A qualitative analysis of over 400 participants was conducted and results provided. Participants perceived CaseNETas an opportunity to engage in professional development via exploration, reflection, collaboration, and hands-on interactions with authentic teaching tasks. Results suggest that the combination of cases and technology provides a valued opportunity to engage developing teachers in professional behaviors.  相似文献   

Promoting Completion Through Organizational Development and Process Improvement     

Kevin M. David  Angela D. Sivadon  Donna G. Wood  Sarah L. Stecher 《Community College Journal of Research & Practice》2013,37(11):1074-1078

In 2007, Tulsa Community College (TCC) joined the national Achieving the Dream (ATD) network, which is dedicated to developing data-informed interventions to increase persistence and completion among community college students. TCC’s participation in the national initiative set it down a path for positive institutional change, but it was the College’s restructuring of their internal work teams and their process improvements since 2011–2012 that have resulted in a sustainable system that will help retain knowledge and ensure successful leadership transitions. In 2013, TCC rebranded its modified ATD system as Completing the Dream, combining the goals of Complete College America with the action research principles of Achieving the Dream. Because of these efforts, the College is in a stronger position today than it has ever been to serve our students using evidence-based strategies, ultimately resulting in more college-educated citizens in the Tulsa area.  相似文献   

Tolerance for Diversity of Beliefs: Learning about Tolerance and Liking It Too     

Sandra Wood  Kristina Thalhammer  John L. Sullivan  Karen Bird  Patricia G. Avery  Kate Klein 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):349-372

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Conceptualising,developing and assessing critical thinking in law     

Nickolas James  Clare Cappa 《Teaching in Higher Education》2013,18(3):285-297

‘Critical thinking’ is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of ‘signature’ disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of ‘critical legal thinking’, the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development.  相似文献