Portfolios, Accountability, and an Interpretive Approach to Validity   总被引：1，自引：0，他引：1  

Pamela A. Moss  Jamie Sue Beck  Catherine Ebbs  Barbara Matson  James Muchmore  Dorothy Steele  Caroline Taylor  Roberta Herter 《Educational Measurement》1992,11(3):12-21

How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments?  相似文献   

Faculty ratings as a measure of departmental and administrator quality     

Dennis D. Hengstler  Dale C. Brandenburg  Larry A. Braskamp  H. Richard Smock 《Research in higher education》1981,14(3):259-275

This study examined the usefulness of faculty ratings as a measure of departmental quality. Two hundred and thirty-three faculty members from six departments responded to two questionnaires relating to the department—the Department Evaluation Survey (DES)—and to the department head—the Administrator Evaluation Survey (AES). A factor analysis of the DES revealed three underlying dimensions: Satisfaction with the Department's Academic Environment, Satisfaction with the Department's Governance and Operating Procedures, and Satisfaction with Student Quality. The factor analysis of the AES identified only one underlying dimension. Both the DES and AES were found to be highly reliable and effective in discriminating among departments. Very high positive correlations were also found between selacted DES and AES items suggesting that the performance of the head plays a very important role in faculty perceptions of the departments, and vice versa. Faculty ratings would appear to be a useful initial criterion in evaluating a department or head.  相似文献   

Reading failure and juvenile delinquency     

Dennis L. Hogenson Ph.D. 《Annals of dyslexia》1974,24(1):164-169

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How to guarantee the failure of assessment at any institution by following 17 easy,proven rules     

Steven M. Culver  Dennis R. Ridley 《Assessment Update》1995,7(4):3-3

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Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2002,21(1):2-4

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Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(1):2-4

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What is Art in Education? New Narratives of Learning     

Dennis  Atkinson 《Educational Philosophy and Theory》2007,39(2):108-117

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Support Teams in New Zealand Schools: A National Survey of Establishment and Practice     

Dennis W. Moore  Ted Glynn  Max Gold 《International Journal of Disability, Development & Education》1993,40(3):193-204

Two and a half years after the initial funding allocation for teacher release hours to establish Support Teacher positions in New Zealand schools, 63 (91%) of the schools with a Support Teacher funding allocation completed a questionnaire on the establishment of the position in the school. Information derived from the questionnaire included qualifications and experience of teachers appointed to the role of Support Teacher, and detail regarding the establishment, practice, and degree of adherence to the Support Team model of operation. Significant difficulties with Support Team establishment and program adherence are reported, notably in selection, training, organizational support, and form of service delivery. The results are discussed in terms of the speed of drift from the model, differences between primary and secondary schools in implementation of the program, the importance of training, and the presence of an active Support Team Management Committee in ensuring effective service delivery.  相似文献   

Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization Across Academic Disciplines     

Sarah Ketchen Lipson  Sasha Zhou  Blake Wagner III  Katie Beck  Daniel Eisenberg 《Journal of College Student Psychotherapy》2016,30(1):23-41

This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments.  相似文献   

Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(2):116-118

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