Assessment worlds colliding? Negotiating between discourses of assessment on an online open course     

Laura Hills  Jonathan Hughes 《Open Learning》2016,31(2):108-115

Abstract

Using the badged open course, Taking your first steps into Higher Education, this case study examines how assessment on online open courses draws on concepts of assessment used within formal and informal learning. Our experience was that assessment used within open courses, such as massive open online courses, is primarily determined by the requirements of quality assurance processes to award a digital badge or statement of participation as well as what is technologically possible. However, this disregards much recent work in universities that use assessment in support of learning. We suggest that designers of online open courses should pay greater attention to the relationship of assessment and learning to improve participant course completion.  相似文献   

In Transition: Experiences of Parents of Children with Special Needs at School Entry   总被引：1，自引：0，他引：1  

Magdalena Janus  Lauren Kopechanski  Ruth Cameron  Debra Hughes 《Early Childhood Education Journal》2008,35(5):479-485

Pre-school children with special needs face a complex transition to school, requiring additional administrative, social and educational support. In this study, parents of 40 children with special needs reported on the transition to school experience of their 4–6-year-old child. They completed a measure of impact of the child’s disability on their family and an assessment of the quality of services experienced. Individual, semi-structured interviews contextualized these evaluations. Twenty children (pre-transition) were in preschool; 20 had already started school (post). Post-transition parents reported less average disability impact on family, generally lower perception of quality of care than pre-transition ones, and long waiting periods for school-based support. Most parents, however, reported satisfactory linkages between prior-to-school services and school. In conclusion, this study demonstrates that, despite the current climate of support for early child development, barriers for satisfactory transition to school still exist, and are largely due to low effectiveness of existing policies.  相似文献   

Mapping educational research conducted in NSW government schools using the State Education Research Approval Process (SERAP) data base     

John Hughes  Shantha Liyanage  Robert Stevens 《The Australian Educational Researcher》2013,40(4):425-432

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Florida Conference on Religions     

Virginia R. Hughes  J. Malcolm Forbes 《Religious education (Chicago, Ill.)》2013,108(6):553-557

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The analysis of the sex role orientation of gifted male and female adolescents     

Marolyn A. Wells  Steve Peltier  Cheryl Glickauf‐Hughes 《Roeper Review》2013,35(4):46-48

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“IF YOU HAVE SUN AND YOU HAVE RAIN YOU GET A RAINBOW”: CREATING MEANINGFUL CURRICULUM     

Eileen Hughes 《Journal of Early Childhood Teacher Education》2013,34(2):89-100

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Fixation of nitrogen in France     

W.W. Coblentz  C.W. Hughes 《Journal of The Franklin Institute》1925,200(2):247-248

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Notes on Belgium     

Captain G.W. Hughes 《Journal of The Franklin Institute》1841,32(5):298-304

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A Christian contribution to education in China     

Rev. E.R. Hughes M.A. 《British Journal of Religious Education》1941,8(2):65-73

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Motivation for Educational Attainment in Grade 9 Predicts High School Completion     

Stephen G. West  Jan N. Hughes  Han Joe Kim  Shelby S. Bauer 《Educational Measurement》2019,38(2):27-40

The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents’ motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study investigated the utility of each factor in predicting high school dropout or completion of a general education development (GED) certificate versus completion of a high school degree. Participants were 474 (55.1% male) ethnically diverse students who were originally recruited into a larger longitudinal study in Grade 1 on the basis of academic risk. Fourteen years later, 373 had obtained a high school diploma, 15 had obtained a GED, and 86 had dropped out of high school. During their first year of Grade 9, participants were administered the MEA. Using multinomial logistic regression with high school graduation as the reference outcome and controlling for Grade 9 letter grades, reading and math test scores, gender, and ethnic/racial group status, scores on the latent general factor and the latent peer aspirations factor predicted high school dropout versus high school graduation status. Neither the general factor nor any of the three specific factors predicted GED completion versus high school graduation. Ethnicity, but not gender, moderated the associations between scores on the general factor and high school graduation versus dropout.  相似文献