Teachers’ and students’ perceptions of assessments: A review and a study into the ability and accuracy of estimating the difficulty levels of assessment items     

Gerard van de Watering  Janine van der Rijt 《Educational Research Review》2006,1(2):133-147

In today's higher education, high quality assessments play an important role. Little is known, however, about the degree to which assessments are correctly aimed at the students’ levels of competence in relation to the defined learning goals. This article reviews previous research into teachers’ and students’ perceptions of item difficulty. It focuses on the item difficulty of assessments and students’ and teachers’ abilities to estimate item difficulty correctly. The review indicates that teachers tend to overestimate the difficulty of easy items and underestimate the difficulty of difficult items. Students seem to be better estimators of item difficulty. The accuracy of the estimates can be improved by: the information the estimators or teachers have about the target group and their earlier assessment results; defining the target group before the estimation process; the possibility of having discussions about the defined target group of students and their corresponding standards during the estimation process; and by the amount of training in item construction and estimating. In the subsequent study, the ability and accuracy of teachers and students to estimate the difficulty levels of assessment items was examined. In higher education, results show that teachers are able to estimate the difficulty levels correctly for only a small proportion of the assessment items. They overestimate the difficulty level of most of the assessment items. Students, on the other hand, underestimate their own performances. In addition, the relationships between the students’ perceptions of the difficulty levels of the assessment items and their performances on the assessments were investigated. Results provide evidence that the students who performed best on the assessments underestimated their performances the most. Several explanations are discussed and suggestions for additional research are offered.  相似文献   

Clinical Assessment of Dissociative Identity Disorder Among College Counseling Clients     

Benjamin Levy  Janine E. Swanson 《Journal of College Counseling》2008,11(1):73-86

College counseling professionals address a wide range of complex student mental health concerns. Among these, accurately identifying client presentations of dissociative identity disorder (DID) can be especially challenging because students with DID sometimes present as if they are experiencing another problem, such as a mood, anxiety, or psychotic disorder. This article reviews DID diagnostic criteria, introduces assessment strategies for use during intake and subsequent counseling sessions, and presents case illustrations.  相似文献   

The Emergence of Forgiveness in Young Children     

Janine Oostenbroek  Amrisha Vaish 《Child development》2019,90(6):1969-1986

Humans depend greatly on our cooperative relationships. Thus, when our relationships are damaged by transgressions, they need to be repaired. Such repair requires that the transgressor show remorse and the victim forgive. Previous research demonstrates that as transgressors, young children show remorse and attempt to repair the harm they caused. However, it remains unclear when children, as victims, forgive remorseful transgressors. In Study 1, 5-, but not 4-year-olds, (n = 20 each) were more forgiving of a remorseful transgressor (who did not explicitly apologize) than an unremorseful transgressor. In Study 2, 4-year-olds (n = 20) were more forgiving of an apologetic than unapologetic transgressor. Thus, from early in ontogeny, humans are motivated to repair damaged relationships and thus uphold cooperation.  相似文献   

What Do Student Teachers Want in Mentor Teachers?: Desired,Expected, Possible,and Emerging Roles     

Janine S. Davis  Victoria B. Fantozzi 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):250-266

Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded in these roles, the researchers explored what seven student teachers said during multiple interviews about the roles they wanted for their mentor teachers. Findings showed that while some participants preferred emotional support and others wanted instructional support, none wanted socialization. The researchers identified a new category–mentor as gatekeeper–to capture the preferences of one participant and concerns of others. This category reflected a focus on the credentialing aspect of student teaching as something that students must complete before licensure. Implications for teacher education included additional support for mentor teacher–preservice teacher pairs such as conversations about desired, expected, possible, and emerging roles during the mentoring process.  相似文献   

Foot strike patterns of recreational and sub-elite runners in a long-distance road race   总被引：4，自引：3，他引：1  

Larson P  Higgins E  Kaminski J  Decker T  Preble J  Lyons D  McIntyre K  Normile A 《Journal of sports sciences》2011,29(15):1665-1673

Although the biomechanical properties of the various types of running foot strike (rearfoot, midfoot, and forefoot) have been studied extensively in the laboratory, only a few studies have attempted to quantify the frequency of running foot strike variants among runners in competitive road races. We classified the left and right foot strike patterns of 936 distance runners, most of whom would be considered of recreational or sub-elite ability, at the 10 km point of a half-marathon/marathon road race. We classified 88.9% of runners at the 10 km point as rearfoot strikers, 3.4% as midfoot strikers, 1.8% as forefoot strikers, and 5.9% of runners exhibited discrete foot strike asymmetry. Rearfoot striking was more common among our sample of mostly recreational distance runners than has been previously reported for samples of faster runners. We also compared foot strike patterns of 286 individual marathon runners between the 10 km and 32 km race locations and observed increased frequency of rearfoot striking at 32 km. A large percentage of runners switched from midfoot and forefoot foot strikes at 10 km to rearfoot strikes at 32 km. The frequency of discrete foot strike asymmetry declined from the 10 km to the 32 km location. Among marathon runners, we found no significant relationship between foot strike patterns and race times.  相似文献   

Measuring intuitive knowledge in science: The development of the what-if test     

Janine Swaak>  Faculty of Educational Science  Technology  Ton de Jong  Faculty of Educational Science  Technology 《Studies in Educational Evaluation》1996,22(4):341-362

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A Review of Recommended Social Competency Programs for Students with Autism Spectrum Disorders     

Janine P. Stichter  Jena Randolph  Nicholas Gage  Carla Schmidt 《Exceptionality》2013,21(4):219-232

Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming: (1) increased ASD incidence rates, (2) inclusion and integration trends, and (3) recent No Child Left Behind Act requirement regarding use of evidence-based practices. This article discusses current best practices in enhancing the social competence of learners with ASD. To this end, a review of the literature was conducted to: (1) define key behaviors related to social competence targeted by common interventions and (2) identify the core components and targets that are essential for effective social competence interventions. Searches done by hand and electronically were conducted to identify empirical reviews or summaries of effective social competence interventions from preschool to early adulthood. Eight reviews that encompass typically developing as well as those that specifically target ASD were chosen. Results of the review identified eight primary behavior categories most frequently targeted by social interventions across preschool, elementary, and secondary age groups. Additional analysis identified 11 core components consistently identified in the reviews. Explanation of categories as well as implications for future research and practice are explored.  相似文献   

The Academic Librarian: Buying Into,Playing Out,and Resisting the Teacher Role in Higher Education     

Trevor Austin  Janine Bhandol 《New Review of Academic Librarianship》2013,19(1):15-35

This article reports the findings of a small-scale study in a UK university. The research investigated how academic librarians experienced the processes of becoming a teacher. As more librarians are drawn into a teaching role, understanding these developments becomes crucial. A narrative approach revealed the challenges faced as they participated in a program of teacher education. Institutional agendas and a diverse student population complicated these processes. This produced a complex interplay between identity and pedagogy, resulting in a lack of legitimacy in the teacher role. This has implications for the way in which academic librarians are supported in such transitions.  相似文献   

Serving the distant student: Implications for external degree programming     

Dr. Marilou Eldred Ph.D.  Mr. Jeffrey N. Johnson M.A. 《Innovative Higher Education》1977,1(2):124-131

The results of a questionnaire survey of 132 students enrolled in the University Without Walls (UWW) program at the University of Minnesota regarding how they assessed their UWW experience in general and the services provided by faculty in particular is presented. Readers will find a special focus on how local students who reside within commuting distance to campus compare with students who live a distance from campus. Comparisons are made in terms of students' frequency and mode of communication with faculty, general satisfaction with UWW, and satisfaction with faculty services. The majority of students responded favorably to the faculty with whom they worked. Implications of the study are considered for enhancing educational services for distant students.  相似文献   

A Cross-Analysis of the Mathematics Teacher’s Activity. An Example in a French 10th-Grade Class     

Aline Robert  Janine Rogalski 《Educational Studies in Mathematics》2005,59(1-3):269-298

The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity the teacher organises for students during classroom sessions and the way he manages¹ the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3), 2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify his activity. The paper also places this study in the context of previous contributions made by others in the same field.  相似文献