Needs assessment—a digest,review, and comparison of needs assessment literature     

Ryan Watkins  Douglas Leigh  William Platt  Roger Kaufman 《Performance Improvement》1998,37(7):40-53

  相似文献   

A process for aligning performance improvement resources and strategies     

Ryan Watkins  John Wedman 《Performance Improvement》2003,42(7):9-17

  相似文献   

“This test makes no freaking sense”: Criticism, confusion, and frustration in timed writing     

Jerry   《Assessing Writing》2009,14(3):178-193

Large-scale writing programs can add value to the traditional timed writing assessment by using aspects of the essays to assess the effectiveness of institutional goals, programs, and curriculums. The “six learning goals” prompt in this study represents an attempt to provide an accurate writing assessment that moves beyond scores. This paper focuses on student challenges to the prompt and testing situation to reveal that many students successfully challenge the task as a deliberate strategy, while less savvy test-takers clearly resist in response to anger, confusion or frustration. While only a small minority of test-takers openly protest the prompt or testing situation, the paper suggests that all students could be better prepared to reflect upon their university experience in timed essays through more coaching and experience with reflective impromptu questions. This finding offers both encouragement and caution for writing programs seeking a single test that can generate both placement scores and valuable feedback.  相似文献   

Integrated performance management: A conceptual,system‐based model     

Jerry L. Harbour 《Performance Improvement》2009,48(7):10-14

Organizational success begins with the creativity of strategic vision bounded in the realities of requirements that are then transformed into daily operations and associated work outputs. These operations and outputs hopefully meet predetermined and tracked performance levels. This article graphically portrays and describes an integrated performance management system model linking these critical organizational ingredients in a holistic manner. Integrated performance management represents a construct that, if properly applied, may provide the “glue” to organizational understanding, transparency, and continued improvement.  相似文献   

Undergraduates’ learning experience and learning process: quantitative evidence from the East   总被引：2，自引：0，他引：2  

Beverley J. Webster  Wincy S. C. Chan  Michael T. Prosser  David A. Watkins 《Higher Education》2009,58(3):375-386

This article examines the construct validity of the Course Experience Questionnaire (CEQ) in Hong Kong and investigates the similarities and differences in the process of learning among students in different disciplinary studies. It is based on a survey of 1,563 undergraduate students in two disciplines, humanities and sciences, and of principally Chinese ethnicity. Findings from exploratory and confirmatory factor analyses support the scale structure of the four subscales of a modified version of the CEQ (good teaching, clear goals and standards, appropriate work, and appropriate assessment) in a non-Western context and could provide a basis for cross cultural research and international benchmarking. While there was variation across subgroups, there was a genuine pattern of relationships between the perceptions of learning environment and learning strategies shown by structural modeling. This information could be used to inform the design of discipline-specific programs in the new curriculum.  相似文献   

Considered evaluation of clinical placements in a new medical school     

Jerry Booth  Sarah Collins  Anna Hammond† 《Assessment & Evaluation in Higher Education》2009,34(1):17-29

This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes.  相似文献   

Human performance modeling: A case study     

Jerry L. Harbour 《Performance Improvement》2010,49(8):36-41

Modeling critical performance elements can assist the human performance technology practitioner in better understanding the often complex, messy, and fuzzy real world of human performance. As illustrated in the embedded case study, generically developed models that, in turn, can be adapted to context‐specific applications often have the greatest practical value. The key in developing any good model is to first identify those key variables—the critical few—that truly account for the greatest variance in performance.  相似文献   

Incremental validity of thinking styles in predicting academic achievements: an experimental study in hypermedia learning environments     

Weiqiao Fan  Li‐Fang Zhang  David Watkins 《教育心理学》2010,30(5):605-623

The study examined the incremental validity of thinking styles in predicting academic achievement after controlling for personality and achievement motivation in the hypermedia‐based learning environment. Seventy‐two Chinese college students from Shanghai, the People’s Republic of China, took part in this instructional experiment. The End‐Of‐Semester test was designed to examine the students’ achievement in the course of General Psychology. The results partially supported the hypotheses concerning the relationships between students’ Type I and II thinking styles and their academic achievement in Type I test (including analysis, problem‐solving, and essay tests) and Type II test (including multiple‐choice and cloze tests), and showed that some Type III styles were significantly related to their academic achievement. Hierarchical regression analysis indicated that the capacity of thinking styles for explaining and predicting academic achievement was sometimes over and above the sum of personality traits and achievement motivation. Implications for educational practice are discussed.  相似文献   

The Value of Reanalysis: TV Viewing and Attention Problems     

E. Michael Foster  Stephanie Watkins 《Child development》2010,81(1):368-375

Using data from the National Longitudinal Survey of Youth ( N  =   1,159), this study reexamines the link between maternal reports of television viewing at ages 1 and 3 and attention problems at age 7. This work represents a reanalysis and extension of recent research suggesting young children's television viewing causes subsequent attention problems. The nonlinear specification reveals the association between television watching and attention problems exists—if at all—only at very high levels of viewing. Adding 2 covariates to the regression model eliminated even this modest effect. The earlier findings are not robust. This study also considers whether its own findings are sensitive to unobserved confounding using fixed-effects estimation. In general, it finds no meaningful relation between television viewing and attention problems.  相似文献   

Age Differences in Children's Ability to Model Motor Behavior     

Jerry R. Thomas  Caryl Pierce  Susan Ridsdale 《Research quarterly for exercise and sport》2013,84(3):592-597

Abstract

In order to investigate the effects of modeling behavior for seven- and nine-year-old children, 30 seven-year-old and 30 nine-year-old females were randomly assigned within age level to three groups. These groups differed according to whether a model was presented at the beginning, midway, or not at all during 12 trials on the stabilometer. Both age groups were found to be similar in performance in the no model condition and, for both age groups, the beginning model condition was found to facilitate performance. However, the introduction of the model after six trials had a detrimental effect on the performance of younger children but facilitated older children's performance. These findings were interpreted in light of a likely increase in the processing capacity of nine year olds as well as an increase in the number of movement schemes that were previously stored in the older girls.  相似文献