Portfolio appraisal: In search of criteria   总被引：2，自引：0，他引：2  

Harm Tillema  Kari Smith 《Teaching and Teacher Education》2007

Two inherently contradictory forces are pushing for reform in portfolio assessment. On the one hand there is a felt need for creating more rigid standards that operate to promote uniformity of ratings in appraisal practice to certify achievement. However, on the other hand, critical questions are being raised about separating acclaimed portfolio goals aimed both at appraising achievement while also improving quality of student learning and development. The position of portfolio assessment, which is widely used nowadays in teaching and teacher education, comes into debate. In our study, we look for actual practices in portfolio appraisal in search of criteria used for rating the quality of portfolio materials. It is our interest to find out how appraisal criteria are selected and used to evaluate achievement or to improve the quality of development and learning. In the context of teacher education, we have examined both the espoused criteria of both assessors and collectors of portfolios as well as the actual appraisal practices by looking at the judgmental orientations and supervision styles used by portfolio assessors. In addition, we offered an authentic portfolio document to be rated by different assessors to gauge and compare their quality of rating and criteria use. The actual processes we detected point to a most common practice of employing judgmental, usually normative evaluations based on assessor dependent, more or less pre-decided criteria which permit a “checkbox” approach to appraisal.  相似文献   

Work with parents of abused and neglected children     

Kari Killén Heap 《Child abuse & neglect》1982,6(3):335-341

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Non-abused preschool children's perception of an anogenital examination     

Gulla K  Fenheim GE  Myhre AK  Lydersen S 《Child abuse & neglect》2007,31(8):885-894

OBJECTIVE: An anogenital examination is usually part of the standard medical assessment in children evaluated for suspected sexual abuse, and the emotional impact on the child has been studied. The primary aim of this study was to assess non-abused preschool children's responses to an anogenital examination. METHOD: One hundred and fifty-eight children (119 girls), aged 5-6 years old, were recruited by self-selection from a town community in Norway. After a full medical "top-to-toe" examination, including an anogenital examination with use of a colposcope, the children were asked for their reactions to different parts of the examination. The instrument used was a Faces Rating Scale with five faces, ranging from smiling to crying. Parents and nurses also completed questionnaires regarding their perceptions of the children's reactions. RESULTS: The results from the self-report scales showed that only 7.7% of the children rated the anogenital examination as somewhat negative, but the children rated the anogenital part of the examination as significantly more distressing than the examination of their ears and mouth. Microbiological swabbing from the anogenital area was most frequently mentioned as something the children disliked. Complementary data from the parents supported the children's responses regarding the anogenital part, but also emphasized the importance of good preparation and a "child-friendly" atmosphere when performing the examination. CONCLUSIONS: Most preschool children, who have no history of sexual abuse do not find an anogenital examination traumatic if the examination is well planned and performed by experienced professionals in a supportive atmosphere.  相似文献   

Cliff or Step? Posture‐Specific Learning at the Edge of a Drop‐Off     

Kari S. Kretch  Karen E. Adolph 《Child development》2013,84(1):226-240

Infants require locomotor experience to behave adaptively at a drop‐off. However, different experimental paradigms (visual cliff and actual gaps and slopes) have generated conflicting findings regarding what infants learn and the specificity of their learning. An actual, adjustable drop‐off apparatus was used to investigate whether learning to distinguish a step from a cliff transfers from crawling to walking. Experienced 12‐month‐old crawlers (n = 16) refused to crawl over risky drop‐offs but novice 12‐month‐old walkers (n = 17) stepped repeatedly over the edge. Experienced 18‐month‐old walkers (n = 18) refused to walk over risky drop‐offs but descended using alternative methods. These findings suggest that infants do not acquire generalized responses like fear or wariness of heights. Rather, infants learn to perceive affordances for the experienced action.  相似文献   

Bourdieu knew more than how to play tennis! An empirically based discussion of habituation and reflexivity     

Åse Strandbu  Kari Steen-Johnsen 《Sport, Education and Society》2013,18(8):1055-1071

This paper explores the role of reflexivity in habituation by contrasting the learning of aerobics and basketball with the acquisition of gendered bodily skills. The discussion is inspired by the paper So, how did Bourdieu learn to play tennis? Habitus, consciousness and habituation, by Noble and Watkins (2003), which represents a fruitful contribution to the debate on the roles of reflexivity and consciousness in learning. Still, this model of habituation remains one-dimensional, since it only addresses habituation involving reflexivity. Based on fieldwork at both a basketball club and an aerobic group for Muslim women, along with interviews with participants in the two arenas, we suggest that even though habituation often involves reflexivity, there are also forms of habituation that do not involve high degrees of consciousness. The paper adds to the on-going theoretical debate about the hybridisation of habitus and reflexivity by offering concrete and empirically based examples of different degrees of reflexivity involved in processes of habituation. This adds to a theoretical underpinning of habitus as a lived, changing category.  相似文献   

Relationships between information seeking and context: A qualitative study of Internet searching and the goals of personal development     

Jarkko Kari  Reijo Savolainen 《Library & information science research》2007

Little research has explored how exactly information processes relate to their context. Context is defined as all those things which are not an inherent part of information phenomena, but which nevertheless bear some relation to these. This article addresses the issue by discussing empirical findings from a study on Internet searching and personal development. The purpose of the article is to construct a general typology for researching the links between information seeking and its context. Grounded analysis of the whole corpus revealed 11 different relationships between Internet searching and the goals of personal development. Because these seem to be quite generalizable to information seeking in other contexts (e.g., parenting or location), too, they were then abstracted into four generic relationships: detachment, unity, direction, and interaction. The classifications are offered as tools for understanding information seeking more contextually and for conducting further research in this area.  相似文献   

A gathering of great minds: Designing twenty‐first century education with twentieth century ideas     

Kari B. Taylor 《About Campus》2005,10(2):17-23

Imagine that influential thinkers of the past could join with those of the present to design today's college student experiences. Author Kari Taylor envisions the outcomes of such a process.  相似文献   

Teaching Confidence Intervals Using Simulation     

Reidar Hagtvedt  Gregory Todd Jones  Kari Jones 《Teaching Statistics》2008,30(2):53-56

Confidence intervals are difficult to teach, in part because most students appear to believe they understand how to interpret them intuitively. They rarely do. To help them abandon their misconception and achieve understanding, we have developed a simulation tool that encourages experimentation with multiple confidence intervals derived from the same population.  相似文献   

From Print to Online: Revamping Technical Services with Centralized and Distributed Workflow Models     

Kari Schmidt  Christine Korytnyk Dulaney 《期刊图书馆员》2014,66(1-4):65-75

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10,000 Libraries, 4 Years: A Large-Scale Study of E-Book Usage and How You Can Use the Data to Move Forward     

Michael Levine-Clark  Kari Paulson  Paul Moeller 《期刊图书馆员》2015,68(1-4):262-268

Michael Levine-Clark and Kari Paulson examine 2013 worldwide usage data for ebrary and E-book Library (EBL) covering hundreds of thousands of titles. They examine usage patterns across academic libraries globally and establish benchmarks useful to libraries and consortia for local planning. Sessions versus availability, the use of higher-quality e-books, broad disciplinary differences, performance relative to predicted use, and level of immersion are considered. Levine-Clark is in the process of analyzing ebrary and EBL data for a forthcoming white paper, and this presentation and associated discussion will inform the development of that study.  相似文献