e is for exploration: Assessing hard-to-measure learning outcomes   总被引：2，自引：0，他引：2  

Kerry Shephard 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):386-398

The focus of this paper is on the use of e‐technologies to enable higher education to better assess aspects of learning that have proved difficult to assess using more conventional means. Higher education describes the knowledge and abilities it intends its graduates to have acquired before graduation, and it has a wide range of approaches to assess these. Higher education also seeks affective outcomes in the form of values, attitudes, behaviours and related attributes or dispositions, and these have consistently proved more difficult to assess by examination or assignment. After graduation, however, graduates are often assessed within the professions via portfolios, interview and peer or expert review. Assessment may focus on teamwork and networking skills, productivity, creativity and values fit to the profession. How can e‐technologies help with these forms of assessment? This paper reviews some of the e‐based approaches and explorations that have supported or could support assessment of affective attributes. At each stage, the paper seeks to establish the common elements of assessment in the different regimes and how e‐assessment contributes, or may contribute in the future. The paper concludes that many of the strengths of e‐assessment lend themselves to an evaluation paradigm rather than to conventional assessment for intended learning outcomes.  相似文献   

What is the Relationship between Social Tact in Teacher–Pupil Exchanges and Creativity? Reconceptualising Functional Causes of Creativity in Artmaking     

Kerry Thomas 《The International Journal of Art & Design Education》2010,29(2):134-142

Art teachers are renowned for their claims that the creative properties of their senior secondary pupils' artworks occur as a result of the realisation of a creative process. Drawing on my recent ethnographic studies in senior art classrooms in Sydney, Australia, and Illinois, USA, I uncover a sociological, rather than a psychological explanation of creativity, which ironically, appears to satisfy the creative process claims of teachers. This article reveals how social tact in teacher–pupil exchanges has a function in bolstering the quality of the pupils' performances and their artworks while repressing the teacher's pedagogical role. The design and methodologies of the studies are outlined and two grounded narratives characterise cases of social tact between art teachers and pupils. A brief account is provided on the socio‐cultural framework of these studies, informed by Bourdieu's theories of the habitus, symbolic capital and misrecognition. Bourdieu's theories offer a robust conceptual apparatus which helps to explain how the sociality of classroom exchanges, with all of their ambiguities in practice, are a necessity in the realisation of creative ends.  相似文献   

New insight for activity intensity relativity,metabolic expenditure during object projection skill performance     

Ryan S. Sacko  Kerry McIver  Ali Brian  David F. Stodden 《Journal of sports sciences》2018,36(21):2412-2418

This study examined the metabolic cost (METs) of performing object projection skills at three practice trial intervals (6, 12, and 30 seconds). Forty adults (female n = 20) aged 18–30 (M = 23.7 ± 2.9 years) completed three, nine-minute sessions of skill trials performed at 6, 12, and 30 second intervals. Participants performed kicking, throwing and striking trials in a blocked schedule with maximal effort. Average METs during each session were measured using a COSMED K4b2. A three (interval condition) X two (sex) ANOVA was conducted to examine differences in METs across interval conditions and by sex. Results indicated a main effect for interval condition (F(5,114) = 187.02, p < .001, η² = 0.76) with decreased interval times yielding significantly higher METs [30 sec = 3.45, 12 sec = 5.68, 6 sec = 8.21]. A main effect for sex (F(5, 114) = 35.39, p < .001, η² = 0.24) also was found with men demonstrating higher METs across all intervals. At a rate of only two trials/min, participants elicited moderate physical activity, with 12 and 6-second intervals exhibiting vigorous PA. Demonstrating MVPA during the performance of object projection skill performance has potential implications for PA interventions.  相似文献   

Articulating and Utilizing Communication Student Learning Outcomes in Community Colleges     

Megan Tucker  Kerry Byrnes-Loinette  David Bodary 《Community College Journal of Research & Practice》2018,42(3):218-221

Academia in the United States stands face-to-face with the constant call for greater levels of assessment and accountability. Academics question whether our students are learning what they’re taught? Are they able to secure employment upon completing their education? Are they prepared to be active, productive citizens in society? Community colleges provide education to those who may typically not have the opportunity to attend an institution of higher education. A foundation of any assessment process is the articulation of the core learning outcomes. It is from this foundation, then, that community college faculty can start assessing the effectiveness of teaching and curricular design. The present investigation details a project that focused on creating discipline-specific student learning outcomes and how these outcomes can be utilized to aligning learning outcomes and mapping to curriculum. Communication studies faculty can utilize the learning outcomes to strengthen and clarify curriculum, demonstrate the acquisition of competencies, and improve departmental offerings.  相似文献   

Acculturation in elite sport: a thematic analysis of immigrant athletes and coaches     

Robert Joel Schinke  Kerry R. McGannon  Randy Cesar Battochio  Greg D. Wells 《Journal of sports sciences》2013,31(15):1676-1686

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Knowledge generation and sharing in UK universities: A tale of two cultures?     

Kerry E. Howell  Fenio Annansingh 《International Journal of Information Management》2013

As economies become more knowledge intensive it has become evident to most organizations that knowledge is a valuable resource. This is particularly true in academic organizations, which have the generation and dissemination of knowledge as their principal mission. This research assesses whether path-dependency exists in relation to cultural expectations of knowledge generation and sharing in knowledge intensive organizations. This paper adopts a constructivist approach facilitated by focus group discussions which were conducted in two UK universities, one Russell group university and the other a post-1992. Institutional culture and path dependency play a major role in the willingness of institutions to generate and share knowledge. Each institution exemplified a distinct path-dependency that underpinned cultural expectations but in each case internal and external factors were necessitating changes regarding knowledge sharing and generation which affected individual perspectives and organizational structures. The paper concludes by purporting that certain universities display critical junctures and cultural transformation in terms of knowledge generation, dissemination and sharing.  相似文献   

Developing coaching pedagogy: seeking a better integration of theory and practice     

Robyn Jones  Kevin Morgan  Kerry Harris 《Sport, Education and Society》2013,18(3):313-329

Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this article was to construct and evaluate a pedagogical framework (delivered through an MSc unit) drawn from tenets of both action research and ‘communities of practice’ as a means through which the practice-theory gap can be somewhat addressed. The unit in question involved students being introduced to a particular theoretical position with the expectation that they would integrate that theory into their practice in the upcoming week. The students then shared their experiences in structured discussion groups during the following class. Data on student learning were gathered both through on-going observations, and focus groups interviews with staff and students at the end of the unit. The data were inductively analysed. Findings revealed that the students were generally stimulated by and, hence, generally positive about the pedagogical approach experienced. This was specifically in terms of better ordering the knowledge they had as well as developing new insights about coaching practice. Although not unproblematically, the staff were also positive about the unit; citing better and more continuous student engagement as a result of it.  相似文献   

Critical thinking and the danger of intellectual conformity     

Kerry S. Walters 《Innovative Higher Education》1987,11(2):94-102

Critical thinking is becoming an essential ingredient in college and university curricula. Its stated goals are to foster critical ability and broad-mindedness, on both the conceptual and the social level. But an overemphasis of its reductionistic method can lead to results which are antithetical to its aims. Methodologically, it tends to encourage absolutism; psychologically, its exclusive rule orientation promotes passivity; and practically, its imperial rejection of nonanalytical methods breeds intolerance. Together, these three effects lead to a fetish-like regard for intellectual and social conformity, and an accompanying fear of eccentricity. The conclusion is that the present lopsided concentration on critical thinking's reductionism should be balanced with the teaching of alternative approaches to the understanding of knowledge and reality.  相似文献   

Explaining Hong Kong Students’ International Achievement in Civic Learning     

Kerry J. Kennedy  Lijuan Li 《Frontiers of Education in China》2016,11(3):299-321

This study identifies predictors of Hong Kong students’ civic learning. It has adopted a cross-sectional quantitative design using secondary data from the 2009 International Civics and Citizenship Education Study (ICCS 2009; Schulz et al., 2010). Multi-level analysis reveals that most of the variance in student achievement can be accounted for by school level rather than individual level factors. Student background variables are largely insignificant suggesting the resilience of many Hong Kong students. Regarding Hong Kong students’ achievements in civic learning, a possible explanation is made and implications are developed for both theory and practice.  相似文献   

‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives     

Kerry Vincent 《Critical Studies in Education》2016,57(1):55-69

Pregnant and mothering schoolgirls have been identified as an educationally vulnerable group. Many are not welcomed in their mainstream schools and as a consequence, access a range of educational alternatives. This article presents the views and experiences of 14 young women in the English Midlands, who became pregnant while still of statutory school age, 12 of whom spent time in alternative educational settings. It is based on data gathered from repeat interviews over an 18-month period and shows that all who attended the educational alternatives rated them highly and benefitted from what they had to offer. Using the concept of ‘difference’ as a central analytic theme, the article examines how and why this was the case. The analysis shows that it was through recognising some differences but not others that the educational alternatives were successful in supporting young women’s learning and well-being. Importantly, those that were recognised were done so in non-stigmatising ways. The research also highlights some limitations of the alternatives, alongside the ways in which gender and class continue to impact the educational outcomes and career trajectories of this particular group of students.  相似文献