Students’ views of oral performance assessment in mathematics: straddling the ‘assessment of’ and ‘assessment for’ learning divide     

Paola Iannone  Adrian Simpson 《Assessment & Evaluation in Higher Education》2015,40(7):971-987

This paper explores the views of a group of students who took an oral performance assessment in a first-year mathematics module. Such assessments are unusual for most subjects in the UK, but particularly within the generally homogenous assessment diet of undergraduate mathematics. The evidence presented here resonates with some, but not all, of the existing literature on oral assessment and suggests that, despite concerns about anxiety and fairness, students see oral assessments as encouraging a focus on understanding, being relatively authentic and reactive to their needs. We argue that, suitably implemented, oral assessment may be a viable assessment method for straddling the ‘assessment for’ and ‘assessment of’ learning divide in higher education.  相似文献   

Students with disabilities in higher education: a biographical-narrative approach to the role of lecturers     

Anabel Moriña Díez  Rosario Gavira López  Víctor M. Molina 《高等教育研究与发展》2015,34(1):147-159

This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with disabilities: biographical-narrative methodology. The general aim is to analyse – by listening to the students themselves – barriers and support identified as affecting access, academic performance and overall perception of the HE experience. The present paper analyses lecturer-centred data to focus specifically on one of the objectives of our research project: the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this article explores the barriers and support differentiating between five fields of knowledge: health sciences, experimental sciences, social sciences (law and education), engineering and technology and humanities. Findings are organized in four topic areas: lecturer attitudes, practices in the classroom, curricular adaptations and faculty training. Key findings are discussed in the conclusions section, together with a discussion of contributions made by earlier studies.  相似文献   

Substance use, substance abuse, and LD among adolescents with a childhood history of ADHD   总被引：5，自引：0，他引：5  

Molina BS  Pelham WE 《Journal of learning disabilities》2001,34(4):333-42, 351

A clinic-referred sample of 109 children with attention-deficit/hyperactivity disorder (ADHD) was followed into adolescence for the ascertainment of alcohol and other drug use and abuse. Learning disability (reading or math) in childhood was examined as a predictor of adolescent substance use and substance use disorder for alcohol and marijuana. No statistically significant group differences for children with LD versus those without LD emerged even after using different methods to compute LD. IQ/achievement discrepancy scores were similarly not predictive of later use or abuse. However, children with ADHD who had higher IQs and higher levels of academic achievement in childhood were more likely to try cigarettes, to smoke daily, and to have their first drink of alcohol or first cigarette at an early age. Children with ADHD who had higher reading achievement scores were less likely to have later alcohol use disorder. Although these findings are necessarily preliminary, due to the small number of children interviewed, the pattern of results suggests that level of cognitive functioning--rather than discrepancy between IQ and achievement--is important for the prediction of later substance use and abuse, at least in this clinic-referred sample of children with ADHD. Further, different mechanisms of risk related to cognitive functioning may be operating for experimentation with legal drugs such as alcohol and tobacco, regular cigarette smoking, and problematic alcohol use.  相似文献   

Effects of Vicarious Racism Exposure via the Media on College Students of Color: Exploring Affect and Substance Use     

Amanda L. Giordano  Elizabeth A. Prosek  Robin K. Henson  Sarah Silveus  Lisa Beijan  Ana Reyes  Citlali Molina  Sarah M. Agarwal 《Journal of College Counseling》2021,24(1):4-17

Given the potential negative effects of vicarious racism, we sought to examine the impact of vicarious racism via the media on college students of color. Using a sample of 217 college students of color, we analyzed positive and negative affect and craving for alcohol and marijuana before and after exposure to media stimuli. Split‐plot analysis of variance results revealed a statistically significant interaction effect between time and group for negative affect, but not cravings for substances.  相似文献   

Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation     

Shaw  David E.  Becker  Henry J.  Bransford  John D.  Davidson  Jan  Hawkins  Jan  Malcom  Shirley  Molina  Mario  Ride  Sally K.  Sharp  Phillip  Tinker  Robert F.  Vest  Charles  Young  John  Allen  Richard  Bakia  Marianne  Bryson  Rebecca  Chen  C. Samantha  Costello  Caroline M.  Deckel  Garrett M.  Dial  Marjorie R.  Kealey  Edith M.  Lehoczky  Sandor 《Journal of Science Education and Technology》1998,7(2):115-126

The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.  相似文献   

Technology transfer in schools: from research to innovation     

Rosa Maria Bottino  Paola Forcheri  & Maria Teresa Molfino 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(2):163-172

Technology transfer should be a central objective of research into educational information technology, as it is generally acknowledged that the quality of this process is a critical factor in effectively bringing about innovation. The central focus of this paper is on this problem. In particular, we discuss the peculiarity of information technology transfer in schools as opposed to the transfer of technology in companies; we indicate some central problems of this transfer and discuss a typology of approaches to the transfer of educational information technology from research to school.  相似文献   

Physical Education Pedagogy: an analysis of research published in Spanish journals (2005–2014)     

Pere Molina  Alejandro Martínez-Baena  Miguel Villamón 《Physical Education & Sport Pedagogy》2017,22(4):378-389

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Correction to: A Critical Review of Students’ and Teachers’ Understandings of Nature of Science     

Cofré  Hernán  Núñez  Paola  Santibáñez  David  Pavez  José M.  Valencia  Martina  Vergara  Claudia 《Science & Education》2020,29(1):221-232

Science & Education - The original article unfortunately contains incorrect presentation of Tables 1, 3, 4, 5 and 6.  相似文献   

Internationalisation and standardisation of European Environmental Assessment. Relevance to India     

Paola Gazzola  Urmila Jha‐Thakur 《Environmental Education Research》2009,15(6):625-641

This paper discusses the rationale underlying ‘PENTA’, an EU funded Erasmus Mundus project. In doing so, it explores the challenges of internationalising and standardising European environmental assessment (EA) practice and education to a third country audience, looking at India as a case study. It is argued that the EU EA Directives are influencing the development of EA systems internationally, leading to a standardisation of the way in which EA is practiced. The so‐called Bologna process is especially playing a crucial role in leading to the standardisation of European higher education and the EU's marketing initiatives are generating effects of internationalisation. Within this context, it is argued that an internationalised and standardised approach to EA education could improve the effectiveness of EA practice in both the developing and developed nations, and ultimately help address the environmental challenges that the world is facing today. However, harmonisation and standardisation challenges must be taken into account at an international and national level, as an internationalised EA curriculum such as that proposed by PENTA must nevertheless be relevant to different policy planning and cultural contexts.  相似文献   

Do Italian dyslexic children use the lexical reading route efficiently? An orthographic judgment task     

Chiara Valeria Marinelli  Paola Angelelli  Alessandra Notarnicola  Claudio Luzzatti 《Reading and writing》2009,22(3):333-351

The study uses an orthographic judgment task to evaluate the efficiency of the lexical reading route in Italian dyslexic children. It has been suggested that Italian dyslexic children rely prevalently on the sub-word-level routine for reading. However, it is not easy to test the lexical reading route in Italian directly because of the lack of critical items (irregular words), so visual lexical decision tasks and the comprehension/detection of pseudo-homophones are often used. While the former may also be solved on the basis of visual familiarity or phonological re-codification, the latter also involves conceptual and syntactic skills. Eleven dyslexic children participated in the study, performing an orthographic judgment task on stimuli with two phonologically plausible spellings, of which only one was orthographically correct. Their performance was compared with those of 11 proficient readers. The dyslexic children showed selective impairment in detecting phonologically plausible errors, but their performance was normal when required to judge errors inserted in words with regular orthography, i.e., devoid of orthographic ambiguity, and for which a sub-word-level reading procedure is sufficient to guarantee a good performance. Overall, data are coherent with a diagnosis of surface dyslexia, with most children showing defective orthographic lexical processing.

Paola AngelelliEmail:

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