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The teaching and assessment of essay writing at primary schools throughout Vietnam is regulated by the Ministry of Education
and Training. The analytical error-recognition method of assessment, however, does not facilitate direct interpretation of
students’ writing competence. In this study, which involved samples of Grade 5 students in five provinces in Vietnam, a combination
of traditional and partial credit scoring rubrics was developed to enable data analysis using the Rasch model. Based on such
analysis, a continuum of writing ability at Grade 5 level was identified and a mastery level defined in terms of writing skills.
The study has implications for possible changes in future assessment and marking schemes. 相似文献
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McDuffie Winifred Buemi Helen Patch Eileen Nash Pat Brown Sonja 《Early Childhood Education Journal》1983,11(2):9-15
Early Childhood Education Journal - How can we prepare the young children of today for the future, when 20 percent of all Americans will be old? Education about the process of human aging can help... 相似文献
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There is increasing evidence that the pressures on British universities for greater quality and accountability, linked closely to funding, are leading to loss of quality. These governmental pressures, exerted through the Funding Councils, are wholly different from those applied in a quite separate way from another government source, the Employment Department. This article analyses the nature and effects of the two kinds of pressures in terms of change theory. This also demonstrates that the observed effects were not only largely predictable but to a substantial extent were predicted, and warns of the danger that the resulting deleterious effects may become irreversible.Lewis Elton obtained an M.A. in Mathematics at Cambridge University and a B.Sc. in Mathematics and a Ph.D. in Theoretical Physics at the University of London. He is a Further and Higher Education Adviser to the UK Employment Department and Emeritus Professor of Higher Education at the University of Surrey. His special interests are in the improvement of university teaching and learning; staff development; distance learning; and organizational change in higher education. Pat Cryer obtained a B.Sc. in Mathematics and Physics at the University of Exeter and a Ph.D. in Educational Development at the University of Surrey. She has recently resigned as Professional Adviser of the UK Universities' Staff Development Unit and is now a Consultant in Higher Education. Her special interests are in issues of quality; staff development; and teaching large classes.The opinions expressed in this paper are our own and do not commit the Employment Department. 相似文献
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Thomas Feeley Ashley E. Fico Allison Zorzie Shaw Seyoung Lee Darrin J. Griffin 《Communication quarterly》2017,65(1):97-123
The Door-in-the-Face (DITF) sequential message strategy was investigated in a three-study analysis of existing experimental findings. The current study predicted there would be a positive relationship between concession size and compliance rates in DITF studies. Study 1 included 25 comparisons where size of concession was quantifiable as measured by percentage reduction from initial to target request in the DITF condition. Study 2 data relied on a panel of undergraduate students to provide an index of concession size in 12 additional observations. A third study validated the panel procedure of rating concession size and also provided 9 additional independent observations from the pool of published studies on DITF. Results from each study indicated a positive relationship between concession size and effect size (r = 0.35, 0.55, 0.68, respectively). Study findings provide support for reciprocal concessions explanation for DITF effects. 相似文献
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Richard Watermeyer Pat Morton Jill Collins 《International Journal of Science Education》2016,38(9):1441-1458
This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures. 相似文献
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