Consolidating needs assessment and evaluation saving time and money     

Sharon J. Korth 《Performance Improvement》2001,40(1):38-43

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Test Reviews     

Sharon Bradley‐Johnson 《Psychology in the schools》1999,36(1):83-85

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Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science     

Carolyn W. Keys  Brian Hand  Vaughn Prain  Susan Collins 《科学教学研究杂志》1999,36(10):1065-1084

This article presents and discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. The tool, called the science writing heuristic, can be used by teachers as a framework from which to design classroom activities. Theoretically, the science writing heuristic represents a bridge between traditional laboratory reports and types of writing that promote personal construction of meaning. Two eighth‐grade classes participated in using the science writing heuristic during an 8‐week stream study. The teacher and one of the researchers collaboratively developed activities based on the science writing heuristic that the teacher implemented. Nineteen target students were studied in depth. Characteristics of report writing and students' understanding of the nature of science were investigated, using interpretive techniques. There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings. The implications of the study for writing in science classrooms is discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1065–1084, 1999  相似文献   

Criterion‐referenced test development: Technical and legal guidelines for corporate training and certification     

Sharon Shrock  William Coscarelli  James D. Russell 《Performance Improvement》2002,41(5):47-49

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Mullen Scales of Early Learning     

Sharon Bradley-Johnson 《Psychology in the schools》1997,34(4):379-382

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Strategic Planning: From Training to Performance Technology Within Three Years     

Karolyn A. Smalley  Sharon Inman  Mary Jo DeJong 《Performance Improvement Quarterly》1995,8(2):114-124

Many corporate Human Resource Development (HRD) department staff are type-cast as trainers. They have tried to become human performance technologists and have found it difficult to accomplish. This article describes how developing and implementing a set of strategic plans guided one HRD department through its evolution from delivering conventional training to delivering multiple performance improvement interventions. It will show how projects were selected, developed, and managed over a three-year period to meet the customer's critical business issues and the HRD department's strategic plan.  相似文献   

Testing triage: Maximizing effectiveness in assessment with minimal investment     

Sharon A. Shrock 《Performance Improvement》1997,36(3):46-50

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The Two Most Useful Approaches to Estimating Criterion‐Referenced Test Reliability in a Single Test Administration     

William Coscarelli  Sharon Shrock 《Performance Improvement Quarterly》2002,15(4):74-85

In criterion‐referenced tests (CRTs), the traditional measures of reliability used in norm‐referenced tests (NRTs) have often proved problematic because of NRT assumptions of one underlying ability or competency and of variance in the distribution of scores. CRTs, by contrast, are likely to be created when mastery of the skill or knowledge by all or most all test takers is expected and thus little variation in the scores is expected. A comprehensive CRT often measures a number of discrete tasks that may not represent a single unifying ability or competence. Hence, CRTs theoretically violate the two most essential assumptions of classic NRT re liability theory and they have traditionally required the logistical problems of multiple test administrations to the same test takers to estimate reliability. A review of the literature categorizes approaches to reliability for CRTs into two classes: estimates sensitive to all measures of error and estimates of consistency in test outcome. For single test administration of CRTs Livingston's k²is recommended for estimating all measures of error, S_c is proposed for estimates of consistency in test outcome. Both approaches compared using data from a CRT exam and recommendations for interpretation and use are proposed.  相似文献   

Derailing intragroup management conflict     

John Bonar  Glen Vaughn 《Performance Improvement》1994,33(1):15-18

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Multimodal learning analytics—In-between student privacy and encroachment: A systematic review     

Paul Prinsloo  Sharon Slade  Mohammad Khalil 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1566-1586

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