Interaction and learning: Theorizing on the art of teaching   总被引：1，自引：0，他引：1  

Raymond J. Simpson  Joseph J. Galbo 《Interchange》1986,17(4):37-51

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The overall effects of end-of-course assessment on student performance: A comparison between multiple choice testing, peer assessment, case-based assessment and portfolio assessment     

Katrien Struyven  Filip Dochy  Steven Janssens  Wouter Schelfhou  Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202

This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes.  相似文献   

Abstraction and Concept Formation     

Steven French 《Metascience》2007,16(3):539-542

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Teachability: creating accessible learning and teaching in information skills     

Forrest ME  Simpson AE 《Health information and libraries journal》2007,24(1):69-71

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Resistance is futile!     

French  Steven 《Metascience》2020,29(1):5-10

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Collecting the Current for History Museums     

Steven Miller 《Curator: The Museum Journal》1985,28(3):157-167

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The effect of success or failure on self-efficacy and task persistence of conduct-disordered children     

Robert D. Lyman  Steven Prentice-Dunn  David R. Wilson  Stephen A. Bonfilio 《Psychology in the schools》1984,21(4):516-519

Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children.  相似文献   

The Portland Problem Behavior Checklist     

Steven A. Waksman  Robert J. Loveland 《Psychology in the schools》1980,17(1):25-29

The Portland Problem Behavior Checklist (PPBC) is described for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC appears to offer a quick format useful for clinical referrals, assessment, and initial evaluation.  相似文献   

Item wording and internal consistency of a measure of cohesion: the group environment questionnaire     

Eys MA  Carron AV  Bray SR  Brawley LR 《运动与训练心理学杂志》2007,29(3):395-402

A common practice for counteracting response acquiescence in psychological measures has been to employ both negatively and positively worded items. However, previous research has highlighted that the reliability of measures can be affected by this practice (Spector, 1992). The purpose of the present study was to examine the effect that the presence of negatively worded items has on the internal reliability of the Group Environment Questionnaire (GEQ). Two samples (N = 276) were utilized, and participants were asked to complete the GEQ (original and revised) on separate occasions. Results demonstrated that the revised questionnaire (containing all positively worded items) had significantly higher Cronbach alpha values for three of the four dimensions of the GEQ. Implications, alternatives, and future directions are discussed.  相似文献   

Entanglements of Empire: Missionaries,Māori,and the Question of the Body     

Steven S. Maughan 《Cultural and Social History》2018,15(2):285-286

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