猜一猜     

Wendy Franklin 《英语沙龙》2009,(10):33-33

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Prior degree and student assessment performance: how can evidence guide decisions on assessment policy?     

Pippa Craig  Jill Gordon  Rufus Clarke  Wendy Oldmeadow 《Assessment & Evaluation in Higher Education》2009,34(5):537-551

This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds.  相似文献   

BOOK REVIEWS     

Simon Gibbs  Susan Billington  Wendy Penton  Lyndsey Price 《Educational Psychology in Practice》2009,25(4):385-395

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Using Wikis to Collaboratively Prepare for Qualifying Examinations:     

Joseph C. DiPietro  Wendy Drexler  Kathryn Kennedy  Vasa Buraphadeja  Feng Liu  Kara Dawson 《TechTrends》2010,54(1):25-32

This article focuses on the experiences of seven Ph.D. students implementing a wiki to collaboratively prepare for qualifying examinations in the educational technology program at a large southeastern university. Concomitant study for such a rigorous examination is rare, and the trials and tribulations of the group are described in detail. Specific guidelines highlighting effective preparation options for qualifying exams are often elusive, and, as such, this article explores current research related to collaborative preparation and mentoring, as well as the qualifying examination process in total, in hopes of adding to the scientific body of knowledge related to these subjects. It also offers best practice strategies, suggests possible technology tips regarding wiki implementation, and seeks to better scaffold future scholars and/or mentors seeking to effectively participate in or plan for collaborative qualifying examination preparation.  相似文献   

Contrast in usage of FCAT‐approved anatomical terminology between members of two anatomy associations in North America     

Bradford D. Martin  Donna Thorpe  Victoria Merenda  Brian Finch  Wendy Anderson‐Smith  Zane Consiglio‐Lahti 《Anatomical sciences education》2010,3(1):25-32

Almost 12 years since the publishing of Terminologia Anatomica (TA) by the Federative Committee on Anatomical Terminology (FCAT), there has yet to be a unified adoption of FCAT‐recommended anatomical terms by North American anatomists. A survey was sent to members of the Human Anatomy & Physiology Society (HAPS) to compare the frequency of FCAT term usage with a previous study involving the American Association of Anatomists (AAA). The HAPS differed from AAA in being composed mostly of biologists (56.5%) who teach anatomy with only 18.3% of respondents having terminal degrees in anatomy. The survey included the same 25 sets of synonymic names for selected gross anatomical structures or related terms used for the AAA survey. Overall results indicate that the FCAT preferred term had the highest frequency of usage in only 40.0% of the survey questions, demonstrating 4% lower compliance than AAA respondents. Compliance with FCAT preferred terms ranged from 92.2% to 1.7% usage. When compared with AAA anatomists, there were reversals in predominant usage between FCAT and non‐FCAT terms for six sets of anatomical structures: HAPS respondents predominantly used non‐FCAT terms for adrenal gland (88.7%), antecubital fossa (57.4%), patellar tendon (65.2%), ligamentum capitis femoris (36.5%), while preferring the FCAT anterior circumflex humeral artery (45.2%) and anterior/posterior preferred over ventral/dorsal (41.7%). Almost 54% of HAPS anatomists were not familiar with the FCAT, nearly 21% higher than the AAA. Anat Sci Educ 3:25–32, 2010. © 2009 American Association of Anatomists.  相似文献   

Research and the ambiguity of reflexivity and ethical practice     

Wendy Hastings 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):307-318

This paper examines the methodological dilemmas associated with analytical framing as an aspect of the research process. Doing qualitative research potentially changes a researcher – changes their sense of self, who they think they are, who they want to become. The paper examines the ethical dilemma of what that change might mean – for the project, the researcher and the participants. Would respondents be so open if they were that aware the research(er) potentially could change during the performance of the research project? What are the implications, if any, of engaging respondents with the intention of telling their story as a narrative inquiry, then analysing the data through a feminist post-structuralist lens? How does a researcher honour the perspectives of the participants, while simultaneously bringing to bear the critique and understanding provided by employing a post-structuralist lens? The paper pays particular attention to the interactive interview, as it generated possibilities for a researcher to establish a level of trust and rapport such that (emotional) stories could be heard and then later, represented as interpretations of the researcher.  相似文献   

My career chapter as a tool for reflective practice     

Peter McIlveen  Wendy Patton 《International Journal for Educational and Vocational Guidance》2010,10(3):147-160

The career assessment and counselling procedure My Career Chapter is presented as a tool for reflexive self-awareness within career counsellors. To demonstrate application of the procedure as a method of self-supervision, this paper presents a study in which the participant studies himself. Results indicate a reflexive consciousness for the career counsellor that extends his self-awareness as a professional into his personal, non-professional life. Implications are presented with a focus upon the scope of self-report in qualitative research and collegial supervision.  相似文献   

Fluctuation – a common but neglected pattern of physical activity behaviour: An exploratory review of studies in recent 20 years     

Borui Shang  Wendy Yajun Huang  Walter Brehm 《European Journal of Sport Science》2018,18(2):266-278

Background: Regular physical activity (PA) is beneficial for physical and psychological well-being, yet many people do not achieve these health benefits due to irregular PA participation which is also known as fluctuation. Limited attention has been given to the phenomenon of fluctuation in the PA behaviour literature. Objective: The aim of this review was to explore and to map definitions, measurements, behavioural evidence, and factors related to PA fluctuation. Methods: Eligible studies were initially identified by a systematic search of articles conducted in four databases: Scopus, PubMed, PsycINFO, and SPORTDiscus between January 1996 and March 2016. Inclusion and exclusion criteria were set to check the eligibility of all articles. Additional articles were included by manual searching and expert recommendation. Results: Fifteen articles were finally included. Definitions of fluctuation are understood from two perspectives, either as a stage in the process of behaviour change, or as a particular PA phenomenon consisting of lapse and readoption. Common features were extracted: behavioural irregularity, high risk of drop-out, intention and readiness for PA, low automaticity, and limited self-regulation. Furthermore, fluctuation identification was summarised in three approaches such as stage algorithm, self-identified PA lapse and readoption, and prospective within-person variation in meeting the PA guidelines. Regarding the empirical evidence, this review found that people in PA fluctuation were significantly distinct from those in preparation and maintenance of PA behavioural performance, as well as distinct in psychosocial features. Conclusions: Notwithstanding the limitations, this review has provided valuable insight into the phenomenon of PA fluctuation.  相似文献   

Sources of information-seeking on sexually transmitted infections and safer sex by older heterosexual Australian men and women     

Anthony Lyons  Gosia Mikolajczak  Wendy Heywood  Bianca Fileborn  Victor Minichiello  Sharron Hinchliff 《Educational gerontology》2018,44(2-3):186-195

Sexually transmitted infections (STIs) have risen among older people in Australia and other countries. To guide future initiatives, we examined sources of information that older people use or are willing to use for knowledge about safer sex and STIs, including whether there are any gender differences. A total of 2137 Australian adults aged 60+ years completed a nationwide survey. Analyses focused on participants who were at risk of an STI (n = 686; 220 women and 466 men). Overall, information-seeking on STIs in the last year was low (18% men; 15% women). When sought, common sources included general media outlets (e.g., magazines, TV), healthcare providers (HCPs), and the Internet. HCPs were the most relied upon source among both women and men. Brochures, websites, and HCPs were rated highest as future sources; however, women indicated they were more willing than men to have information provided by brochures and websites. STI information-seeking was generally low, but there was willingness among both men and women to use a range of sources for gaining future information.  相似文献   

Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity     

Todd J. B. Blayone  Olena Mykhailenko  Roland vanOostveen  Wendy Barber 《Education and Information Technologies》2018,23(3):1377-1402

The Digital Competency Profiler (DCP) is an online application for surveying the technology preferences and abilities of students in higher education. To explore the DCP as a digital-learning-readiness tool, a mixed-methods research design was developed for relating self-reported digital competencies and online-learning activity. To this end, three authentic scenarios, comprised of six tasks mapped to self-report items, were constructed. Having submitted their survey data, each of 15 participants visited the EILAB to complete a randomly-assigned scenario with a tablet. Both the performance activity and post-activity interviews were recorded digitally using a unique activity-station setup, and task artefacts were gathered as performance outcomes. Analysis was conducted in three phases. In Phase 1, both the audio-video performance data and activity artefacts were coded, assessed and scored. Exploratory correlational analyses showed a pattern of positive relationships at the task and scenario levels for two scenario groups, suggesting some predictive value for the DCP in this context. For the third group, a positive correlation was found at the scenario level, but negative correlations were found at the task level. In Phase 2, detailed case-studies were conducted, incorporating self-report data, coded performance timelines, and post-activity interviews. Several situational influencers related to problem-solving strategy, device comfort, task difficulty and motivation, beyond the purview of the DCP, were identified. In Phase 3, the findings were interpreted to position the DCP as a tool for identifying segments of students with members who, without support, will likely struggle to engage fully in technology-rich learning environments.  相似文献