Automated Testing     

Brooks  David W.  Nolan  Diane E.  Gallagher  Susan 《Journal of Science Education and Technology》2003,12(2):183-186

Web-Teaching deals with all aspects of teaching, using the World Wide Web. Of all of these, the one most likely to have significant impact upon learning is automatic testing. Repeatable testing (formative assessment) has solid research support. Schemes that make extensive use of repeatable testing are not favored by instructors, however, because of the time required for test development, grading, and recording. Web-based automatic testing can automate most or all of the test grading and recording activities. Further, it makes student access easier. The paper addresses dimensions of the issue of automatic, Web-based testing.  相似文献   

An Adaptive Blended Learning Model for the Implementation of an Integrated Medical Neuroscience Course During the Covid-19 Pandemic     

Thomas I. Nathaniel  Richard L . Goodwin  Lauren Fowler  Brooks McPhail  Asa C. Black Jr. 《Anatomical sciences education》2021,14(6):699-710

The implementation of an integrated medical neuroscience course by technologically pivoting an in-person neuroscience course to online using an adaptive blended method may provide a unique approach for teaching a medical neuroscience course during the Covid-19 pandemic. An adaptive blended learning method was developed in response to the requirements necessitated by the Covid-19 pandemic. This model combined pedagogical needs with digital technology using online learning activities to implement student learning in a medical neuroscience course for year one medical students. This approach provided medical students with an individually customized learning opportunity in medical neuroscience. The students had the complete choice to engage the learning system synchronously or asynchronously and learn neuroscience materials at different locations and times in response to the demands required to deal with the pandemic. Students' performance in summative and formative examinations of the adaptive blended learning activities were compared with the previous performance obtained the previous year when the contents of the medical neuroscience course were implemented using the conventional “face-to-face” learning approach. While the cohort of our students in 2019 and 2020 changed, the contents, sessions, volume of material, and assessment were constant. This enabled us to compare the results of the 2019 and 2020 classes. Overall, students' performance was not significantly different between the adaptive blended learning and the in-person approach. More students scored between 70% and 79% during the adaptive blended learning compared with in-class teaching, while more students scored between 80% and 89% during the in-person learning than during the adaptive blended learning. Finally, the percentage of students that scored >90% was not significantly different for both Years 2019 and 2020. The adaptive blended learning approach was effective in enhancing academic performance for high-performing medical students. It also permitted the early identification of underachieving students, thereby serving as an early warning sign to permit timely intervention.  相似文献   

Simple Versus Elaborate Feedback in a Nursing Science Course     

Betty L. Elder  David W. Brooks 《Journal of Science Education and Technology》2008,17(4):334-340

Feedback techniques, including computer-assisted feedback, have had mixed results in improving student learning outcomes. This project addresses the effect of type of feedback, simple or elaborate, for both short-term comprehension and long-term outcomes. A sample of 75 graduate nursing students was given a total of ten examinations. Four examinations provided tutorials in which the students received one of two types of feedback, simple or elaborate. Five examinations provided tutorials with no feedback. A comprehensive final examination compared initial content and final scores. This study found no significant differences between the types of feedback the students received. The mean scores were significantly higher on the four examinations where the students received feedback than on the five examinations with no feedback on tutorials. The comparison between the individual examinations and the similar content portion of the final examination indicated a significant drop in each of the four examinations where feedback was given and a significant improvement in four of the five examinations where no feedback was given.  相似文献   

Are Intuitive Rules Universal?     

Ruth Stavy  Reuven Babai  Pessia Tsamir  Dina Tirosh  Fou-Lai Lin  Campbell McRobbie 《International Journal of Science and Mathematics Education》2006,4(3):417-436

This paper presents a cross-cultural study on the intuitive rules theory. The study was conducted in Australia (with aboriginal children) in Taiwan and in Israel. Our findings indicate that Taiwanese and Australian Aboriginal students, much like Israeli ones, provided incorrect responses, most of which were in line with the intuitive rules. Also, developmental trends were found to be similar yet differences were found with regard to the rate of developmental change.  相似文献   

Classroom contextual drawings: An unobtrusive measure of pupil attitudes toward school     

Douglas M. Brooks 《Contemporary educational psychology》1978,3(2):175-181

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论我国课堂教学质量评价观的重要转换   总被引：17，自引：0，他引：17  

Pei Dina  professor  tutor of doctoral candidates at the College of Education  Beijing Normal University 《教育研究》2008,(1)

面临学校教育的现代发展以及国家新课程改革的要求,当前主流课堂教学评价标准越来越暴露出问题和不足。我国目前的课堂教学质量评价研究正面临着研究主题、评估功能、研究范型三个方面的重要转换。重建课堂教学评价标准,必须界定课堂教学科学化研究的论域,确立体现现代教学观的课堂教学评价标准所应坚持的基本命题,并有利于教师教学经验的概括提升和教学行为的改善。  相似文献   

Feedback     

Bill Brooks 《Performance Improvement》1978,17(7):36-36

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Detailed description of Division I ice hockey concussions: Findings from the NCAA and Department of Defense CARE Consortium     

Kathryn L.Van Pelt  Jaclyn B.Caccese  James T.Eckner  Margot Putukian  MAlison Brooks  Kenneth L.Cameron  Megan N.Houston  Matthew A.Posner  Jonathan C.Jackson  Gerald T.McGinty  Cameron J.Hillis  Thomas W.McAllister  Michael A.McCrea  Steven P.Broglio  Thomas A.Buckley 《运动与健康科学(英文)》2021,10(2):162-171

Objective:Since concussion is the most common injury in ice hockey,the objective of the current study was to elucidate risk factors,specific mechanisms,and clinical presentations of concussion in men’s and women’s ice hockey.Methods:Ice hockey players from 5 institutions participating in the Concussion Assessment,Research,and Education Consortium were eligible for the current study.Participants who sustained a concussion outside of this sport were excluded.There were 332(250 males,82 females)athletes who participated in ice hockey,and 47(36 males,11 females)who sustained a concussion.Results:Previous concussion(odds ratio(OR)=2.00;95%confidence interval(95%CI):1.02‒3.91)was associated with increased incident concussion odds,while wearing a mouthguard was protective against incident concussion(OR=0.43;95%CI:0.22‒0.85).Overall,concussion mechanisms did not significantly differ between sexes.There were specific differences in how concussions presented clinically across male and female ice hockey players,however.Females(9.09%)were less likely than males(41.67%)to have a delayed symptom onset(p=0.045).Additionally,females took significantly longer to reach asymptomatic(p=0.015)and return-to-play clearance(p=0.005).Within the first 2 weeks post-concussion,86.11%of males reached asymptomatic,while only 45.50%of females reached the same phase of recovery.Most males(91.67%)were cleared for return to play within 3 weeks of their concussion,compared to less than half(45.50%)of females.Conclusion:The current study proposes possible risk factors,mechanisms,and clinical profiles to be validated in future concussions studies with larger female sample sizes.Understanding specific risk factors,concussion mechanisms,and clinical profiles of concussion in collegiate ice hockey may generate ideas for future concussion prevention or intervention studies.  相似文献   

Feedback: A new department (two issues old)     

Bill Brooks 《Performance Improvement》1976,15(8):14-14

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Feedback     

Bill Brooks 《Performance Improvement》1981,20(8):35-35

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