The Importance of Marking Criteria in the Use of Peer Assessment     

Paul Orsmond  Stephen Merry  Kevin Reiling 《Assessment & Evaluation in Higher Education》1996,21(3):239-250

This paper reports a study which implemented and evaluated a method of peer assessment, as a formative and summative assessment procedure. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. This paper contains details of a method which allows student peer and tutor marking of work against the individual marking criteria to be evaluated. The results show that a comparison between the tutor and the student peer mark may be misleading as a guide to the validity of peer assessment. The importance of considering the individual sections of the marking criteria is illustrated. It was found that when the individual criteria were analysed the number of students marking the same as the tutor ranged from 31% to 62%. It also became clear that specific areas of the marking criteria were prone to over and under‐marking. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. These results are discussed in the light of other studies.  相似文献   

Math for the Benefit of Society: A New MATLAB-Based Gen-Ed Course     

Paul Isihara  Edwin Townsend  Richard Ndkezi  Kevin Tully 《PRIMUS》2019,29(3-4):358-374

Abstract

Responding to a call for national reform of mathematical education, as well as a college-wide revision of general education (GE) requirements, we describe a new entry-level, GE course focused on the humanitarian utility of mathematics. This includes a detailed overview of how we taught the course using a Humanitarian MATLAB Lab Manual developed collaboratively with undergraduate students within an applied math program. A PRIMUS edition of this manual with complete MATLAB materials for a GE course is included as an Appendix for interested readers. A variety of social justice issues including peace-building after modern civil wars, continued cancer risk after Chernobyl, gang reduction, various dimensions of human trafficking, the use of a tractor and herbicide in subsistence farming, equitable resource distribution during the Syrian refugee crisis, and access to HIV vaccines are included in this special edition of the manual.  相似文献   

Experience,represent, apply (ERA): A heuristic for digital engagement in the early years     

Tom Lowrie  Kevin Larkin 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):131-147

This paper presents an heuristic that underpinned the development of a range of early years applications (apps) as part of the Early Learning Science, Technology, Engineering and Mathematics (STEM) Australia (ELSA) project (2016–19). The heuristic was developed to address a range of challenges that accompany the use of digital technologies in the year before formal schooling. These include the role of digital technologies in play-based learning environments, screen time and the importance of agency when young children are using digital technologies. In an increasingly digital world, the issue of screen time looms large as a particularly contested aspect of technology use by young children. The ELSA project responded to this challenge by developing a pedagogical framework that embedded digital technologies into context-rich, play-based STEM learning. The Experience, Represent, Apply (ERA) heuristic discussed in this paper is a component of the project's overall pedagogical framework and provides early years educators with the opportunity, and the know-how, to integrate digital technologies into STEM activities through intentional teaching and play-based engagement. It was evident from educator feedback at the four days of workshops we delivered, and in other comments throughout the year long trial, that the educators were able to embrace the cyclic nature of the ERA heuristic and ensure that the time spent on the tablet (Represent) was connected to contextualised learning opportunities (Experience and Apply). Importantly, the tablets provided affordances for the children to utilise User Generated Content (UGC) to support active engagement when using the tablets.  相似文献   

Developing Embedded Signature Assessments for Continuous Improvement in Teacher Education     

Kevin Mason  Debbie Stanislawski  Douglas Whitaker 《The Teacher Educator》2019,54(2):171-192

The development and use of assessment systems to measure the performance and progress of teacher candidates and inform the continuous improvement of teacher education programs has been a longstanding priority in teacher education for the past 30 years. Teacher educators in the School of Education at a small public midwestern university revised and improved their assessment system by developing seven Embedded Signature Assessments (ESAs). ESAs are formative performance assessments that are implemented in professional education courses to measure a teacher candidate’s performance prior to student teaching and readiness for student teaching. This article describes the development and implementation of ESAs at one university, with attention to the benefits and challenges.  相似文献   

Undergraduate project work: can directed tutor support enhance skills development?   总被引：1，自引：0，他引：1  

Paul Orsmond  Kevin Reiling 《Assessment & Evaluation in Higher Education》2004,29(5):625-642

Students' perceptions of their skills development and the overall value of their undergraduate project work were evaluated using data derived from questionnaires. Thirty‐nine students completing their second year of study (i.e. prior to the commencement of project work) and 42 students completing their third‐year project work took part. Thirteen tutors also completed questionnaires. They were asked to give their perceptions as to what skills project students developed and what attributes of project work enhanced both students' personal development and students' assessment grades. Results showed a shift in students' perceptions of the types of skills reinforced, developed and assessed within project work during the course of their third‐year project. Their perceived views did not fully coincide with tutors' perceptions of student skills development, although evaluation of both the assessment and personal importance of particular aspects of project work showed some interesting relationships between students and tutors. The diversity of opinion shown in these results may be due to lack of clarification of assessment criteria rather than a ‘hidden curriculum’. For example, the distinction between presentation of work and scientific writing may not be clear from an initial reading of the criteria. The outcomes of this study, with particular reference to the relationship between scientific writing and thinking, have implications regarding tutor and student discussion, the development of marking criteria and the use of plenary project support sessions.  相似文献   

Ecological correlates of children's subjective school outcomes     

Kevin Marjoribanks 《Contemporary educational psychology》1981,6(4)

The study used path analytic techniques to examine relations between children's subjective school outcomes and measures of their family and school learning environments. Included in the sample were 250 twelve-year-old Australian children, 120 girls and 130 boys, and their parents. A home interview schedule was used to assess parents' aspirational, instrumental, and expressive orientations in relation to education while children's perceptions of the regulative, instructional, innovative, and interpersonal contexts of their schools were obtained. The findings indicated that when a refined measure is used, children's perceptions of their school environment have moderate to strong links with school-related outcomes even when family influences are assessed by detailed social—psychological process variables. For future research, however, the study suggests that parallel measures of children's perceptions of their family and school environments should be developed for a more complete understanding of the ecological correlates of children's characteristics.  相似文献   

Connected and culturally embedded beliefs: Chinese and US teachers talk about how their students best learn mathematics   总被引：1，自引：0，他引：1  

Christopher A. Correa  Michelle Perry  Linda M. Sims  Kevin F. Miller  Ge Fang 《Teaching and Teacher Education》2008

This study compares US and Chinese elementary mathematics teachers' beliefs about how students learn mathematics. Interviews with teachers in each country revealed that Chinese and US teachers have distinct ways of thinking about how mathematics should be taught and how students learn. Many Chinese teachers talked about developing students’ interest in mathematics and relating the content of mathematics lessons to real-life situations. The US teachers talked about students' learning styles and using hands-on approaches to learning mathematics. Furthermore, these beliefs may be widespread and persistent within each country because the set of ideas among teachers appear to be internally consistent. Implications for teacher change and the study of teachers' beliefs are discussed.  相似文献   

Tin oxide chemistry from Macquer (1758) to Mendeleeff (1891) as revealed in the textbooks and other literature of the era     

Kevin C. de Berg 《Science & Education》2008,17(2-3):265-287

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Computer‐based cognitive assessment and the development of reading     

Chris Singleton  Kevin Thomas  Joanna Horne 《Journal of Research in Reading》2000,23(2):158-180

This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered.  相似文献   

RELATIONSHIPS BETWEEN ONGOING PROFESSIONAL DEVELOPMENT AND EDUCATORS’ PERCEIVED SKILLS RELATIVE TO RtI     

Jose M. Castillo  Amanda L. March  Sim Yin Tan  Kevin M. Stockslager  Amber Brundage  Mollie Mccullough  Sujay Sabnis 《Psychology in the schools》2016,53(9):893-910

Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed.  相似文献