Detection of Invalid Test Scores: The Usefulness of Simple Nonparametric Statistics     

Jorge N. Tendeiro  Rob R. Meijer 《Journal of Educational Measurement》2014,51(3):239-259

In recent guidelines for fair educational testing it is advised to check the validity of individual test scores through the use of person‐fit statistics. For practitioners it is unclear on the basis of the existing literature which statistic to use. An overview of relatively simple existing nonparametric approaches to identify atypical response patterns is provided. A simulation study was conducted to compare the different approaches and on the basis of the literature review and the simulation study guidelines for the use of person‐fit approaches are given.  相似文献   

Independent learning – what we do when you’re not there     

Christine Hockings  Liz Thomas  Jim Ottaway  Rob Jones 《Teaching in Higher Education》2018,23(2):145-161

Independent learning is one of the cornerstones of UK higher education yet it is poorly understood by students and is seen by politicians as a poor substitute for face to face teaching. This paper explores students’ understandings, approaches and experiences of independent learning and how they may become more effective independent learners. This large scale qualitative study, funded by the HEA, included students-as-researchers, independent learning diaries, and student-led interviews. Findings suggest that students initially use low level reinforcing and organising skills and in later stages of their courses develop higher level extending and applying skills. Clearer guidance, clearer tasks and in-course support are amongst the students’ recommendations for enhancing independent learning. However the most powerful influence on their independent learning was the support, collaboration and advice of other (more experienced) students in non-assessed scenarios. These findings have implications for staff involved in induction, student support, curriculum design and for staff and officers in Students’ Unions.  相似文献   

Discourse and power in education: Analysing institutional processes in schools   总被引：2，自引：0，他引：2  

Rob Gilbert  Pam Low 《The Australian Educational Researcher》1994,21(3):1-24

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Editorial: Technology and Lifelong Learning     

Rob Koper 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):675-678

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Editorial     

Rob Walker 《Cambridge Journal of Education》2004,34(2):139-142

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Education,Competence and the Control of Expertise     

Lynn Jones  Rob Moore 《British Journal of Sociology of Education》1993,14(4):385-397

This paper is concerned with the rise of the ‘competency’ movement in education and beyond. It argues that ‘competency’ should be understood in terms of a change in the social control of expertise in society involving a move from a relatively autonomous form of liberal professional community to more direct State control. This, in turn, is located within a broader analysis of the nature of regulation in late modern societies and draws upon the recent work of Guldens and Bernstein in order to analyse the positioning of expertise between its primary theoretical base in higher education and the social relations of everyday life with which it is concerned. The move by the National Council for Vocational Qualifications into the area of graduate level occupations ('NVQ level 5') is discussed with reference to the role of ‘functional analysis’ as a methodology for translating expertise into ‘competencies’ and controlling professional practice.  相似文献   

Classroom contexts for learning at primary and secondary school: Class size,groupings, interactions and special educational needs          下载免费PDF全文

Peter Blatchford  Rob Webster 《British Educational Research Journal》2018,44(4):681-703

The inclusion of pupils with special educational needs and disabilities (SEND) in mainstream schools can result in difficult decisions regarding classroom organisation and management. The premise of this article is that these are likely to be affected by the classroom context, specifically the number of pupils in the class, the size and composition of groups and classes, and the presence of additional adults, but that there is very little systematic information on these features. A systematic observation study was conducted involving 48 pupils at Year 5 (9–10 years) and 49 pupils at Year 9 (13–14 years) with Statements of SEND, along with 115 comparison pupils at Year 5 and 112 at Year 9 who were typically developing. There were nearly 70,000 observations (data points) in total. Results showed that pupils at Year 5 with SEN were being taught in larger classes than at Year 9, and that, compared with typically developing pupils, they were much more likely to be separately taught in small, low‐attaining groups at Year 5 and small, low‐attaining classes (sets) at secondary. The study raises worrying questions about the appropriateness of classroom contexts for pupils with SEND and the heavy reliance on teaching assistants.  相似文献   

Design and Evaluation of Digital Learning Material to Support Acquisition of Quantitative Problem-Solving Skills Within Food Chemistry     

Julia Diederen  Harry Gruppen  Rob Hartog  Alphons G. J. Voragen 《Journal of Science Education and Technology》2005,14(5-6):495-507

One of the modules in the course Food Chemistry at Wageningen University (Wageningen, The Netherlands) focuses on quantitative problem-solving skills related to chemical reactions. The intended learning outcomes of this module are firstly, to be able to translate practical food chemistry related problems into mathematical equations and to solve them and secondly, to have a quantitative understanding of chemical reactions in food. Until 3 years ago the learning situation for this module was inefficient for both teachers and students. For this learning situation a staff/student ratio of 1/25 was experienced to be insufficient: the level of student frustration was high and many students could not finish the tasks within the scheduled time. To make this situation more efficient for both students and teachers and to lower the level of frustration, digital learning material was designed. The main characteristic of this learning material is that it provides just-in-time information, such as feedback, hints and links to background information. The material was evaluated in three case studies in a normal educational setting (n = 22, n = 31, n = 33). The results show that now frustration of students is low, the time in classes is efficiently used, and the staff/student ratio of 1/25 is indeed sufficient. A staff student ratio of around 1/40 is now regarded as realistic.  相似文献   

An Open Letter to the Research Assessment Exercise Panels     

Len Barton  Stephen Rowland  Jon Nixon  Richard Winter  Rob Withers 《Teaching in Higher Education》2013,18(2)

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Introduction     

Rob Jong  Louise Stoll 《Educational Research and Evaluation》2013,19(4):339-342

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