Making sense of module feedback: accounting for individual behaviours in student evaluations of teaching     

E. Penelope Holland 《Assessment & Evaluation in Higher Education》2019,44(6):961-972

Quantitative student evaluations of teaching (SET) and assessments are widely used in higher education as a proxy for teaching quality. However, SET are a function of individual rating behaviours resulting from student background, knowledge and personalities, as well as the learning experience being rated. SET from three years of data from a science department at a Russell Group University in the UK were analysed to highlight issues of sample size in relation to variable perceptions of modules, and develop a statistical model of feedback incorporating individual rating behaviours across modules. Key results are that sample size and individual rating behaviours have the potential to significantly affect summary module ratings, especially for <20 respondents or if individuals have heterogeneous views. A new approach is suggested, to interpret and compare quantitative module ratings, acknowledging uncertainty, variability and individual rating behaviours. This has implications for the interpretation of SET in many aspects of academic life, including university league table positions, the identification of good teaching practice with respect to student satisfaction, and the weight given to SET in individual academics’ promotion applications.  相似文献   

Attachment and Emotion Regulation during Mother-Teen Problem Solving: A Control Theory Analysis   总被引：5，自引：0，他引：5  

R. Rogers Kobak  Holland E. Cole  Rayanne Ferenz-Gillies  William S. Fleming  Wendy Gamble 《Child development》1993,64(1):231-245

We present a control theory analysis of adolescents' attachment strategies in the Adult Attachment Interview (AAI). In Study 1, Q-sort prototypes for secure/anxious and deactivating/hyperactivating strategies were used to differentiate between Main and Goldwyn's AAI classifications. In Study 2, we examined how AAI strategies were associated with emotion regulation during mother-teen problem solving. 4 aspects of mother-teen problem solving (dysfunctional anger, support/validation, avoidance of problem solving, and maternal dominance) were used to predict teens' AAI strategies. Teens with secure strategies engaged in problem-solving discussions characterized by less dysfunctional anger and less avoidance of problem solving. In addition, attachment security showed a curvilinear relation with maternal dominance, indicating that secure teens maintained balanced assertiveness with their mothers. Teens with deactivating strategies engaged in problem-solving interactions characterized by higher levels of maternal dominance and dysfunctional anger. The contribution of attachment strategies to teens' autonomy and to transformations in mother-teen relationships is discussed.  相似文献   

Temporal determinants of occasion setting in feature-positive discriminations     

Peter C. Holland 《Learning & behavior》1986,14(2):111-120

Three experiments examined the acquisition and transfer of Pavlovian feature-positive discriminations (XA+, A?) in rat subjects. To identify the nature of the associations formed in those discriminations, the form of the conditioned responses (CRs) was examined. If the feature,X, and common element, A, cues started and ended together onXA compoud trials, associations betweenX and the food unconditioned stimulus (US) were acquired. If the onsets and/or terminations ofX preceded those of A,X acquired the ability to set the occasion for responding to A, that is, A evoked CRs only onXA compound trials. The acquisition of occasion setting was favored when (1) the onset of X preceded that of A, (2) the interval betweenX and A and/or the US was relatively long, and (3) the termination ofX occurred prior to the onset of A. The occasion-setting power ofX was fairly specific to A:X did not modulate responding evoked by another cue that had been first trained and then extinguished or by a cue that had been paired with the US only a few times. However,X did enhance responding to a cue that had been a common element in another, identical feature-positive discrimination. That transfer was somewhat greater if theX and A terminated together than ifX terminated prior to the onset of A. Implications for theories of stimulus control in Pavlovian conditioning are discussed.  相似文献   

Test Score Equating Using a Mini‐Version Anchor and a Midi Anchor: A Case Study Using SAT® Data     

Jinghua Liu  Sandip Sinharay  Paul W. Holland  Edward Curley  Miriam Feigenbaum 《Journal of Educational Measurement》2011,48(4):361-379

This study explores an anchor that is different from the traditional miniature anchor in test score equating. In contrast to a traditional “mini” anchor that has the same spread of item difficulties as the tests to be equated, the studied anchor, referred to as a “midi” anchor (Sinharay & Holland), has a smaller spread of item difficulties than the tests to be equated. Both anchors were administered in an operational SAT administration and the impact of anchor type on equating was evaluated with respect to systematic error or equating bias. Contradicting the popular belief that the mini anchor is best, the results showed that the mini anchor does not always produce more accurate equating functions than the midi anchor; the midi anchor was found to perform as well as or even better than the mini anchor. Because testing programs usually have more middle difficulty items and few very hard or very easy items, midi external anchors are operationally easier to build. Therefore, the results of our study provide evidence in favor of the midi anchor, the use of which will lead to cost saving with no reduction in equating quality.  相似文献   

Secondary Schools and Pupil Loss by Parental Bereavement and Parental Relationship Separations     

John Holland 《Pastoral Care in Education》2000,18(4):33-39

The paper presents the findings of an investigation into how secondary schools addressed two areas of loss: the relationship endings and separation of pupils' parents, and the death of pupils' parent.The study was undertaken through in-depth interviews of key personnel in secondary schools. The results showed how schools tended to respond to these losses, where they sought support from and how they perceived the two types of losses to be different. In addition it showed how and where schools addressed loss in the curriculum; the advantages of having loss addressed in a policy; and the need to 'support the supporters'.  相似文献   

Characteristics of the start in women's World Cup skeleton     

Bullock N  Martin DT  Ross A  Rosemond D  Holland T  Marino FE 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(3):351-360

This study characterizes key elements of the start in elite female World Cup skeleton athletes. The top 20 female competitors in three World Cup races were videotaped within a calibrated space to allow the following components of the start to be quantified: (1) acceleration (velocity at 15-m mark, time to 15-m mark), (2) capacity (time to load, total number of steps to load), and (3) load (velocity at 45-m mark). A correlation analysis was used to establish the relationship between the variables of interest and overall start time (15- to 65-m mark). Velocity at the 15-m mark accounted for 86% of the variance in overall start time at St. Moritz and 85% at Sigulda. A stepwise regression analysis revealed that approximately 89% of the variation in start time could be explained by velocity at the 15-m mark, time to load, and velocity at the 45-m mark. Of the variables analysed in this study, rapid acceleration to attain a high velocity at the 15-m mark was the most important component of a fast overall start time. The importance of the time to load and velocity at the 45-m mark vary according to the different track characteristics.  相似文献   

深海中跃动的色彩     

电灯龙 《科学与文化》2008,(8)

裸鳃海蛞蝓的一生都在缓缓地爬行.它们仿若新生婴儿般的肌肤光滑细腻,令看到的人惊讶不已.数百万年前,这些与蜗牛拥有共同祖先的裸鳃海蛞蝓摆脱了硬质的外壳,只保留了皮肤、肌肉以及能分泌粘液、推动它们滑动前行的足部,还有那长似珊瑚般的触角.  相似文献   

The Changing Role of the In‐company Trainer: an analysis of British trainers in the European Community context     

Karen Evans  Veda Dovaston  Diana Holland 《比较教育学》1990,26(1):45-59

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Scaffolding English language learners' mathematical talk in the context of Calendar Math     

Holland W. Banse  Natalia A. Palacios  Eileen G. Merritt  Sara E. Rimm-Kaufman 《The Journal of educational research》2017,110(2):199-208

Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.  相似文献   

Modeling Student Cognition in Digital and Nondigital Assessment Environments     

Kristen E. DiCerbo  Yuning Xu  Roy Levy  Emily Lai  Laura Holland 《Educational Assessment》2017,22(4):275-297

Inferences about student knowledge, skills, and attributes based on digital activity still largely come from whether students ultimately get a correct result or not. However, the ability to collect activity stream data as individuals interact with digital environments provides information about students’ processes as they progress through learning activities. These data have the potential to yield information about student cognition if methods can be developed to identify and aggregate evidence from diverse data sources. This work demonstrates how data from multiple carefully designed activities aligned to a learning progression can be used to support inferences about students’ levels of understanding of the geometric measurement of area. The article demonstrates evidence identification and aggregation of activity stream data from two different digital activities, responses to traditional assessment items, and ratings based on observation of in-person non-digital activity aligned to a common learning progression using a Bayesian Network approach.  相似文献