On the misinterpretation of histograms and box plots     

Stephanie Lem  Patrick Onghena  Lieven Verschaffel  Wim Van Dooren 《教育心理学》2013,33(2):155-174

Recent studies have shown that the interpretation of graphs is not always easy for students. In order to reason properly about distributions of data, however, one needs to be able to interpret graphical representations of these distributions correctly. In this study, we used Tversky’s principles for the design of graphs to explain how 125 first-year university students interpreted histograms and box plots. We systematically varied the representation that accompanied the tasks between students to identify how the design principles affected students’ reasoning. Many students displayed misinterpretations of histograms and box plots, despite the fact that they had the required knowledge and time to interpret the representations correctly. We argue that the combination of dual process theories and Tversky’s design principles provides a promising theoretical framework, which leads to various possibilities for future research.  相似文献   

The use of keywords for delivering immediate performance feedback on teacher competence development     

Nele Coninx  Karel Kreijns  Wim Jochems 《欧洲师范教育杂志》2013,36(2):164-182

Literature shows that feedback that is specific, immediate and goal-oriented is effective on (pre-service) teachers’ performance. Synchronous coaching gives this kind of feedback. Due to immediateness of feedback, pre-service teachers can suffer from cognitive load. We propose a set of standardised keywords through which this performance feedback can be delivered – each keyword acts as a summary for the feedback message. The construction and the selection of the keywords is aimed at the reduction of message ambiguity, while at the same time a low level of cognitive load on the pre-service teacher must be maintained. An in vivo pilot-study with 40 respondents (pre-service teachers and their coaches) supported our hypothesis that usage of such sets of standardised keywords will mitigate the levels of ambiguity and cognitive load. These findings and other considerations for additional research using immediate performance are addressed.  相似文献   

Development of an engineering identity in the engineering curriculum in Dutch higher education: an exploratory study from the teaching staff perspective     

Fons Dehing  Wim Jochems  Liesbeth Baartman 《European Journal of Engineering Education》2013,38(1):1-10

How do engineering students develop a professional identity during the course of the curriculum? What are the development mechanisms and important conditions? In an exploratory study among teachers the authors tried to find out whether the development of engineering identity can be understood by using the theoretical models of Ibarra and Sullivan. The results showed that the development of engineering identity is boosted during the internship in industry in the third year. Furthermore, the theoretical models could be recognised in the findings and four interaction types in internships, with significant differences in effect on identity development, could be identified if two dimensions were used: (1) industry supervisors’ perception of students; (2) the professional responsibility awarded. Some recommendations for curriculum improvement could be made; for example, introducing projects into the curriculum to stimulate identity development from the start. Further research is required on students’ preparation for internships.  相似文献   

Different pathways towards dropout: the role of engagement in early school leaving     

Carl Lamote  Sara Speybroeck  Wim Van Den Noortgate  Jan Van Damme 《牛津教育评论》2013,39(6):739-760

In this study, we examine the development of student engagement in relation to dropout. We focus on different growth trajectories of engagement between groups of students and on whether these trajectories lead to differences in the survival of the student. The development of behavioural and emotional engagement of 4063 graduates and 541 (11.7%) dropouts is examined from Year 7 to Year 12 and this development is linked to the probability of dropping out in each grade by means of a discrete-time survival mixture model. For emotional engagement, results point to a model with two different subgroups: one group starting at a high level of engagement and following a (relatively) stable pattern and the other group starting at a lower level of engagement and following a decreasing trend. For behavioural engagement, the results indicate that a three-class model showed the best fit: a high and (relatively) stable group, a high and decreasing group and a low and stable group. In terms of dropout, the unstable and low groups demonstrate a significantly higher probability of dropping out, as evidenced in the steep, declining survival curves. Different background variables are included to gain more insight into engagement and dropout, and to predict membership in the low and decreasing class.  相似文献   

Improving Item-Exposure Control in Adaptive Testing     

Wim J. van der Linden  Seung W. Choi 《Journal of Educational Measurement》2020,57(3):405-422

One of the methods of controlling test security in adaptive testing is imposing random item-ineligibility constraints on the selection of the items with probabilities automatically updated to maintain a predetermined upper bound on the exposure rates. Three major improvements of the method are presented. First, a few modifications to improve the initialization of the method and accelerate the impact of its feedback mechanism on the observed item-exposure rates are introduced. Second, the case of conditional item-exposure control given the uncertainty of examinee's ability parameter is addressed. Third, although rare for a well-designed item pool, when applied in combination with the shadow-test approach to adaptive testing the method may meet occasional infeasibility of the shadow-test model. A big M method is proposed that resolves the issue. The practical advantages of the improvements are illustrated using simulated adaptive testing from a real-world item pool under a variety of conditions.  相似文献   

Erratum to: Improving word reading speed: individual differences interact with a training focus on successes or failures     

Esther G. Steenbeek-Planting  Wim H. J. van Bon  Robert Schreuder 《Reading and writing》2012,25(9):2315-2318

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Probabilistic topic modeling in multilingual settings: An overview of its methodology and applications     

Ivan Vulić  Wim De Smet  Jie Tang  Marie-Francine Moens 《Information processing & management》2015

Probabilistic topic models are unsupervised generative models which model document content as a two-step generation process, that is, documents are observed as mixtures of latent concepts or topics, while topics are probability distributions over vocabulary words. Recently, a significant research effort has been invested into transferring the probabilistic topic modeling concept from monolingual to multilingual settings. Novel topic models have been designed to work with parallel and comparable texts. We define multilingual probabilistic topic modeling (MuPTM) and present the first full overview of the current research, methodology, advantages and limitations in MuPTM. As a representative example, we choose a natural extension of the omnipresent LDA model to multilingual settings called bilingual LDA (BiLDA). We provide a thorough overview of this representative multilingual model from its high-level modeling assumptions down to its mathematical foundations. We demonstrate how to use the data representation by means of output sets of (i) per-topic word distributions and (ii) per-document topic distributions coming from a multilingual probabilistic topic model in various real-life cross-lingual tasks involving different languages, without any external language pair dependent translation resource: (1) cross-lingual event-centered news clustering, (2) cross-lingual document classification, (3) cross-lingual semantic similarity, and (4) cross-lingual information retrieval. We also briefly review several other applications present in the relevant literature, and introduce and illustrate two related modeling concepts: topic smoothing and topic pruning. In summary, this article encompasses the current research in multilingual probabilistic topic modeling. By presenting a series of potential applications, we reveal the importance of the language-independent and language pair independent data representations by means of MuPTM. We provide clear directions for future research in the field by providing a systematic overview of how to link and transfer aspect knowledge across corpora written in different languages via the shared space of latent cross-lingual topics, that is, how to effectively employ learned per-topic word distributions and per-document topic distributions of any multilingual probabilistic topic model in various cross-lingual applications.  相似文献   

Assessment of competence in clinical reasoning and decision‐making under uncertainty: the script concordance test method     

Stephan Ramaekers  Wim Kremer  Albert Pilot  Peter van Beukelen  Hanno van Keulen 《Assessment & Evaluation in Higher Education》2010,35(6):661-673

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The benefits of evaluating performance subjectively     

Michael J. Gibbs  Kenneth A. Merchant  Wim A. Van Der Stede  Mark E. Vargus 《Performance Improvement》2005,44(5):26-32

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Nonformal Education,Distance Education and the Restructuring of Schooling: Challenges for a New Basic Education Policy     

Hoppers  Wim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):5-30

This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within.  相似文献