Erratum to: Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodriguez 《Reading and writing》2017,30(5):1033-1033

  相似文献   

Classroom assessment as the co-regulation of learning     

Heidi L. Andrade  Susan M. Brookhart 《Assessment in Education: Principles, Policy & Practice》2020,27(4):350-372

ABSTRACT

Until recently, the classroom assessment literature has emphasized the role of teachers and tests, for example investigating teachers’ assessment practices or the quality of classroom tests and other assessments. In contrast, current understandings of teaching and learning emphasize the role of students, as well as the complex interactions between teachers, students, and contexts. We use the literature review method to give substance to a theory of classroom assessment as the co-regulation of learning by teachers, students, instructional materials, and contexts. We organize the literature using a version of Pintrich and Zusho’s theory of the phases and areas of the self-regulation of learning, expanded to include the co-regulation of learning, in order to demonstrate how classroom assessment is related to all aspects of the regulation of learning. We conclude that this is a useful expansion for the field.  相似文献   

Warts and all: Using student portfolio outcomes to facilitate a faculty development workshop     

Glenna Andrade   《Assessing Writing》2007,12(3):199-212

In 2004, the Department of Writing Studies at Roger Williams University in Bristol, Rhode Island, the U.S., began an assessment of student outcomes for two first-year writing courses (Fall 04 to Fall 05) to evaluate performance on previously established criteria. A study of the students’ Portfolio Assessment Sheets concluded that one pervasive problem was “Development” as determined partly by low A grades in the two courses. To engage the faculty (full-time and adjunct), the grades from Fall 04, Spring 05, and Fall 05 were presented during a Summer Workshop in June 2006. After analyzing a sample student essay, the 28 faculty participants discussed the implications of “Development” and evaluated the presentation itself. This case study of one college's participatory exercise in improving writing found some faculty resistance and some unintended results.  相似文献   

The role of domain knowledge in cognitive modeling of information search     

Saraschandra Karanam  Guillermo Jorge-Botana  Ricardo Olmos  Herre van Oostendorp 《Information Retrieval》2017,20(5):456-479

Computational cognitive models developed so far do not incorporate individual differences in domain knowledge in predicting user clicks on search result pages. We address this problem using a cognitive model of information search which enables us to use two semantic spaces having a low (non-expert semantic space) and a high (expert semantic space) amount of medical and health related information to represent respectively low and high knowledge of users in this domain. We also investigated two different processes along which one can gain a larger amount of knowledge in a domain: an evolutionary and a common core process. Simulations of model click behavior on difficult information search tasks and subsequent matching with actual behavioral data from users (divided into low and high domain knowledge groups based on a domain knowledge test) were conducted. Results showed that the efficacy of modeling for high domain knowledge participants (in terms of the number of matches between the model predictions and the actual user clicks on search result pages) was higher with the expert semantic space compared to the non-expert semantic space while for low domain knowledge participants it was the other way around. When the process of knowledge acquisition was taken into account, the effect of using a semantic space based on high domain knowledge was significant only for high domain knowledge participants, irrespective of the knowledge acquisition process. The implications of these outcomes for support tools that can be built based on these models are discussed.  相似文献   

Newton and Colour: the Complex Interplay of Theory and Experiment     

Martins  Roberto De Andrade  Celestino  Cibelle 《Science & Education》2001,10(3):287-305

The general aim of this paper is to elucidate some aspects of Newton's theory of light and colours, specially as presented in his first optical paper of 1672. This study analyzes Newton's main experiments intended to show that light is a mixture of rays with different refrangibilities. Although this theory is nowadays accepted and taught without discussion it is not as simple as it seems and many questions may arise in a critical study. Newton's theory of light and colour can be used as an example of the great care that must be taken when History of Science is applied to science teaching. An inadequate use of History of Science in education may convey to the students a wrong conception of scientific method and a mythical idea of science.  相似文献   

Criteria-referenced formative assessment in the arts     

Fei Chen  Angela M. Lui  Heidi Andrade  Christopher Valle  Hirah Mir 《Educational Assessment, Evaluation and Accountability》2017,29(3):297-314

The purpose of this study was to examine the effect of criteria-referenced formative assessment on achievement in the arts. Seventy-five schools in New York City were assigned to either the treatment or control condition. The treatment involved 3195 elementary, middle, or high school students instructed by 43 music, visual arts, theater, or dance teachers. The teachers were involved in a professional development program focused on formative assessment practices, particularly criteria-referenced peer and self-assessment. The control group consisted of 2445 students in classes instructed by 32 teachers who did not receive the professional development. Discipline-specific, performance-based pre- and post-measures were used to evaluate student learning. Fidelity of implementation was examined before the analysis of the treatment effect. Propensity score matching analysis was used to examine group differences in performance on the post-assessment. Results based on a sample of 611 matched pairs of students showed that, overall, criteria-referenced formative assessment had a statistically significant, positive effect (d = .26) on students’ arts achievement.  相似文献   

On the necessary relation between moral development and worldview     

Susana Frisancho  Guillermo Enrique Delgado 《Journal of moral education》2016,45(3):239-247

In this article we elaborate on the relationship between morality, moral development, moral education and capitalism. Based on Narvaez’s correct critique of the Western way of life, which is destroying the environment and may one day lead to extinction of life on Earth, we argue that this critique should not be stripped of its political side, meaning that it will not be complete if does not explicitly include capitalism as one of its roots. In the remainder of our commentary, we will try to show that in addition to heart, reason has a strong place in indigenous peoples’ life that is frequently misunderstood. Finally, and taking all this into account, we maintain that moral and citizenship education need to be critical and intercultural, and explicitly discuss economic and political issues that underlie and affect human moral development.  相似文献   

Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School Students' Writing     

Heidi L. Andrade  Ying Du  Xiaolei Wang 《Educational Measurement》2008,27(2):3-13

The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116). Participants were in grades 3 and 4. The treatment involved using a model paper to scaffold the process of generating a list of criteria for an effective story or essay, receiving a written rubric, and using the rubric to self-assess first drafts. The comparison condition involved generating a list of criteria for an effective story or essay, and reviewing first drafts. Findings include a main effect of treatment and of previous achievement on total writing scores, as well as main effects on scores for the individual criteria on the rubric. The results suggest that using a model to generate criteria for an assignment and using a rubric for self-assessment can help elementary school students produce more effective writing.  相似文献   

Development and evaluation of a biomechanics concept inventory     

Duane Knudson  Guillermo Noffal  Jeff Bauer  Peter McGinnis  Michael Bird  John Chow 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):267-277

To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub‐sample of the students showed that the BCI was reliable with typical errors in internal consistency and test‐retest conditions of 1.4 and 2.0 questions, respectively. Mean pre‐test scores (8.5 ± 2.0) significantly (p < 0.0001) improved to 10.5 ± 3.2 in the post‐test (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre‐test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course.  相似文献   

Rubric‐referenced self‐assessment and middle school students’ writing     

Heidi L. Andrade  Ying Du  Kristina Mycek 《Assessment in Education: Principles, Policy & Practice》2010,17(2):199-214

This study investigated the relationship between middle school students’ scores for a written assignment (N = 162) and a process that involved students in generating criteria and self‐assessing with a rubric. Gender, time spent writing, grade level, prior rubric use, and previous achievement in English were also examined. The treatment involved using a model essay to scaffold the process of generating a list of criteria for an effective essay, reviewing a written rubric, and using the rubric to self‐assess first drafts. The comparison condition involved generating a list of criteria and reviewing first drafts. Findings include a main effect of treatment, gender, grade level, writing time, and previous achievement on total essay scores, as well as main effects on scores for every criterion on the scoring rubric. The results suggested that reading a model, generating criteria, and using a rubric to self‐assess can help middle school students produce more effective writing.  相似文献