排序方式： 共有44条查询结果，搜索用时 15 毫秒
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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
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Glenn N. Merry Chairman of the War Committee of the National Association 《Quarterly Journal of Speech》2013,99(3):325-327
Educational Wastelands. By Arthur E. Bestor. Urbana: University of Illinois Press, 1953; pp. 226. $3.50. General Education and the Liberal College. By William F. Cunningham. St. Louis and London: B. Herder Book Co., 1953; pp. 286. $4.00. Causes of Public Unrest Pertaining to Education. Edited by Raymond F. Howes. Washington, D. C.: American Council on Education, 1953; pp. 80. $1.00. The Conflict in Education in a Democratic Society. By Robert M. Hutchins. New York: Harper and Brothers, 1953; pp. 112. $2.00. The University of Utopia. By Robert M. Hutchins. University of Chicago Press, 1953; pp. 103. $2.50. Quackery in the Public Schools. By Albert Lynd. Boston: Little, Brown and Company, 1953; pp. 282. $3.50. How to Judge a School—A Handbook for Puzzled Parents and Tired Taxpayers. By William F. Russell. New York: Harper and Brothers, 1954; pp. 143. $2.50. Education and Social Integration. By William O. Stanley. New York: Teachers College, Columbia University, 1953; pp. 290. $4.50. The Changing Humanities. By David H. Stevens. New York: Harper and Brothers, 1953; pp. 272. $4.00. Public Education and Its Critics. By V. T. Thayer. New York: The Macmillan Company, 1954; pp. 170. $2.50. Let's Talk Sense About Our Schools. By Paul Woodring. New York: McGraw‐Hill Book Company, Inc., 1953; pp. 215. $3.50. 相似文献
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Kevin L. Merry Mark Glaister Glyn Howatson Ken Van Someren 《European Journal of Sport Science》2016,16(8):989-995
The minimum exercise intensity that elicits ?O2max (i?O2max) is an important variable associated with endurance exercise performance. i?O2max is usually determined during a maximal incremental exercise test; however, the magnitude and duration of the increments used influence the i?O2max value produced by a given test. The aims of this study were twofold. The first was to investigate whether the i?O2max value produced by a single cycle ergometer test (i?O2max(S)) was repeatable. The second was to determine if i?O2max(S) represents the minimum intensity at which ?O2max is elicited when compared to a refined i?O2max value (i?O2max(R)) derived from repeated tests. Seventeen male cyclists (age 33.9?±?7.7 years, body mass 80.9?±?10.2?kg, height 1.82?±?0.05?m; VO2max 4.27?±?0.62 L?min?1) performed four maximal incremental tests for the determination of i?O2max(S) and i?O2max(R) (3 min stages; 20?W increments). Trials 1 and 2 were identical and used for assessing the repeatability of i?O2max(S), trials 3 and 4 began at different intensities and were used to determine i?O2max(R). i?O2max(S) showed good test–retest repeatability for i?O2max (CV?=?4.1%; ICC?=?0.93), VO2max (CV?=?6.3%; ICC?=?0.88) and test duration (CV?=?6.7%; ICC?=?0.89). There was no significant difference between i?O2max(S) and i?O2max(R) (303?±?40?W vs. 301?±?42?W) (P?2max determined directly during a maximal incremental test is repeatable and provides a very good estimate of the minimum exercise intensity that elicits ?O2max. 相似文献
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In the Netherlands, the constitutional freedom of education offers the opportunity for the growing number of Muslims to establish state-funded Islamic schools. At the moment there are 46 Islamic primary schools; a number of schools are in the process of being established and there is still a need for an additional 120 such schools. Right from the start Islamic education has been a highly controversial issue. Events such as 9/11 and the murder of Dutch filmmaker Theo van Gogh have fueled the discussion, which turned from open-minded and accommodating to critical and even demonstrably negative. This article focuses on Islamic schools in the Netherlands: how they have evolved, their objectives, their achievements, and the problems they have encountered – and continue to encounter. Specific attention is paid to a number of empirical studies that focus on the functioning of Islamic schools. 相似文献
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This article uses situated learning theory to consider current tutor assessment and feedback practices in relation to learning practices employed by students outside the overt curriculum. The case is made that an emphasis on constructive alignment and explicitly articulating assessment requirements within curricula may be misplaced. Outside of the overt curriculum students appear to be interdependent learners, participating in communities of practice and learning networks, where sense-making occurs through negotiation and there is identity development. Such negotiation may translate curriculum requirements articulated by tutors into unexpected meanings. Hence, tutors’ efforts might be better placed on developing students’ ability to self-assess and to effectively evaluate and negotiate information, rather than primarily on their own delivery of the curriculum content and feedback. Tutors cannot be fully effective if they fail to consider students’ learning outside the overt curriculum, and ways to facilitate such learning processes are suggested together with future research directions. 相似文献
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The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment 总被引：1，自引：4，他引：1
Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》2002,27(4):309-323
This paper reports a study which implemented a method of student self and peer assessment involving student constructed marking criteria in the presence of exemplars. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the evaluation of (1) student self and peer marking and tutor marking for individual marking criteria following the use of exemplars; (2) the role of exemplars in providing a focus for formative feedback about subject standards. The present study shows that: (a) the use of exemplars can help students demonstrate greater understanding of both marking criteria and subject standards; (b) the use of exemplars can help students learning so that higher quality outcomes are produced; (c) the use of exemplars forms a focus for meaningful formative feedback; (d) students may make more objective judgements as a result of peer assessment compared to self-assessment. 相似文献
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Paul Orsmond Stephen Merry Kevin Reiling 《Assessment & Evaluation in Higher Education》1997,22(4):357-368
This paper reports a study which implemented and evaluated a method of student self‐assessment. The theme of the importance of marking criteria (Orsmond et al., 1996) is developed. Pairs of first‐year undergraduate biology students were asked to complete a poster assignment on a specific aspect of nerve physiology. The study was designed to allow the evaluation of (1) student self and tutor marking for individual marking criteria; and (2) student vs student marking of their poster work for individual marking criteria. A comparison between the tutor and the student self‐assessed mark reveals how important it is to consider the individual marking criteria rather than the overall mark. These results support our findings on peer assessment reported earlier (Orsmond et al., 1996). The results also illustrate the potential pitfalls that exist when making assumptions about the degree of student/student interaction and students’ marking ability. This study supports previous work which showed that self‐assessment is extremely useful in helping students reach their learning goals, i.e. it is a strong formative educational tool and can be used in order to bring about behavioural changes in students with regard to their own learning processes. 相似文献
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