Evaluating students' science notebooks as an assessment tool     

Maria A. Ruiz‐Primo  Min Li  Carlos Ayala  Richard J. Shavelson 《International Journal of Science Education》2013,35(12):1477-1506

The idea of using science notebooks as a classroom assessment tool is not new. There is general agreement that science notebooks allow teachers to assess students' conceptual and procedural understanding and to provide the feedback students need for improving their performance. In this study we examined the use of science notebooks as an unobtrusive assessment tool that can also be used by individuals outside the classroom (for example, school district personnel), and as a means for obtaining information about students' learning and their opportunities to learn. More specifically, in this study students' science notebooks were used as a source of data about the (a) implementation of a curriculum's intended activities, (b) students' performance, and (c) quality of teachers' feedback. Our results indicated that: (1) Students' science notebooks can be reliably scored. Unit implementation, student performance, and teacher feedback scores were highly consistent across raters and units. (2) High and positive correlations with other performance assessment scores indicated that the student performance score can be considered as an achievement indicator. And (3) low performance scores across the two units revealed that students' communication skills and understanding were far away from the maximum score and did not improve over the course of instruction during the school year. This result may be due, in part, to the fact that no teacher feedback was found in any of the students' notebooks across the six classrooms studied. This may reflect some characteristics of the teachers' assessment practices that may require further professional development.  相似文献   

Skipping class in college and exam performance: Evidence from a regression discontinuity classroom experiment     

Carlos Dobkin  Ricard Gil  Justin Marion 《Economics of Education Review》2010,29(4):566-575

In this paper we estimate the effect of class attendance on exam performance by implementing a policy in three large economics classes that required students scoring below the median on the midterm exam to attend class. This policy generated a large discontinuity in the rate of post-midterm attendance at the median of the midterm score. We estimate that near the policy threshold, the post-midterm attendance rate was 36 percentage points higher for those students facing compulsory attendance. The discontinuous attendance policy is also associated with a significant difference in performance on the final exam. We estimate that a 10 percentage point increase in a student's overall attendance rate results in a 0.17 standard deviation increase in the final exam score without adversely affecting performance on other classes taken concurrently.  相似文献   

Spanish renaissance cosmography: modest or modern?     

Fernández-Armesto  Felipe 《Metascience》2010,19(1):147-148

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Book review     

Mary‐Liz Trant 《Irish Educational Studies》2013,32(2):111-113

Philosophy of Educational Research Richard Pring (2000), London and New York: Continuum.  相似文献   

THE GENETIC ASPECTS OF HIGH INTELLIGENCE     

H. Drábková 《High Ability Studies》1991,1(2):191-196

A cohort of 71 pairs of twins was studied in a project which started within the decade 1965 to 1975. The total level of intelligence (global IQ) and the level of particular intellectual components have been examined annually since the twins were two years of age. The data were analysed by comparing monozygotic and dizygotic twins. The results revealed that high intelligence is influenced much more by hereditary than exogenous factors. Furthermore, there is an irregularity in the development of intellectual level from childhood to adulthood. Consequently, decision making about children cannot be carried out on the basis of a single IQ evaluation. A cluster analysis demonstrated the importance of hereditary factors not only on intellectual level, but also on the pattern of intellectual development.  相似文献   

Smiling in infants     

M Tautermannová 《Child development》1973,44(3):701-704

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Gynecological and health profile of prostitutes     

K Nedoma  J Sípová 《Isis; an international review devoted to the history of science and its cultural influences》1973,64(222):425-427

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HUMAN BEHAVIOR FOR SOCIAL WORK PRACTICE: A DEVELOPMENTAL-ECOLOGICAL FRAMEWORK By Wendy L. Haight & Edward H. Taylor     

Reviewed by Cándida Madrigal Assistant Professor of Social Work  Darlene Yee-Melichar Professor/Coordinator of Gerontology 《Educational gerontology》2013,39(7):638-639

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Impact of question-answering tasks on search processes and reading comprehension     

Raquel Cerdán  Eduardo Vidal-Abarca  Tomás Martínez  Ramiro Gilabert  Laura Gil 《Learning and Instruction》2009,19(1):13-27

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

Physicochemical and Functional Properties of Vegetable and Cereal Proteins as Potential Sources of Novel Food Ingredients     

Cintya Soria-Hernández  Sergio Serna-Saldívar  Cristina Chuck-Hernández 《Food Technology and Biotechnology》2015,53(3):269-277

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