IMPLEMENTATION AND EVALUATION OF PEER MARKING IN HIGHER EDUCATION     

Stuart A. Fry 《Assessment & Evaluation in Higher Education》1990,15(3):177-189

The implementation of peer marking within an existing tutorial system is examined. Peer marks were found to be in close agreement with the tutor's, lending credibility to the approach. The benefits of peer marking were discussed with the students, including their possible improvement in examination technique. This teaching approach has the added advantage in that the tutor can more easily act as a facilitator (rather than as an assessor) in the tutorial sessions. At the end of the year an evaluation of peer marking was carried out

Results from a questionnaire showed that five relative advantages of peer marking had been achieved. Further, the students believed that their work had been marked fairly, and that peer marks should count towards their end‐of‐year marks. Peer marking was found tobe most successful, fully complementing a tutorial system of teaching.  相似文献   

A PERSONAL CONSTRUCT APPROACH TO EVALUATING TEACHING PRACTICE     

Paul Rolph  Jenny Rolph 《Assessment & Evaluation in Higher Education》1982,7(1):41-53

During 1976, one of us decided to investigate the use of Kelly's personal construct theory and the triadic form of his repertory grid in enhancing understanding between a supervisor and a student‐teacher, when evaluating that student's teaching. An account of the procedure is given. In discussion, the student and supervisor agreed that the procedure, although long and demanding, led to a greater understanding of their own and each other's perspectives of the lesson evaluated. But it was admitted that the particular procedure employed and the use of the triadic form of the repertory grid are both time consuming and tiring. A rating form of the repertory grid in a simpler procedure was then explored in a similar teaching situation. An account of this second approach is also given. It was agreed that this approach was much simpler than in the original investigation and both student and supervisor (who were common to both investigations) found that it led to a greater understanding of their own and each other's perspectives. The authors therefore suggest that a rating form of the repertory grid (and the accompanying theory) can be used to enhance understanding between student‐teachers and their supervisors. They also propose that this would be a useful procedure in other educational contexts when an evaluation takes place.  相似文献   

A consideration of cognitive factors in the learning and education of older adults     

Prem S. Fry 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(4):303-325

The purpose of this paper is to consider the unique cognitive and intellectual factors that influence the learning and education of older adults. With this objective in mind, the paper reviews the empirical literature on patterns of intellectual and cognitive aging, and ends by discussing the implications and applications of these patterns for the practical and effective education of our elderly citizenry. When we consider the aging of intellectual abilities we are concerned with studying the development of fluid, crystallized and practical intelligence and variations in these abilities from adulthood into advanced old age. We are also concerned with looking at changes in cognitive functions such as attention, memory, information retrieval and tolerance for interference in learning capacity. Much recent work has been successful in showing that intellectual and cognitive decline in old age is not necessarily irreversible. While many elderly persons are very able learners, are highly self-directed, and have ample educational and intellectual resources available, others may benefit from assistance or suggestions about how to compensate for some of the cognitive declines in old age. With this objective the implications are discussed for educators and practitioners who must formulate cognitive training programs for older adults.

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Zusammenfassung Ziel dieses Artikels ist eine Untersuchung der einzigartigen kognitiven und intellektuellen Faktoren, die Bildung und Lernen für Ältere beeinflussen. Unter Berücksichtigung dieses Ziels wird die empirische Literatur über intellektuelle und kognitive Altersmuster neu ausgewertet. Der Schlußteil umfaßt eine Diskussion über Auswirkungen und Anwendungen dieser Muster zur praktischen und effektiven Bildung unserer älteren Mitbürger. Angesichts des Alterns unserer intellektuellen Fähigkeiten befassen wir uns mit der Entwicklung von fließender, komprimierter und praktischer Intelligenz und Variationen dieser Fähigkeiten vom Erwachsenenalter bis zum fortgeschrittenen Altern. Themen sind außerdem die Veränderungen der kognitiven Funktionen wie z.B. Aufmerksamkeit, Gedächtnis, Informationsabruf und Toleranz für die Interferenz in der Lernkapazität. Ein großer Teil der Untersuchungen zu diesem Thema bewies erfolgreich, daß intellektueller und kognitiver Verfall im Alter nicht unbedingt irreversibel sein muß. Während viele Ältere fähige Schüler sind, gut autonom lernen können und freie Bildungs- und Lernkapazitäten zur Verfügung haben, könnten andere von Vorschlägen und Hilfsprogrammen zur Kompensierung der Alterserscheinungen profitieren. Unter Berücksichtigung dieser Faktoren werden die Folgen für Ausbilder und Praktiker, die kognitive Programme und Fortbildungen für Ältere erstellen müssen, erörtert.

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Résumé L'objet du présent article est d'étudier les facteurs cognitifs et intellectuels uniques qui influencent l'apprentissage et l'éducation des personnes âgées. C'est en suivant cet objectif qu'on examine la littérature empirique sur les structures du vieillissement intellectuel et cognitif avant de se tourner vers l'analyse des implications et applications desdites structures pour l'éducation pratique et efficace de l'ensemble des citoyens âgés. Lorsqu'on envisage l'affaiblissement des facultés intellectuelles, on s'intéresse à l'étude du développement de l'intelligence fluide, cristallisée et pratique et aux variations de ces aptitudes de l'âge adulte jusqu'à un âge avancé. On observe également les changements qui interviennent dans les fonctions cognitives telles l'attention, la mémoire, la recherche documentaire et la tolérance de l'interférence dans l'aptitude à l'étude. De récents travaux ont réussi à montrer que le déclin intellectuel et cognitif dans la vieillesse n'est pas nécessairement irréversible. Tandis que de nombreuses personnes âgées sont des apprenants très capables et hautement auto-dirigés qui possèdent de grandes ressources éducatives et intellectuelles, il se peut que d'autres aient besoin d'assistance ou de suggestions quant à la manière de compenser certaines carences cognitives survenant avec l'âge. Eu égard à cet objectif, on discute des implications pour les éducateurs et les enseignants qui doivent formuler les programmes de formation cognitive destinés aux personnes âgées.

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Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers     

Singleton JL  Morgan D  DiGello E  Wiles J  Rivers R 《Journal of deaf studies and deaf education》2004,9(1):86-103

The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total number of words, use of words known to be highly frequent in children's writing, redundancy in writing, and use of English function words. All deaf writers showed significantly lower use of function words as compared to their hearing peers. Low-ASL-proficient students demonstrated a highly formulaic writing style, drawing mostly on high-frequency words and repetitive use of a limited range of function words. The moderate- and high-ASL-proficient deaf students' writing was not formulaic and incorporated novel, low-frequency vocabulary to communicate their thoughts. The moderate- and high-ASL students' performance revealed a departure from findings one might expect based on previous studies with deaf writers and their vocabulary use. The writing of the deaf writers also differed from the writing of hearing ESL speakers. Implications for deaf education and literacy instruction are discussed, with special attention to the fact that ASL-proficient, deaf second-language learners of English may be approaching English vocabulary acquisition in ways that are different from hearing ESL learners.  相似文献   

CAN THERE BE QUALITY IN TEACHER EDUCATION WITHOUT SPIRITUALITY?     

Jenny Rolph 《Assessment & Evaluation in Higher Education》1991,16(1):49-55

In this paper the need for ensuring the inclusion of the spiritual dimension in Teacher Education courses is considered. This dimension is included in both the 1944 and 1988 Education Acts, but no definitions or guidelines are given. The research of Hardy and Hay is drawn upon to underline the significance of the spiritual aspect of human nature, and the writings of Berger and Hull to demonstrate its repression in modem life. Despite the problems involved in finding an acceptable definition of spirituality, a case is argued for its inclusion in Teacher Education courses. Some questions are proposed for influential parties such as Course Leaders and validators to use when evaluating courses.  相似文献   

Play-based Occupational Therapy     

Sylvia Rodger  Jenny Ziviani 《International Journal of Disability, Development & Education》1999,46(3):337-365

In this paper, we will provide an overview of how occupational therapists view play, illustrate how occupational therapists' view of play has evolved, generating a shift in focus for intervention, introduce a model of play as occupation to illustrate how children's ability to play may be influenced by developmental disabilities, outline occupational therapy assessment and treatment using play as the basis for intervention, and finally, identify aspects of best practice. The term developmental disabilities refers to a heterogeneous group of disorders. It is not within the scope of this paper to provide detailed discussion of play-based occupational therapy intervention for all the children who comprise this group. Therefore, we have chosen to illustrate various points made with examples of different types of children with various types of disability.  相似文献   

Literacy Assessment and Student Diversity: An Australian case study     

Christina E. Van Kraayenoord  Jenny Barnett  David Roberts  Karen B. Moni 《International Journal of Disability, Development & Education》1999,46(1):51-70

This article describes the reported practices in literacy assessment, recording, and reporting in 12 Australian schools characterised by populations of diverse learners. The findings indicate the problems and challenges teachers face in providing socially just and inclusive literacy assessment in heterogeneous classrooms. We make a number of suggestions related to enhancing assessment, recording, and reporting at the classroom level and argue for systemic support for teachers.  相似文献   

School discipline and the building of values in the daily life of secondary schools     

Ana María Cerda  Jenny Assaél 《Prospects》1998,28(4):571-585

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《中国专利与商标》25年     

王建英 《中国专利与商标》2010,101(2):102-102

25年前创刊的《中国专利与商标》杂志,是中国专利代理（香港）有限公司为知识产权业界提供的一个探讨知识产权理论与实务的平台。从杂志出版第一期起,她就一直得到知识产权业界的支持。25年前,知识产权还是一个令世人感到十分陌生的领域,管理知识产权事务的各局领导身体力行,  相似文献   

Induction of newly qualified teachers in New Zealand     

Eileen Piggot-Irvine  Helen Aitken  Jenny Ritchie  P. Bruce Ferguson  Fiona McGrath 《Asia-Pacific Journal of Teacher Education》2009,37(2):175-198

In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative ‘success case studies’ within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 ‘success’ sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or ‘family’, of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice.  相似文献