Investigating the dynamics of formative assessment: relationships between teacher knowledge,assessment practice and learning     

Joan Herman  Ellen Osmundson  Yunyun Dai  Cathy Ringstaff  Michael Timms 《Assessment in Education: Principles, Policy & Practice》2015,22(3):344-367

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research.  相似文献   

Ethnicity and education in China and Vietnam: discursive formations of inequality     

Joan DeJaeghere  Xinyi Wu  Lisa Vu 《Compare》2015,45(1):118-140

This article aims to understand how ethnicity is discursively framed in national policies in China and Vietnam and argues that policy discourses affect how the ‘problem’ of ethnicity and educational inequalities is framed and how these inequalities can be addressed. The analysis shows how both Marxist and market-economy governing rationalities frame ethnic minority groups as lower status than the majority group and in need of either socially evolving to the communist ideal or assimilating into the global economic market, respectively. Using Fraser’s multi-dimensional approach to analyse discursive formations of inequality, we show how these policy discourses produce a non-ethnic economic citizen with socialist tendencies that negates cultural or social recognition and political representation. We conclude that researchers and policymakers need to consider how ethnicity is discursively framed to understand and address inequalities.  相似文献   

Universities,dependency and the market: innovative lessons from Kenya     

Ane Turner Johnson  Joan B. Hirt 《Compare》2014,44(2):230-251

Higher education in developing nations is typically viewed from a dependency perspective – institutions are seen as merely recipients of Western knowledge, aid and reform efforts. Nevertheless, universities in both the centre and the periphery are dealing with tensions between protecting the public good and embracing neoliberal values based on a market approach to higher education. In the USA and Europe these competing interests are typically cast as mutually exclusive. Our study on the market approach to higher education in Kenya, however, suggests that public and private interests can be complementary, contributing to a re-envisioning of the traditional mission of higher education. This article seeks to examine more fully the nature of reform efforts at two universities in Kenya, to elucidate lessons for universities undergoing market-oriented reform in the West and to suggest a reciprocal relationship between institutions in Africa and Europe, upending the centre-periphery paradigm.  相似文献   

Student perceptions of peer assessment: an interdisciplinary study     

Anna Planas Lladó  Lídia Feliu Soley  Rosa Maria Fraguell Sansbelló  Gerard Arbat Pujolras  Joan Pujol Planella  Núria Roura-Pascual 《Assessment & Evaluation in Higher Education》2014,39(5):592-610

Peer assessment provides students with multiple benefits during their learning process. The aim of our study is to examine students’ perception of peer assessment. Questionnaires were administered before and after the peer-assessment process to 416 students studying 11 different subjects in four different fields taught at the University of Girona. Results suggest that students have a positive predisposition towards this methodology, both before and after its implementation. Students perceive it as a both motivating and recommended methodology that facilitates the acquisition of learning at different levels. As for its limitations, students highlight the responsibility that comes with it and a certain amount of distrust in fellow students’ abilities to peer-assess.  相似文献   

Older worker‐learners (OWLS) are here…and they are here to stay     

James L. Moseley  Joan Conway Dessinger 《Performance Improvement》2008,47(10):5-8

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Classroom contextual effects of race on children's peer nominations     

Jackson MF  Barth JM  Powell N  Lochman JE 《Child development》2006,77(5):1325-1337

Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3-95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination.  相似文献   

Editorial: what do editors want?     

Joan Freeman 《High Ability Studies》1998,9(2):149-152

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In memory of Dr. George L. Geis     

Carol Haig 《Performance Improvement》1999,38(2):7-10

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Measuring corporate readiness to implement distance education     

Joan Friton Slick 《Performance Improvement》2001,40(10):39-42

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Team-building strategies for multimedia teams     

Joan Canby Mugg 《Performance Improvement》1996,35(6):10-11

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