INTRODUCTION     

Susanne Denham 《Early education and development》2013,24(2)

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Welche Rolle spielt Kompetenzdiagnostik im Rahmen von Lehr-Lernprozessen?     

Susanne Bögeholz  Sabina Eggert 《Zeitschrift für Erziehungswissenschaft》2013,16(1):59-64

Competence assessment can support evidence-based teaching and learning. Depending on its specific purpose, competence assessment can be applied at the individual, the classroom or school level as well as on a national level. Large-scale-assessments are typical examples for system monitoring. Competence assessment on the individual level can provide important information with respect to individual qualification and learning outcomes. Typically, competence assessment uses psychometric models from Item-Response-Theory (IRT). However, until present, competence assessment still struggles to tap its full potential regarding feedback and individual support. Teachers often have difficulties to interpret results from competence assessments that are based on IRT. Thus, it is crucial to support teachers in using these results to improve classroom teaching. One of the main challenges of educational measurement is to align everyday classroom teaching with formative and summative assessments and to establish competence models as a common ground. Process-orientated, formative assessment can inform criterion-based feedback and, consequently, promote teaching on the basis of educational standards that were defined on the system level. However, more work needs to be done with respect to research on assessments as well as their communication and implementation into teaching practice.  相似文献   

‘El primer deportista‘: the political use and abuse of sport in peronist Argentina     

Raanan Rein 《国际体育史杂志》2013,30(2):54-76

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Visual attention in orienteers at different levels of experience     

David W. Eccles  Susanne E. Walsh  David K. Ingledew 《Journal of sports sciences》2013,31(1):77-87

Abstract

This study explored how differences in orienteering experience are related to differences in how visual attention is allocated to the map, the environment and to travel. Twenty more experienced and 20 less experienced individuals orienteered while wearing a head-mounted video camera with microphone. The participants verbalized what they were attending to (map, environment or travel) at any given time. Each recorded film was coded at each point in time in terms of what the participant was attending to and whether the participant was moving or stationary. More experienced orienteers attended to the map markedly more while moving and spent less time stationary than less experienced orienteers. The participants' performance was significantly related to the ability to attend to the map while moving. The strategic control of attention is proposed to explain this ability. It is proposed that attentional training might enhance performance in sports characterized by multiple and dynamically varying elements.  相似文献   

Development and trialling of a graduated descriptors tool for Australian pharmacy students     

Ieva Stupans  Susanne Owen  Leigh McKauge  Lisa Pont  Greg Ryan  Jim Woulfe 《Assessment & Evaluation in Higher Education》2012,37(7):829-845

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‘Get real – we can't afford kindergarten’: a study of parental perceptions of early years services     

Susanne Garvis  Donna Pendergast  Harry Kanasa 《International Journal of Early Years Education》2012,20(2):202-211

The Australian Early Childhood Universal Access Agreement stipulates all children three and a half years of age and older access to 15 hours of a quality early childhood education programme. While most states and territories in Australia have a 90% or higher attendance rate, in 2010, in Queensland the attendance rate was a comparative 40%. This study explores parental perceptions of barriers to early years services in Queensland, Australia. Using content analysis, it explores comments from an online forum with 65 self-selected participants. Findings provide important insights for policy-makers interested in improving the quality of, access to, and participation in, early childhood education. Parents perceived the cost, limited number of places and small hours of kindergarten as the main barriers to accessing quality early childhood care in Queensland. Furthermore, they questioned the actual necessity of kindergarten programmes. Therefore, if the goal is to improve kindergarten attendance rates, it is important to gain an understanding of the reported perceived barriers in order to reduce these in the future.  相似文献   

Threat Perception and Attitudes of Adolescents Towards Re-Introduced Wild Animals: A qualitative study of young learners from affected regions in Germany     

Nadin Hermann  Susanne Menzel 《International Journal of Science Education》2013,35(18):3062-3094

Conservation efforts such as the restoration of European bison or the support of wolf immigration into Germany are often socio-scientifically controversial. In many cases, disputes are based on individuals’ threat perception and attitudes towards the animal involved. The herewith reported study provides qualitative insights into German adolescents’ (n?=?31, M_age?=?16.6 years) attitudes towards animal reintroduction, their threat and coping appraisal about wildlife and their knowledge of local endangered species. We found that students had rather limited knowledge of local endangered species. After Kellert's categories of animal attitudes, the adolescents showed a strong moralistic view on wildlife return. Naturalistic, ecologistic and utilitarian views were also strongly apparent. According to the Protection Motivation Theory, perceived threats could be identified as threats to animals on the one hand and threats to human interests on the other. Such threat perceptions often lead to a dilemma, which made it difficult to decide upon the priorities of wildlife protection versus protection of human interests. Coping mechanism to reduce threats to human interests as mentioned by the participants included restrictions of the animal as well as strategies that focused on responsibility by humans. Regarding coping mechanism to prevent the species’ extinction, participants showed a relatively superficial understanding. Furthermore, we found that participants from regions where wolves are currently immigrating or European bison are being reintroduced showed a more positive understanding of the respective animal. Our findings are discussed in the light of this topic's potential as an example of a real-life socio-scientific issue in classroom discussions.  相似文献   

3‐Year‐Old Children Make Relevance Inferences in Indirect Verbal Communication     

Cornelia Schulze  Susanne Grassmann  Michael Tomasello 《Child development》2013,84(6):2079-2093

Three studies investigated 3‐year‐old children's ability to determine a speaker's communicative intent when the speaker's overt utterance related to that intent only indirectly. Studies 1 and 2 examined children's comprehension of indirectly stated requests (e.g., “I find Xs good” can imply, in context, a request for X; N = 32). Study 3 investigated 3‐ and 4‐year‐old children's and adults' (N = 52) comprehension of the implications of a speaker responding to an offer by mentioning an action's fulfilled or unfulfilled precondition (e.g., responding to an offer of cereal by stating that we have no milk implies rejection of the cereal). In all studies, 3‐year‐old children were able to make the relevance inference necessary to integrate utterances meaningfully into the ongoing context.  相似文献   

Towards detection of learner misconceptions in a medical learning environment: a subgroup discovery approach     

Eric G. Poitras  Tenzin Doleck  Susanne P. Lajoie 《Educational technology research and development : ETR & D》2018,66(1):129-145

Ill-structured problems, by definition, have multiple paths to a solution and are multifaceted making automated assessment and feedback a difficult challenge. Diagnostic reasoning about medical cases meet the criteria of ill-structured problem solving since there are multiple solution paths. The goal of this study was to develop an adaptive feedback mechanism that is capable of identifying and responding to novice physician misconceptions by mining the log trace data of user interactions in BioWorld, a computer-based learning environment designed to support medical students in regulating their own diagnostic reasoning. We applied a series of text pre-processing algorithms to extract the linguistic features that characterized symptoms identified by 30 medical students solving three endocrinology cases: diabetes mellitus (type 1), Pheochromocytoma, and Hyperthyroidism. A subgroup discovery mining algorithm was applied in two steps. First, rules were induced to predict an incorrect diagnosis submitted as the final solution for a case on the basis of symptoms highlighted by medical students as being pertinent, that were in fact not pertinent. Second, rules were induced to predict a distractor hypothesis (an incorrect hypothesis listed as the most probable) during the differential diagnosis process while solving the case. The rule set discovered through the subgroup discovery task was shown to predict both incorrect and distractor hypotheses set by novice physicians while solving the case. We discuss the implications in terms of developing an adaptive feedback mechanism that can detect physicians’ misconceptions and errors during problem-solving as a means to deliver prompts and feedback that promote the acquisition of metacognitive monitoring and control skills.  相似文献   

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain     

Kirstin Erath  Susanne Prediger  Uta Quasthoff  Vivien Heller 《Educational Studies in Mathematics》2018,99(2):161-179

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