Students' expectations about the processing demandsof teacher-made tests     

Hein  Bernadette H.A.M.  Huub  Gert 《Studies in Educational Evaluation》2004,30(4):281-304

History teachers (N=22) and their 11th-grade students (N=451) rated the importanceof four types of questions (verbatim, paraphrase, inference and skill items) by indicating the degree to which these questions were to be expected in an upcoming teacher-made test about a particular textbook chapter. In addition, teachers classified their actual tests according to these four question types. Importance ratings of individual students showed a low correspondence with those of their teacher and no correspondence with the actual test questions (as classified by their teacher). However, teachers' importance ratings also showed a considerable number of discrepancies with the actual test questions. These findings suggest that in study-test situations, more clarity is needed about processing demands.  相似文献   

Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling   总被引：1，自引：0，他引：1  

Gert J. J. Biesta  Deborah Osberg 《Interchange》2007,38(1):15-29

In this paper we wish to argue that despite strong challenges to representational epistemology in the last two centuries, modern schooling is still organised around a representational view of knowledge. This is the case despite teaching practices being modified to accommodate different views of knowledge that have emerged in the last two centuries. This means, if schooling is to be brought in line with current epistemological trends, there is still a case for updating the epistemology of schooling. Our analysis shows, however, that this update will not leave the idea of modern schooling in tact. Updating the epistemology of schooling, so we argue, requires a fundamental rethink of the purposes of schooling.  相似文献   

The critical sense: Three decades of critical media studies in the wake of Samuel L. Becker's “rhetorical studies for the contemporary world”     

Leah R. Vande Berg 《Communication Studies》2013,64(1):72-81

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Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention     

David N. Rapp  Paul van den Broek  Kristen L. McMaster  Panayiota Kendeou  Christine A. Espin 《Scientific Studies of Reading》2013,17(4):289-312

Many children struggle to learn to read, and these difficulties can persist well into adulthood. To address this problem, researchers have investigated the processes that underlie reading. An informative body of work has thus identified basic skills (e.g., decoding, vocabulary knowledge) as necessary for successful reading. Researchers also have begun to examine comprehension skills and their contributions to the reading process. In this article we describe research from the cognitive sciences on the processes that underlie higher-order, coherence-oriented comprehension to provide an empirically and theoretically driven perspective for investigating struggling readers' difficulties. We show that this perspective is particularly beneficial in the development and assessment of instructional approaches by relating it to existing, effective interventions. Finally, we demonstrate how our own research activities have derived from this perspective and how preliminary findings extend our understanding of readers' difficulties. This work seeks to address existing challenges in the field of reading comprehension while also suggesting new ways of investigating the plight of struggling readers.  相似文献   

Analysing change in learning strategies over time: A comparison of three statistical techniques     

Liesje Coertjens  Tine van Daal  Vincent Donche  Sven De Maeyer  Gert Vanthournout  Peter Van Petegem 《Studies in Educational Evaluation》2013

Change in learning strategies during higher education is an important topic of research when considering students’ approaches to learning. Regarding the statistical techniques used to analyse this change, repeated measures ANOVA is mostly relied upon. Recently, multilevel and multi-indicator latent growth (MILG) analyses have been used as well. The present study provides details concerning the differences between these three techniques. By applying them to the same dataset, we aim to answer two research questions. Firstly, how are findings on the average trend complementary, convergent or divergent? Secondly, how are results on the differential growth over time complementary, convergent or divergent? Data originates from a longitudinal study on the change in learning strategies during the transition from secondary to higher education in Flanders (Belgium). 425 students provided complete data at each of the three waves of data collection. Results on the significance of average trends are convergent while the strength of the growth over time diverges across analysis techniques. Regarding the differential change, the MILG seems more able to detect variance in growth over time. Recommendations for future research on the changeability of learning strategies over time are provided.  相似文献   

Measuring Older Adults' Abuse: Evaluation of Formative Indicators to Promote Brevity     

Gert Lang  Liesbeth De Donder  Bridget Penhale  José Ferreira-Alves  Ilona Tamutiene  Minna-Liisa Luoma 《Educational gerontology》2013,39(7):531-542

Some literature on elder abuse recommends, and practitioners claim, that there should be better assessment and screening tools. In order to improve the accuracy of measurement instruments, the purpose of this article is threefold: (a) describing the construction of an instrument with formative indicators and the survey design about the sensitive topic of elder abuse, (b) development of an analytic strategy to improve the precision of the measures by (c) evaluating the measurement instrument through quality criteria against outcomes of the instrument. We randomly selected 2,880 home-dwelling older women aged 60 and above from five European Union countries who participated in a survey on elder abuse. Prevalence data on abuse against older women was gathered using a postal (BE, FI, PT), face-to-face (BE, LT), and telephone survey (AT) but using an identical instrument. A table with outcome measures was calculated to evaluate the formative indicators of the measurement instrument, and a decision strategy for item reduction was developed. The results suggest that 12 (35%) of the original 34-indicators instrument can be omitted. The adapted version can provide the same elder abuse prevalence rates (reliability) with the same negative associations in terms of life quality (validity). The results indicate in an applied way how an elder abuse instrument can be evaluated and further developed using formative measures.  相似文献   

Good education in an age of measurement: on the need to reconnect with the question of purpose in education   总被引：5，自引：0，他引：5  

Gert Biesta 《Educational Assessment, Evaluation and Accountability》2009,21(1):33-46

In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices.  相似文献   

An extreme case of action learning at BAT Niemeyer   总被引：1，自引：1，他引：0  

Emiel Eckstein  Gert Veenhoven 《Action Learning: Research and Practice》2009,6(2):171-176

Becoming a ‘winning organization’ when one currently is an ‘ugly ducking’ can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee involvement was heavily emphasized. In the following article, it is described how action learning was used by the company and what resulted from this. Some of the difficulties involved in the process are also set out. Some of the ‘lessons learned’ for action learning development are briefly discussed as well. Although action learning was not used in all of the firm's initiatives to realize the abovementioned transformation, we think these lessons can be drawn nevertheless.  相似文献   

Will that be on the test? Perceived task demands and test performance in a classroom context     

Hein Broekkamp  Huub Ven den Bergh  Bernadette H. A. M. Van Hout-Wolters  Gert Rijlaarsdam 《European Journal of Psychology of Education - EJPE》2002,17(1):75-92

Departing from a realistic classroom context, this study focuses on the relationship between students’ perception of task demands and their learning performance. History teachers (N=20) and their 11th-grade students (N=375) rated the relative importance of sections of an instructional text on which teachers would be giving a test. In addition, test grades were collected. It was hypothesized that the degree of correspondence between ratings of individual students and those of their teacher would reflect the accurateness of students’ perception of task demands and therefore would be positively related with test grade. Multilevel analysis revealed partly support for this hypothesis. Students with higher grades more consistently showed a relative close correspondence with their teacher than students with lower grades. Nonetheless, a substantial number of students who showed a relatively close correspondence with their teacher, obtained a low test grade. This suggests that a more accurate perception of task demands did not guarantee a higher test performance.  相似文献   

Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening     

Panayiota?KendeouEmail author  Julie?S.?Lynch  Paul?van den?Broek  Chris?A.?Espin  Mary?Jane?White  Kathleen?E.?Kremer 《Early Childhood Education Journal》2005,33(2):91-98

Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension assessment and interventions.  相似文献