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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
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Ester Aflalo Revital Montin Ayala Raviv 《Research in Science & Technological Education》2020,38(2):208-226
ABSTRACTBackground: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. 相似文献
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AbstractSexuality has an essential part in human lives and can be affected by changes in one’s health status. Since the nursing profession delivers holistic care for patients, nurses must have the knowledge and skills to deliver care concerning sexuality. Evidence from the professional literature demonstrates that nurses do not address sexuality care consistently, mainly due to different factors such as lack of knowledge, skills, and cultural attitudes. This study’s purpose was to learn about the factors that affect nursing students’ willingness to grasp the nurse’s role as a sexuality educator in practice prior to establishing a specified course in sexual education for BSN students. A quantitative study was conducted in a college at the center of Israel, with a convenience sample of nursing students in a BSN program (n?=?214). The research tool was a questionnaire designed to assess the knowledge, attitudes, and willingness of nursing students to practice sexuality education in the future. The study’s approach was based on Ajzen’s Theory of Planned Behavior. Results indicated that self-efficacy is the main mediator between attitudes and intentions. There is a need to reinforce nursing student’s self-efficacy on the subject to increase their intention to practice it in the future. 相似文献
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The self-images of 49 adolescents with learning disabilities (Grades 9 through 12, mean age = 15.9) and 49 normally achieving peers (Grades 9 through 12, mean age = 16.0) were compared using the Offer Self-Image Questionnaire (OSIQ). The group with LD scored significantly lower than the comparison group on 4 of the 10 OSIQ scales. Later-diagnosed adolescents with LD scored significantly higher than early-diagnosed adolescents on two of the scales. Severity of the learning disability was not found to be related to self-image scores. In a second study, parental perceptions of the self-images of 28 of the 49 students with LD were studied by administering the Offer Parent-Adolescent Questionnaire (OPAQ) and an informal questionnaire to their parents. On 6 of the 10 OPAQ scales, parents perceived their children as having a lower self-image than the adolescents themselves reported. Significant but moderate relationships were found between parents' perceptions and adolescent self-image scores. Results of the two studies are interpreted in terms of a multidimensional conception of self-image that considers factors inherent to the individual as well as interpersonal and institutional factors. 相似文献
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In spite of the hundreds of studies done on teacher evaluation by student ratings, there are still several major controversial issues of how to construct evaluation instruments that best serve their purpose. The present study contributes to one of the ongoing debates of recent years that addresses the number of teaching dimensions to be considered in decision making, namely, whether to use a single score or multiple scores for teacher evaluation. The study demonstrates using a short form on which the global score overall teaching performance can almost perfectly predict the mean of all teacher-attribute items. The questionnaire used in this study was administered eight times—twice a semester for two years—for all faculty members and TAs in the departments of physics and chemistry at Tel Aviv University. The composition of teacher attribute items was different for the faculty members and TAs, reflecting their different teaching functions—lectures versus recitation problem solving. Results show that while for the faculty the global score can simply replace the mean of all instructor-attribute items and serve as a single score that faithfully represents all dimensions of teacher ratings, for the TAs, a linear transformation is needed. 相似文献
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Malka Margalit Amiram Raviv 《International Journal of Disability, Development & Education》1983,30(2):163-169
The aim of this study was to assess the family climate as perceived by the mothers of families with a retarded child compared with ‘regular’ families; mothers of 67 moderately mentally retarded and 69 non‐disabled children participated. Mothers with a mentally retarded child perceived the climate of their families as not encouraging such intense relationships in the area of expressiveness or as much personal growth in the areas of independence and recreation orientation as the contrast families. Results are discussed in terms of the theoretical significance of prolonged crises for the well‐being of the family, and practical implications. 相似文献
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The Impact of Omitted Responses on the Accuracy of Ability Estimation in Item Response Theory 总被引：1，自引：0，他引：1
R. J. De Ayala Barbara S. Plake James C. Impara 《Journal of Educational Measurement》2001,38(3):213-234
Practitioners typically face situations in which examinees have not responded to all test items. This study investigated the effect on an examinee's ability estimate when an examinee is presented an item, has ample time to answer, but decides not to respond to the item. Three approaches to ability estimation (biweight estimation, expected a posteriori, and maximum likelihood estimation) were examined. A Monte Carlo study was performed and the effect of different levels of omissions on the simulee's ability estimates was determined. Results showed that the worst estimation occurred when omits were treated as incorrect. In contrast, substitution of 0.5 for omitted responses resulted in ability estimates that were almost as accurate as those using complete data. Implications for practitioners are discussed. 相似文献