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Assessment as a tool for learning 总被引：6，自引：0，他引：6
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Katrien Struyven Filip Dochy Steven Janssens Wouter Schelfhou Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202
This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes. 相似文献
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The aims of this study were twofold: (1) to determine whether open feedback (i.e. the ability to hear or see the scores of colleague judges after each performance) would lead judges in gymnastics to conform with their colleagues, and (2) to identify the underlying process on which this conformity is based. Twenty-three certified Flemish judges in women's gymnastics were randomly divided into panels of a maximum of five judges. These panels had to rate the same 30 videotaped individual vaults: 15 in phase 1 and 15 in phase 2. Two independent variables were orthogonally manipulated: feedback (or no feedback) during phase 1 and feedback (or no feedback) during phase 2. The results of phase 1 revealed that the variation between the judges' scores was less within panels that had received feedback than within panels that had not received feedback. We therefore conclude that the availability of feedback elicits conformity among gymnastic judges. The results of phase 2 indicated that this conformity continued even when feedback was no longer provided, suggesting that the observed conformity was based on informational influencing (i.e. because of uncertainty about the correct responses) and not on normative influencing (i.e. out of fear of standing out in the group). 相似文献
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SunHee Kim Gertz 《Journal of Further & Higher Education》2017,41(6):844-856
Over the centuries, universities have functioned as gatekeepers and treasurers of received knowledge, while concomitantly furthering innovative contributions to society. Yet, when cultivating research ‘silos’, universities encourage scholars to explore in seeming isolation. Out of such tensions, universities have supported, and will continue to pursue, different kinds of, and approaches to, furthering knowledge and creativity. In the past, the humanities had been central to this mission. More recently, however, the efficient and global acceleration of consumer-oriented ‘knowledge production and consumption’ seems to form a critical factor upsetting the centrality of the humanities in university cultures. In this context, exploring the academic communities of the late middle ages proves to be a useful exercise. Forged in strong relationships with ecclesiastical and secular powers, mediaeval universities nonetheless share critical concerns with today’s academic institutions; thus, they too were constrained by the need to attract and exact excellence, to navigate relationships with their immediate environs, and to train professionals, who could ensure continuity in academic communities, the church, and the imperial courts. In other words, mediaeval universities also experienced polarising tensions that reveal consonances between then and now and that can gloss today’s acceleration driving the consumer model of knowledge production and consumption, while also encouraging scholars to form more explicit links to external constituencies. 相似文献
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Cuijpers P Smit F Unger F Stikkelbroek Y Ten Have M de Graaf R 《Child abuse & neglect》2011,35(11):937-945
Objectives
There is much evidence showing that childhood adversities have considerable effects on the mental and physical health of adults. It could be assumed therefore, that the disease burden of childhood adversities is high. It has not yet been examined, however, whether this is true.Method
We used data of a large representative sample (N = 7,076) of the general population in the Netherlands. We calculated the disability weight (DW) for each respondent. The DW is a weight factor that reflects the severity of a disease or condition on a scale from 0 (perfect health) to 1 (equivalent to death). We used an algorithm based on the SF-6D to estimate DW. Because the DW indicates the proportion of a healthy life year that is reduced by the specific health state of the individual, it also possible to calculate the total number of years lost due to disability (YLD) in the population. We calculated the years lived with disability (YLD) for 9 different childhood adversities (in the areas of parental psychopathology; abuse and neglect; major life events), as well as for major categories of mental disorders and general medical disorders.Results
All 9 adversities resulted in a significantly increased DW, except death of a parent before the age of 16. Adversities in the category of abuse and neglect are associated with the highest DWs (0.057), followed by parental psychopathology (0.031) and life events during childhood (0.012). All adversities (46.4% of the population reports one or more adversity) are associated with 20.7 YLD/1,000, which is more than all mental disorders together (12.9 YLD/1,000). The category of abuse/neglect has the highest YLD/1,000 (15.8), which is also higher than all mental disorders together. Adjustment for the presence of mental and general medical disorders resulted in comparable outcomes.Conclusions
Childhood adversities are more important from a public health point of view than all common mental disorders together, and should be a priority for public health interventions. 相似文献6.
Kristof Stouthuysen Michael Swiggers Anne-Mie Reheul Filip Roodhooft 《Library Collections, Acquisitions, and Technical Services》2010,34(2-3):83-91
Library managers are continuously urged to provide better library services at a lower cost. To cope with these cost pressures, library management needs to improve its understanding of the relevant cost drivers. Through a case study, we show how to perform time-driven activity-based costing for a library acquisition process in a Belgian university and provide evidence of the benefits of such an analysis. 相似文献
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Jamie M. Gajos Kevin M. Beaver Marc Gertz Jake Bratton 《Journal of Criminal Justice Education》2013,24(3):368-385
There is a lack of research that has examined public opinion on the importance of biosocial influences for understanding the potential causes of criminal and delinquent involvement. We address this gap in the current study by surveying a nationally representative sample of adults about the importance of biosocial factors for influencing criminal behavior. Results indicate that the public believes the environment matters more than genetic factors for determining whether someone becomes a criminal. However, the data also reveal an overall acceptance of the importance of neuropsychological factors for influencing criminal behavior. An ordered logistic regression analysis was also estimated to examine potential differences in opinion across demographic categories. The results revealed that income, gender, marital status, and employment status are significantly associated with whether a respondent supports the role of biosocial factors in crime causation. Implications of the findings are discussed. 相似文献
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Katrien Vangrieken Filip Dochy Elisabeth Raes 《European Journal of Psychology of Education - EJPE》2016,31(3):275-298
This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct team entitativity was introduced. Defined as the degree to which a group of individuals possesses the quality of being a team, this makes it possible to extend team learning research from strict teams-in-theory to various types of teams-in-practice, including teacher teams. The team learning beliefs and behaviours model, including team entitativity, was applied to teacher teams, assessing whether it still stands in these non-strict teams. Data were collected from 105 teams and analysed using multilevel analysis. Results showed that team entitativity, psychological safety and group potency were related to the occurrence of team learning. The latter appeared to be significantly related to team effectiveness, and the formation of mutually shared cognition was found to be a mediating variable in this relationship. 相似文献
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In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning. 相似文献