Comparison between conceptions and assessment practices among secondary education teachers: more differences than similarities (Comparación entre concepciones y prácticas de evaluación en profesores de Educación Secundaria: más diferencias que semejanzas)     

Javier Fernández-Ruiz  Ernesto Panadero 《Infancia y Aprendizaje》2020,43(2):309-346

ABSTRACT

Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices.  相似文献   

THE POLITICS OF DECENTRALISATION IN LATIN AMERICA     

Ernesto?SchiefelbeinEmail author 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(3-4):359-378

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The effects of inter-letter spacing in visual-word recognition: Evidence with young normal readers and developmental dyslexics     

Manuel Perea  Victoria Panadero  Carmen Moret-Tatay  Pablo Gómez 《Learning and Instruction》2012,22(6):420-430

Recent research has demonstrated that slight increases of inter-letter spacing have a positive impact on skilled readers' recognition of visually presented words. In the present study, we examined whether this effect generalises to young normal readers and readers with developmental dyslexia, and whether increased inter-letter spacing affects the reading times and comprehension of a short text. To that end, we conducted a series of lexical decision and continuous reading experiments in which words were presented with the default settings or with a small increase in inter-letter spacing. Increased spacing produced shorter word identification times not only with adult skilled readers (Experiment 1), but also with young normal readers (Grade 2 and Grade 4 children; Experiment 2) and, even to a larger degree, with readers with dyslexia (Experiments 3 and 4). These experiments suggest that slight increases in inter-letter spacing would improve the readability of texts aimed at children, especially those with dyslexia.  相似文献   

Educational research networks in Latin America     

Ernesto Schiefelbein 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):483-500

During the last ten years research papers of good quality on Latin American education have risen from almost nothing to more than 100 a year, and the original three or four research centres have multiplied ten times. Diffusion has improved through regional distribution of journals and through opportunities for personal exchange, though this is handicapped by salary levels and poor communications. Networks, of which ten years ago there were only five, are expanding, and may be identified under sponsoring organizations or by topics. Many reasons for the high level of activity may be advanced, which include the key role played by journals, pay off from previous graduate training, facilities such as the use of computers, higher standards of librarianship and new sources of funding. Knowledge from previous research is also being put to use, and improvement programs are receiving support from research, but the danger exists that research may be transformed into an elite exercise.

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Zusammenfassung Während des letzten Jahrzehnts ist die Anzahl von Forschungsarbeiten guter Qualität über das Bildungswesen in Lateinamerika fast aus dem Nichts auf über 100 pro Jahr gestiegen, und die ursprünglich drei oder vier Forschungszentren haben sich verzehnfacht. Die Verbreitung hat sich durch regional zirkulierende Zeitschriften und durch Gelegenheiten zu persönlichem Austausch verbessert, obwohl dieser durch noch niedrige Gehälter und unzureichende Kommunikationsmittel behindert Netzwerke — vor 10 Jahren gab es nur fünf — haben sich vermehrt und können nach Förderorganisationen oder nach Themen klassifiziert werden. Für die Vielfalt der jetzigen Aktivitäten können verschiedene Gründe angeführt werden, u.a. die Schlüsselrolle der Zeitschriften, die Früchte früherer Universitätsausbildung, neue Möglichkeiten wie Gebrauch von Computern, höheres Bibliothekarsniveau und neue Finanzierungsquellen. Ausserdem werden durch frühere Forschung erworbene Kenntnisse angewandt und Verbesserungsprogramme durch Forschung unterstützt. Allerdings besteht die Gefahr, dass die Forschung einen elitären Charakter annehmen könnte.

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Résumé Au cours de ces dix dernières années, les articles sérieux concernant la recherche dans le domaine de l'éducation en Amérique latine, sont passés d'un nombre infime à une quantité depassant la centaine chaque année, et les trois ou quatre centres de recherche qui existaient à l'origine se sont multipliés par dix. La diffusion s'est améliorée grâce à la distribution régionale des publications spécialisées, et aux opportunités d'échanges personnels, bien que le handicap des bas salaires et des communications difficiles soit considérable. Les réseaux d'information qui, il y a dix ans, n'étaient qu'au nombre de cinq, se développent et peuvent être classés d'après les organisations qui les prennent en charge ou d'après leurs sujets d'enquête. On peut avancer de nombreuses suggestions pour expliquer ce haut niveau d'activité, entre autres le rôle-clef joué par les publications spécialisées, l'amortissement de la formation antérieure des enseignants, des facilités telles que l'usage des ordinateurs, un niveau plus élevé des bibliothécaires, et de nouvelles sources d'investissement. Les expériences de la recherche précédente sont aussi utilisées et les programmes d'amélioration reçoivent une aide de la recherche, mais le danger subsiste que cette recherche soit transformée en un exercice d'entraînement de l'élite.

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To rubric or not to rubric? The effects of self-assessment on self-regulation,performance and self-efficacy     

Ernesto Panadero  Margarida Romero 《Assessment in Education: Principles, Policy & Practice》2014,21(2):133-148

The objective of this study was to compare the effects of situations in which self-assessment was conducted using rubrics and situations in which no specific self-assessment tool was used. Two hundred and eighteen third-year pre-service teachers were assigned to either non-rubric or rubric self-assessment for designing a conceptual map. They then assessed their own maps. The dependent variables were self-regulation measured through a questionnaire and an open question on learning strategies use, performance based on an expert-assigned score, accuracy comparing self-scores with the expert’s scores and task stress using one self-reported item. The results showed that the rubric group reported higher learning strategies use, performance and accuracy. However, the rubric group also reported more problems coping with stress and higher performance/avoidance self-regulation that was detrimental to learning.  相似文献   

University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects     

Panadero  Ernesto  Pérez  Daniel García  Ruiz  Javier Fernández  Fraile  Juan  Sánchez-Iglesias  Iván  Brown  Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...  相似文献   

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions     

Panadero  Ernesto  Brown  Gavin T. L.  Strijbos  Jan-Willem 《Educational Psychology Review》2016,28(4):803-830

Educational Psychology Review - This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3)...  相似文献   

An empirical review of anonymity effects in peer assessment,peer feedback,peer review,peer evaluation and peer grading     

Ernesto Panadero  Maryam Alqassab 《Assessment & Evaluation in Higher Education》2019,44(8):1253-1278

Abstract

Peer assessment has proven to have positive learning outcomes. Importantly, peer assessment is a social process and some claim that the use of anonymity might have advantages. However, the findings have not always been in the same direction. Our aims were: (a) to review the effects of using anonymity in peer assessment on performance, peer feedback content, peer grading accuracy, social effects and students’ perspective on peer assessment; and (b) to investigate the effects of four moderating variables (educational level, peer grading, assessment aids, direction of anonymity) in relation to anonymity. A literature search was conducted including five different terms related to peer assessment (e.g., peer feedback) and anonymity. Fourteen studies that used a control group or a within group design were found. The narrative review revealed that anonymous peer assessment seems to provide advantages for students’ perceptions about the learning value of peer assessment, delivering more critical peer feedback, increased self-perceived social effects, a slight tendency for more performance, especially in higher education and with less peer assessment aids. Some conclusions are that: (a) when implementing anonymity in peer assessment the instructional context and goals need to be considered, (b) existent empirical research is still limited, and (c) future research should employ stronger and more complex research designs.  相似文献   

School efficiency in rural Guatemala     

Kathleen S. Gorman  Ernesto Pollitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1992,38(5):519-534

Summary This paper addresses the issues concerning the ability of the educational sector in Guatemala to meet its basic objective of providing primary education to children in rural areas. We report on data collected in seven villages in rural Guatemala on over 2000 children. Measures of school efficiency in these villages indicate that although increasingly large numbers of children are enrolling in school, promotion, repetition, and drop-out rates continue to be high and that girls are at a greater disadvantage than boys in this population. Complex interrelationships among the schooling variables point to the need for policy decisions to incorporate family, community and school level inputs.

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Zusammenfassung In diesem Artikel werden Themen bezüglich der Eignung des Bildungssektors in Guatemala zur Versorgung der Kinder in ländlichen Gegenden mit Grundbildung behandelt. Wir berichten über in sieben Dörfern im ländlichen Guatemala gesammelte Daten von über 2000 Kindern. Eine Bewertung der Effizienz der Schulen zeigt, daß obwohl die Anzahl der an den Schulen eingeschriebenen Kinder steigt, Versetzungen, Wiederholungen einer Klasse oder vorzeitiges Ausscheiden aus der Schule unverändert hoch bleiben und Mädchen gegenüber Jungen dieser Gesellschaft benachteiligt sind. Komplexe Verflechtungen zwischen den Schulvariablen deuten auf die Notwendigkeit politischer Entscheidungen zur Einbeziehung von Familie, Gemeinde und Schulkollegium hin.

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Résumé Le présent article traite des problèmes concernant la capacité du secteur éducatif guatémalais à atteindre son objectif fondamental: dispenser un enseignement primaire aux enfants des zones rurales. Les données présentées ont été recueillies dans sept villages du monde rural guatémalais et portent sur 2000 enfants. Les mesures du rendement scolaire dans ces villages indiquent que bien qu'un nombre toujours plus grand d'enfants soit scolarisé, la promotion, le redoublement et le taux de déperdition scolaire restent élevés et que les filles sont plus désavantagées que les garçons dans cette population. Les corrélations complexes entre les variables scolaires soulignent la nécessité de décisions politiques visant à incorporer la famille, la collectivité et les entrées au niveau de l'école.

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Monitoring the ‘Enlaces’ educational computer network     

Pedro Hepp  Ernesto Laval  Gerardo Moënne  Miguel Ripoll 《Education and Information Technologies》1996,1(1):5-20

The use of networks in education is experiencing world-wide growth. Many schools have taken advantage of the reduction of price in modems, the emergence of electronic bulletin boards and world-wide web pages with educational content, and the availability of software for public participation in networks. Nevertheless, little information is available about the quality and quantity of existing network traffic; information that would allow organizations, network project administrators and supporters, to evaluate its impact, know its usage, evolution and projections. This paper presents some of the traffic monitoring mechanisms presently in use in a Chilean educational network (the Enlaces Project), together with examples of the information collected through these mechanisms.  相似文献