Systematic Comparison of Decision Accuracy of Complex Compensatory Decision Rules Combining Multiple Tests in a Higher Education Context          下载免费PDF全文

Iris E. Yocarini  Samantha Bouwmeester  Guus Smeets  Lidia R. Arends 《Educational Measurement》2018,37(3):24-39

This real‐data‐guided simulation study systematically evaluated the decision accuracy of complex decision rules combining multiple tests within different realistic curricula. Specifically, complex decision rules combining conjunctive aspects and compensatory aspects were evaluated. A conjunctive aspect requires a minimum level of performance, whereas a compensatory aspect requires an average level of performance. Simulations were performed to obtain students' true and observed score distributions and to manipulate several factors relevant to a higher education curriculum in practice. The results showed that the decision accuracy depends on the conjunctive (required minimum grade) and compensatory (required grade point average) aspects and their combination. Overall, within a complex compensatory decision rule the false negative rate is lower and the false positive rate higher compared to a conjunctive decision rule. For a conjunctive decision rule the reverse is true. Which rule is more accurate also depends on the average test reliability, average test correlation, and the number of reexaminations. This comparison highlights the importance of evaluating decision accuracy in high‐stake decisions, considering both the specific rule as well as the selected measures.  相似文献   

Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program     

Björn B. de Koning  Sofie M.M. Loyens  Remy M.J.P. Rikers  Guus Smeets  Henk T. van der Molen 《Learning and individual differences》2012,22(3):313-323

This study investigated the simultaneous impact of demographic, personality, intelligence, and (prior) study performance factors on students' academic achievement in a three-year academic problem-based psychology program. Information regarding students' gender, age, nationality, pre-university education, high school grades, Big Five personality traits, intelligence (i.e., numerical, verbal, spatial), observed learning activities, and self-study time was collected among almost 1800 students enrolled in this psychology bachelor program at Erasmus University Rotterdam between 2003 and 2009. Academic achievement was measured by students' yearly number of acquired credit points, a course test, and a knowledge progress test. Multiple regression analyses showed that observed learning activities, first- and second-year performance, high school grades, conscientiousness, and verbal ability were most strongly and consistently related to academic achievement in the bachelor. Other student factors also contributed to academic achievement, but their influence was less prominent and mainly restricted to the first year. These results suggest that (prior) educational achievements and observable learning activities are most important for academic success in a problem-based learning bachelor program.  相似文献   

A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum     

Sarah Gielen  Lies Tops  Filip Dochy  Patrick Onghena  Stijn Smeets 《British Educational Research Journal》2010,36(1):143-162

This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre‐test post‐test control group design examined the long‐term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at supporting the assessee's response to peer feedback. The study supports the ‘non‐inferiority’ hypothesis of there being no significant difference in students’ progress after plain substitutional peer feedback or teacher feedback. Both groups (plain peer feedback and teacher feedback), however, improved significantly less than the groups that worked with question or reply forms, confirming the added‐value of these forms. Almost half of the students found the received peer feedback helpful, but less than a quarter considered giving feedback an aid in their own learning process.  相似文献   

Improving primary teachers’ attitudes toward science by attitude‐focused professional development          下载免费PDF全文

Sandra I. van Aalderen‐Smeets  Juliette H. Walma van der Molen 《科学教学研究杂志》2015,52(5):710-734

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Education in young offender institutions and secure youth care institutions     

Ed Smeets 《Educational Research and Evaluation》2013,19(1):67-80

The main goal of this study was to gain a better insight into efforts made to provide optimum education to juveniles in young offender institutions and in secure youth care institutions, and into barriers with which educators are confronted in this process. Results show that for a substantial number of juveniles insufficient information is available about their educational background and specific learning difficulties when being placed in these institutions. This complicates the process of determining which type of education would best suit their educational needs. Several other barriers have been identified that impede the provision of adequate education to these young people. These include frequent changes in class composition, limited possibilities for practical training, and difficulties in finding a mainstream school willing to enrol a juvenile after leaving a young offender institution or a secure youth care institution.  相似文献   

Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time     

Marit Wijnen  Sofie M. M. Loyens  Guus Smeets  Maarten Kroeze  Henk van der Molen 《European Journal of Psychology of Education - EJPE》2017,32(3):431-447

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life problems, selecting literature by the students themselves, and formulating answers to learning issues encourage students’ use of deep processing and self-regulation. In the present study, third-year PBL law students were compared to third-year law students of a lecture-based program with respect to their learning strategies, which were measured with the Inventory Learning Styles (ILS; Vermunt in British Journal of Educational Psychology, 68, 149–171, 1998). In addition, the relation between time invested in self-study and learning strategies, when taking the instructional method into account, was explored. Results showed that PBL students reported to apply deep processing, self-regulation, and external regulation more frequently than their non-PBL counterparts. PBL seems to contribute to the use of effective learning strategies, but PBL students also relied more often on external sources for their regulation, such as teachers, course material, and assessment.  相似文献   

Adipose tissue lipolytic inhibition enhances the glucoregulatory properties of exercise in type 2 diabetes patients     

Dominique Hansen  Jan-Willem van Dijk  Antoine Zorenc  Lennert Minten  Kevin Smeets 《European Journal of Sport Science》2018,18(9):1245-1254

Aims: Exercise combined with adipose tissue lipolytic inhibition augments intramuscular lipid and glycogen use in type 2 diabetes patients. The present study investigates the impact of adipose tissue lipolytic inhibition during exercise on subsequent postprandial glycemic control in type 2 diabetes patients.

Methods: Fourteen male type 2 diabetes patients (age 65?±?2 years, HbA_1c 6.7?±?0.1% (50?±?2?mmol/mol)) participated in a double-blind placebo-controlled randomized cross-over study in which subjects performed endurance-type exercise after being administered 250?mg of a nicotinic acid analogue (acipimox; ACP) or a placebo (PLA). A control experiment was included in which no exercise was performed (CON).

Results: Sixty minutes of endurance-type exercise (at 45% W_peak) did not significantly lower circulating plasma glucose and insulin excursions in PLA when compared with CON (P?=?.300). Acipimox administration strongly reduced circulating plasma FFA concentrations during exercise (P?i.e. postprandial) in ACP when compared with either CON (P?=?.041 and P?=?.002, respectively) or PLA (P?=?.009 and P?=?.001, respectively).

Conclusions: Collectively, exercise with adipose tissue lipolytic inhibition reduces postprandial blood glucose and insulin excursions and, as such, further improves glycemic control in male type 2 diabetes patients.  相似文献   

Allowing course compensation in higher education: a latent class regression analysis to evaluate performance on a follow-up course     

Iris E. Yocarini  Samantha Bouwmeester  Guus Smeets  Lidia R. Arends 《Assessment & Evaluation in Higher Education》2020,45(5):728-740

Abstract

In this study, the consequences of allowing course compensation in a higher education academic dismissal policy are evaluated by examining performance on a second-year follow-up (i.e. sequel) course that builds on material from a first-year precursor course. Up to now, differences in the consequences of compensation on student performance across groups of students who portray different unobserved study processes were not considered. In this study we used a latent class regression model to distinguish latent groups of students. Data from two undergraduate curricula were used and latent classes were formed based on similar patterns in averages, variability in grades, the number of compensated courses, and the number of retakes in the first year. Results show that students can be distinguished by three latent classes. Although the first-year precursor course is compensated in each of these latent classes, low performance on the precursor course results in low performance on the second-year sequel course for psychology students who belong to a class in which the average across first-year courses is low and the average number of compensated courses and retakes are high. For these students, compensation on a precursor course seems more likely to relate to insufficient performance on a sequel course.  相似文献   

The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education     

Ed Smeets  Jaap Roeleveld 《欧洲特需教育杂志》2016,31(4):423-439

This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed.  相似文献   

Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice     

Ed Smeets  & Ton Mooij   《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):403-417

Information and Communication Technology (ICT) is believed to contribute to innovative, pupil-centred learning environments. In these environments, curriculum characteristics fit pupil characteristics better and teachers act as coaches instead of lecturers. This article presents results from a study of teaching–learning characteristics and the role of the teacher in ICT learning environments. Observations were carried out in classrooms of 25 technology-rich primary and secondary schools in five European countries.
Qualitative and quantitative results show that in many cases ICT is used to facilitate traditional ways of teaching. Some examples of promising ICT teaching–learning situations are presented. In addition, quantitative results indicate that learning environments are more pupil-centred when there is a higher degree of curriculum differentiation and when teachers act as coaches. However, even if teachers act as coaches, they tend to stay firmly in control of the learning environment.  相似文献