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1.
Systematic Comparison of Decision Accuracy of Complex Compensatory Decision Rules Combining Multiple Tests in a Higher Education Context 
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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
2.
Joan Josep Suñol Joan Pujol Lidia Feliu Rosa Maria Fraguell Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637
This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness. 相似文献
3.
Lidia Armelao Arianna Bassan Renzo Bertoncello Guido Biscontin Sergio Daolio Antonella Glisenti 《Journal of Cultural Heritage》2000,1(4)
The study of the interaction between silica glass and saturated Ca(OH)2 solutions can be a useful approach to resolve the problem of the adhesion between lime-sand mortar and clay bricks. Since it is reasonable that the silica–calcium hydroxide system well simulates a brick–mortar system, experimental observations concerning the interaction of silica glass and this strong basic solution should be of value for the comprehension of the chemical reactions that could take place at the mortar–brick interface, maybe affecting the adhesion between the two building materials. We demonstrated the effects of saturated Ca(OH)2 solutions on commercial pure silica glass (fused silica) and on silica films obtained via a sol–gel process by means of dip-coating. Silica samples were dipped in the solutions at different temperatures (room temperature, 60 and 80 °C) and at different time intervals (1 and 21 h) and then they were analysed by means of surface techniques: X-ray photoelectron spectroscopy (XPS), secondary ion mass spectrometry (SIMS) and atomic force microscopy (AFM). It has been shown that Ca(OH)2 reacts with the silica glass network. The experimental results clearly show a very different behaviour of sol–gel silica with respect to fused silica, probably because of their different nanostructure. Many problems concerning the interaction of silica and Ca(OH)2 are still to be solved, but the results of this research strengthen the idea that adhesion between lime-sand mortar and clay bricks is caused not only by carbonation of calcium hydroxide contained in the mortar, but even by some chemical reactions involving the brick constituents and calcium hydroxide itself. The final products, calcium silicates, may induce a chemical continuity between lime-sand mortar and clay bricks. 相似文献
4.
Lidia Stojkovic Joy Cumming 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(6):511-524
This paper presents the findings of a study on the functional literacy and job-skills used by clerical workers in a variety of work situations. The study focused on the employees' own perceptions of their tasks. The results revealed three main requirements for successful performance of clerical work: (1) the possession of requisite knowledge and the ability to apply it; (2) thinking skills; (3) the ability to manage oneself and others. None of these capacities was sufficient on its own. The authors argue that the study has important implications for vocational education and training and for easing the transition from school to work.
Zusammenfassung Dieser Artikel präsentiert die Ergebnisse einer Studie über funktionale Alphabetisierung und Berufskenntnisse, die Büroangestellte in unterschiedlichen Arbeitssituationen benötigen. Die Studie konzentriert sich auf die eigenen Wahrnehmungen der Angestellten ihrer Aufgaben. Drei Hauptanforderungen für eine erfolgreiche Bewältigung der Büroarbeit wurden identifiziert: 1. fundiertes Wissen und die Fähigkeit zur Anwendung, 2. die Fähigkeit, mitzudenken, 3. die Fähigkeit, sich selbst und andere zu organisieren. Keine dieser Kapazitäten ist ohne die anderen ausreichend. Der Autorinnen argumentieren, daß diese Studie sich wesentlich auf Berufsbildung und Fortbildung auswirken und den Übergang von der Schule zum Arbeitsplatz erleichtern kann.
Resumen El trabajo presenta los resultados de un estudio realizado sobre la capacidad funcional de leer y escribir y sobre las habilidades laborales aplicadas por empleados en una variedad de situaciones de trabajo. El estudio se concentraba en las propias percepciones de los empleados en cuanto a sus cometidos. Los resultados revelaron tres principales requisitos para el desempeño exitoso del trabajo de oficina: (1) la posesión de los conocimientos requeridos y la capacidad de aplicarlos; (2) habilidades intelectuales; (3) la capacidad de gestionarse a sí mismo y a los demás. Ninguna de estas capacidades era suficiente por sí misma. El autor sostiene que el estudio tiene consecuencias importantes para la educación y la formación vocacional y para facilitar la transición del colegio al trabajo.
Résumé Cet article présente les résultats d'une étude sur l'alphabétisation fonctionnelle et les compétences professionnelles des employés de bureau dans diverses situations de travail. L'étude met l'accent sur la perception qu'ont les employés de leurs tâches. Les résultats révèlent trois conditions principales pour la réussite dans le travail de bureau: (1) la maîtrise des connaissances requises; (2) l'aptitude à la réflexion; (3) des capacités d'autonomie et relationnelles. Aucune de ces conditions ne se suffit à elle-même. Les auteurs soutiennent que l'étude a des répercussions importantes sur réduction et la formation professionnelles, pouvant faciliter la transition entre l'école et le monde du travail.相似文献
5.
Lidia Daza 《Educational Research and Evaluation》2016,22(1-2):65-85
This paper aims to analyse the effects of students’ social relationships at university on students’ success. Specifically, whether a student with heterogeneous relationships obtains better academic results than a student whose relationships are mostly with classmates. Further, the research examines whether students’ social relationships make up for their parents’ lack of human capital. A survey was answered by a sample of 867 students from universities in the metropolitan region of Barcelona. The findings suggest that the effects of social relationships are not always positive. The benefits of social networks at university interact with the type of degree studied, the student’s dedication to studies, and the student’s social class. Perceptions of progress for each category of students is different: It is more positive for those with frequent heterogeneous relations, who do not work or do so for a few hours, and for those who are enrolled in “hard” science courses. 相似文献
6.
José Domingo?García-MerinoEmail author Gerardo?Arregui-Ayastuy Arturo?Rodríguez-Castellanos Lidia?García-Zambrano 《知识管理研究与实践》2010,8(4):340-350
This paper aims to analyze the companies’ view about the financial valuation of intangibles relevance and its influence on corporate performance. Based on the theory of resources, the role of intangibles in business competitiveness is justified. The traditional factors of production have become secondary, while the success is primarily based on the development and utilization of intangible resources. One of the main problems in managing the intangibles appears to be that, there is a general lack of information about them. Therefore, financial valuation of intangibles will result in significant benefits to the organization that will help determine business strategy, process design as well providing competitive advantage. It follows the hypothesis of this work, the greater known about their intangibles and the greater sensitivity to the financial valuation of them, the better performance. To achieve this objective, a field study is done, doing telephone calls to Basque Country companies’ financial managers. 相似文献
7.
Falomo Bernarduzzi Lidia Bernardi Ester Maria Ferrari Alberto Garbarino Maria Carla Vai Andrea 《Science & Education》2021,30(3):755-773
Science & Education - The Pavia University History Museum, which houses historic items mainly connected to the physics and medicine fields, has focused in the past years on new ways to involve... 相似文献
8.
Piret Luik Marina Lepp Lidia Feklistova Merilin Säde Marili Rõõm Tauno Palts 《International Journal of Lifelong Education》2020,39(3):305-318
ABSTRACT MOOCs for learning the basics of programming have become popular among people with a diverse range of backgrounds, interests and learning contexts. Studies show that learners who enrol in MOOCs tend to have different motivation from learners in traditional courses, but it is not known how motivation differs for people with different backgrounds. This study aims to describe how the motivational factors behind enrolment in programming MOOCs relate to learners’ characteristics. The data were gathered in the spring of 2017 with a motivation scale (FIEM) from 1,536 participants of the MOOC ‘About Programming’. Using comparative analysis, differences in motivational factors between groups by gender, employment status and previous experiences in programming were found. Correlational analysis revealed that educational level, age and self-evaluated probability of completing the MOOC were also related to motivational factors. Different people are motivated by different factors, indicating that this knowledge could be used to design interesting and motivating programming MOOCs, which are relevant to learners with various backgrounds. 相似文献
9.
To improve on the classic school trip to the museum and the traditional distinctions between formal and informal learning, every year we run a project where the schools (first the teachers and then the pupils) are actively involved right from the very first stages of planning. The various projects realised so far involve schools with children of different age levels, from kindergarten to high school, and aim to provide a rewarding museum experience for each level. The various phases of each project follow a timeline where the specific roles of each group of actors is set out. All our projects rely extensively on history of science, but in a number of ways: using primary and secondary sources, museum exhibitions, multimedia and hands-on reconstructions of historical experiments. We mix all these resources together to offer a historical route suitable to the various age groups. Creative analogical thinking, iconographic similarities and coincidences between the scientific and artistic domains are encouraged especially with children from 3 to 13 years old. These comparisons become pretexts for analysis, reflection and creative production also at the graphic level. In this paper we outline our methodology in the specific case of a laboratory and exhibition experience built around the person and work of Galileo. One of the results has been the involvement of the pupils in a new, unexpected emotional experience. 相似文献
10.
Ugo Besson Lidia Borghi Anna De Ambrosis Paolo Mascheretti 《International Journal of Science Education》2013,35(10):1289-1313
We have developed a teaching‐learning sequence (TLS) on friction based on a preliminary study involving three dimensions: an analysis of didactic research on the topic, an overview of usual approaches, and a critical analysis of the subject, considered also in its historical development. We found that mostly the usual presentations do not take into account the complexity of friction as it emerges from scientific research, may reinforce some inaccurate students’ conceptions, and favour a limited vision of friction phenomena. The TLS we propose begins by considering a wide range of friction phenomena to favour an initial motivation and a broader view of the topic and then develops a path of interrelated observations, experiments, and theoretical aspects. It proposes the use of structural models, involving visual representations and stimulating intuition, aimed at helping students build mental models of friction mechanisms. To facilitate the reproducibility in school contexts, the sequence is designed as an open source structure, with a core of contents, conceptual correlations and methodological choices, and a cloud of elements that can be re‐designed by teachers. The sequence has been tested in teacher education and in upper secondary school, and has shown positive results in overcoming student difficulties and stimulating richer reasoning based on the structural models we suggested. The proposed path has modified the teachers’ view of the topic, producing a motivation to change their traditional presentations. The open structure of the sequence has facilitated its implementation by teachers in school in coherence with the rationale of the proposal. 相似文献