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Marten Koomen 《Assessment in Education: Principles, Policy & Practice》2018,25(2):200-223
Education systems are increasingly being called upon to implement new technology-based assessment systems that generate efficiencies, better meet changing stakeholder expectations, or fulfil new assessment purposes. These assessment systems require coordinated organisational effort to implement and can be expensive in time, skill and other resources. This paper explores the nexus between assessment planning and organisational strategy in the context of technology-based assessment implementation. Two planning tools, an Assessment Planning and Review Framework (the Framework) and an Assessment-Capability Matrix (the Matrix), are provided to assist organisations to manage this nexus. The Framework is a reformulation of prominent assessment design frameworks, developed for a broader, interdisciplinary audience. Its extension through the incorporation of organisational capability concerns led to the development of the Matrix. The Framework and the Matrix create an interface from principled assessment design to organisational strategy that is explored through five predominantly technology-based assessment design pathways. 相似文献
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The Internet has emerged as a dynamic new communications medium at an astounding pace in recent years. It enables the exchange of text, sound, video and images between millions of individuals from all around the world in a manner not possible via traditional media. But along with the growth of these services and the benefits they can provide for enhanced communication, entertainment and educational services, concerns have been raised around the world about the content of these services. The nature of these concerns often reflects the different cultural, religious and political values of the international community. The paper outlines the preliminary findings of a pilot study presently carried out by ABA. It considers the issues related to the content of on-line services, the impact of recent technical developments such as Platform for Content Selection (PICS) and content labeling. It compares regulatory responses in four countries and identifies areas of potential international co-operation. 相似文献
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Gilbert de Landsheere Marten Groen John Biggs John F. Willatt David Thomas Clare Burstall Robin Russell J. R. Barr Gerhard Pause Donald E. Super John B. Biggs Alan C. Purves Klaus Schleicher Herbert A. Thelen Neville Postlethwaite Börje Holmberg Kenneth Austwick Sven Hilding A Group of Scottish Physics Teachers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):90-123
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Karyn Hartz Amanda P. Williford Helma M. Y. Koomen 《Early education and development》2017,28(4):441-456
Research Findings: The present study examined associations between children’s classroom interactions and teachers’ perceptions of teacher–child relationships during 1 year of preschool. Teachers (n = 223) reported their perceptions of closeness and conflict in their teacher–child relationships in the fall and spring. Children’s (n = 895) positive classroom interactions with teachers, peers, and learning activities and their negative interactions were observed midyear. Children’s positive interactions with teachers and learning activities predicted teachers’ perceptions of more closeness in the spring when we accounted for fall closeness. Children’s negative interactions predicted teachers’ perceptions of more relational conflict in the spring when we accounted for fall conflict. Children’s positive peer interactions did not predict spring closeness or conflict. Implications regarding teachers’ perceptions of teacher–child relationships and children’s independently observed classroom interactions are discussed. Practice or Policy: Findings provide empirical evidence for an aspect of Pianta, Hamre, and Stuhlman’s (2003) conceptual model of teacher–child relationships. Results indicate that children’s classroom interactions may be a factor related to how teachers report on their relationships with children across 1 year of preschool. Findings point to links between a range of children’s positive and negative interactions during typical instruction and teachers’ relationship perceptions. 相似文献
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Olaf Köller Jürgen Baumert Marten Clausen Ingmar Hosenfeld 《Educational Research and Evaluation》2013,19(2):180-194
Parts of the model of educational productivity provided by Walberg and colleagues (e.g., Walberg, 1981) were tested on the basis of the German TIMSS data. Due to its national extensions, the German study allows longitudinal analyses. Structural equation modelling was applied to the data at student level. Findings supported cum grano salis the model of educational productivity. The most powerful predictors were cognitive variables. Nevertheless, motivational determinants, leisure activities and students’ gender were also significant predictors of achievement. Mass media as well as home background, that is, the educational level of parents, their job prestige and their number of books at home, had no direct impact on learning. 相似文献
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Dr. Martin Senkbeil Dr. Jan Marten Ihme Prof. Dr. Jörg Wittwer 《Zeitschrift für Erziehungswissenschaft》2013,16(4):671-691
The objective of this study was to develop a reliable and valid test to ascertain ICT literacy 0 = Information and Communication Technologies Literacy). It was designed as a paper-and-pencil test to ensure that it can be used flexibly. The results of two studies (pilot study: N = 308; validation sample of the final form of the test: N = 263) showed satisfactory item and scale values and indicated the one-dimensional nature of the construct. Tests of the test instruments for convergence and discrimination validity showed the expected links with computer-related pupil characteristics. To supplement this, expert reviews indicated a satisfactory content validity. Analyses of the construct validity showed that ICT literacy was clearly distinguishable from general cognitive abilities and, at the same time, possessed incremental validity in addition to other measures of computer literacy. The findings are discussed in relation to open questions about the construct validity of the test instrument. 相似文献
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This study examined teachers’ reports of early teacher–child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel analyses indicated that teachers reported less close and more dependent relationships for the inhibited and hyperactive versus the average children, and more conflictual relationships for the hyperactive versus the average children. These differences were largely mediated by teachers’ perceptions of children's personal behavior problems. In addition, we found that the teachers’ control attributions for children's social behaviors increased the link between children's perceived (personal and social) problems and relationship closeness. Results further support the idea that teachers’ relationship reports are personal, evaluative accounts rather than objective measures of teacher–child interactions. 相似文献
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