排序方式： 共有16条查询结果，搜索用时 31 毫秒
1.
Zita Lysaght 《European Journal of Education》2023,58(1):51-66
In Ireland, the high-stakes Leaving Certificate Examination at the end of upper secondary education was abruptly cancelled in 2020 due to the Covid-19 pandemic. Instead, calculated grades were introduced, necessitating for the first time the involvement of secondary school teachers in the assessment of their own students for certification. This article reports on analysis of responses to an online survey with 713 respondents conducted in the autumn of 2020, focusing on teacher experiences of engagement in the process of calculated grades in their schools and how this might inform perceptions of their future roles as assessors. Among the key findings to emerge from re-analyses of these data are inter alia that, for some teachers, (1) negotiation of student grades with colleagues—particularly those at grade boundaries—caused them to question the professional judgements of peers; (2) release by the Department of Education and Skills of student ranks, in addition to grades, constituted a breach of trust because it ran contrary to what they understood had been agreed initially; and (3) living and working in small towns or rural communities in Ireland left them very vulnerable to disgruntled students and their families—resulting in the perception that trust in their professional judgements had been undermined. Hence, the conclusion that the success of Senior Cycle reform efforts is contingent on both rebuilding teachers' trust over time while also working, in the immediate term, with teachers interested in exploring further their roles in school-based assessment for certification purposes. 相似文献
2.
Kucinskiene ZA Bartlingas J 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2011,21(1):43-48
In Lithuania there are two types of specialists working in medical laboratories and having a university degree: laboratory medicine physicians and medical biologists. Both types of specialists are officially being recognized and regulated by the Ministry of Health of Lithuania. Laboratory medicine physicians become specialists in laboratory medicine after an accredited 4-year multidisciplinary residency study program in Laboratory Medicine. The residency program curriculum for laboratory medicine physicians is presented. On December 9, 2009 the Equivalence of Standards for medical specialists was accepted and Lithuanian medical specialists in Clinical Chemistry and Laboratory Medicine can now apply for EC4 registration. Medical biologists become specialists in laboratory medicine after an accredited 2-year master degree multidisciplinary study program in Medical Biology, consisting of 80 credits. Various postgraduate advanced training courses for the continuous education of specialists in laboratory medicine were first introduced in 1966. Today it covers 1-2-week courses in different subspecialties of laboratory medicine. They are obligatory for laboratory medicine physicians for the renewal of their license. It is not compulsory for medical biologists to participate in these courses. The Centre of Laboratory Diagnostics represents a place for the synthesis and application of the basic sciences, the performance of research in various fields of laboratory medicine, as well as performance of thousands of procedures daily and provision of specific teaching programs. 相似文献
3.
Zita M. Wagner 《Assessment & Evaluation in Higher Education》1999,24(3):261-272
The evaluation of courses has become more important than ever in the higher education sector. Information is commonly collected from students on their perceptions of a course using questionnaires, discussions or interviews. This paper discusses the use of a student learning journal as a means of collecting data on the effectiveness of a course. Students in a graduate diploma course at the University of Technology, Sydney use learning journals to record and reflect on their development as a teacher/trainer over one semester. The evaluator of the course obtains qualitative data from the journals regarding students’ perceptions of the course content, structure, activities and assessment. The main advantages of this technique include the longitudinal perspective it gives on students perceptions of a course and also that it provides information on the whole course, particularly on whether whole course outcomes are being met. Collecting information from student journals also has the advantage that the data were not written specifically for course evaluation. Issues regarding validity, confidentiality and data analysis using student journals are addressed in this paper as is the place of this technique in a quality assurance scheme for a course. 相似文献
4.
5.
In December 2006, the Australian Parliament liberalized regulation governing stem cell research. This decision and preceding legislative review generated considerable public debate, which centred on objections to the deliberate creation and destruction of human embryos for research purposes. This paper draws on qualitative research conducted on the public debate surrounding this policy episode. The aim of this research was to examine how science and scientific knowledge are mobilized by participants in these debates to support their arguments. Data were collected from 109 newspaper opinion editorials as well as 23 in-depth interviews and examined using qualitative content and thematic analysis. Results of this analysis depict science as a rhetorical, moral and political resource that provides opportunities for participants to gain legitimacy, negotiate meaning and assert authority in the public domain. The mobilization of science in public discourse is discussed along with suggestions that are aimed at encouraging greater transparency and inclusiveness in public debates around contested science and emergent technologies. 相似文献
6.
7.
8.
Jonathan Lee Helm Laura Castro-Schilo Diana Zavala-Rojas Anna DeCastellarnau Zita Oravecz 《Structural equation modeling》2018,25(1):71-85
This article examines whether Bayesian estimation with minimally informed prior distributions can alleviate the estimation problems often encountered with fitting the true score multitrait–multimethod structural equation model with split-ballot data. In particular, the true score multitrait–multimethod structural equation model encounters an empirical underidentification when (a) latent variable correlations are homogenous, and (b) fitted to data from a 2-group split-ballot design; an understudied case of empirical underidentification due to a planned missingness (i.e., split-ballot) design. A Monte Carlo simulation and 3 empirical examples showed that Bayesian estimation performs better than maximum likelihood (ML) estimation. Therefore, we suggest using Bayesian estimation with minimally informative prior distributions when estimating the true score multitrait–multimethod structural equation model with split-ballot data. Furthermore, given the increase in planned missingness designs in psychological research, we also suggest using Bayesian estimation as a potential alternative to ML estimation for analyses using data from planned missingness designs. 相似文献
9.
The principles of social inclusion have been embraced by institutions across the higher education sector but their translation into practice through pedagogy is not readily apparent. This paper examines perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university. Of specific interest were the perceptions of teaching staff with regard to diverse student populations, particularly students from low socio-economic (LSES) backgrounds, given the institution's reasonably high proportion of LSES student enrolment (14%). A mixed-method approach was utilised: (i) in-depth interviews with a representative sample of academic staff and (ii) an online survey targeting all academic staff across the institution. The results point to the dual responsibilities of students and institutions in enacting inclusivity in order to move beyond reductive standpoints that simply apportion blame. 相似文献
10.
This paper traces the design, development and trialling of an assessment for learning audit instrument (AfLAi) in use currently in the Republic of Ireland to gauge teachers' baseline understanding of assessment for learning (AfL) practices and the extent to which AfL is embedded in their teaching. As described in the paper, the AfLAi consists of 58 items distributed across four scales based on the following key AfL strategies: sharing learning intentions and success criteria, questioning and classroom discussion, feedback and peer- and self-assessment. Preliminary data from the study provide a window into current formative assessment practices in Irish primary schools and teachers' professional needs in AfL. 相似文献