154 research outputs found
Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma *
Key debates within educational assessment continuously encourage us to
reflect on the design, delivery and implementation of examination systems
as well as their relevance to students. In more recent times, such reflections
have also required a rethinking of who is authoritative about assessment
issues and whose views we seek in order to better understand these
perennial assessment dilemmas. This paper considers one such dilemma,
predictability in high-stakes assessment, and presents students’ perspectives
on this issue. The context is the Irish Leaving Certificate (LC) taken by upper
secondary students (aged between 16 and 18) in order (mainly) to enter
tertiary-level education. The data come from 13 group interviews with 81
students across a range of schools in Ireland. Listening to students about
complex, high-stakes examining problems has a limited history within the
educational assessment literature. The findings from the study address this
shortcoming and depict how students’ insightful reflections can improve our
understanding of these dilemmas. Further, students are more than able to
reflect on their own situations with regard to high stakes examining contexts
and have important contributions to make to our fuller understanding of
those elements that will promote high quality and fair assessment
Evidence-based Kernels: Fundamental Units of Behavioral Influence
This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior
Matching a Graduate Curriculum in Public/Community Health Nursing to Practice Competencies: The Rush University Experience
Eine quantitative biologische Bestimmungsmethode von Anemonin in pflanzlichen Zubereitungen verschiedener Ranunculaceen
MEASURING INSTRUCTIONAL VALIDITY: A REPORT OF AN INSTRUCTIONAL VALIDITY STUDY FOR THE ALABAMA HIGH SCHOOL GRADUATION EXAMINATION
Die immunosuppressive Wirkung von L-Asparaginase in der Tuberkulinreaktion beim Meerschweinchen
- …