Naar een betere mondelinge taalvaardigheid, het belang van feedback!

Naar een betere mondelinge taalvaardigheid Het belang van feedback   Spreken kun je leren- maar hoe ontwikkelen leerlingen die vaardigheid nu precies tijdens de lessen Nederlands? Deze HSN-bijdrage richt zich op lopend promotieonderzoek naar de relatie tussen feedback en de ontwikkeling van mondelinge taalvaardigheid in de bovenbouw van havo en vwo. In deze bijdrage wordt stilgestaan bij de meest gebruikte lesmethodes die  docenten gebruiken op het gebied van spreekvaardigheid en de inzet  van feedback en reflectie. Ook wordt ingegaan op hoe feedback en reflectie worden ingezet bij het leren schrijven. Wat wordt wel en niet behandeld, wat zijn volgens de methodemakers belangrijke adviezen? Zijn er parallellen te vinden in aanpak of juist verschillen? Vervolgens wordt bediscussieerd hoe deze bevindingen passen bij de lespraktijk.      Teaching and Teacher Learning (ICLON

Factors confounding the assessment of reflection: a critical review

BACKGROUND: Reflection on experience is an increasingly critical part of professional development and lifelong learning. There is, however, continuing uncertainty about how best to put principle into practice, particularly as regards assessment. This article explores those uncertainties in order to find practical ways of assessing reflection. DISCUSSION: We critically review four problems: 1. Inconsistent definitions of reflection; 2. Lack of standards to determine (in)adequate reflection; 3. Factors that complicate assessment; 4. Internal and external contextual factors affecting the assessment of reflection. SUMMARY: To address the problem of inconsistency, we identified processes that were common to a number of widely quoted theories and synthesised a model, which yielded six indicators that could be used in assessment instruments. We arrived at the conclusion that, until further progress has been made in defining standards, assessment must depend on developing and communicating local consensus between stakeholders (students, practitioners, teachers, supervisors, curriculum developers) about what is expected in exercises and formal tests. Major factors that complicate assessment are the subjective nature of reflection's content and the dependency on descriptions by persons being assessed about their reflection process, without any objective means of verification. To counter these validity threats, we suggest that assessment should focus on generic process skills rather than the subjective content of reflection and where possible to consider objective information about the triggering situation to verify described reflections. Finally, internal and external contextual factors such as motivation, instruction, character of assessment (formative or summative) and the ability of individual learning environments to stimulate reflection should be considered

Development and validation of the Multi-dimensional University Research Workplace Inventory (MDURWI)

WOS:000454839600005This study describes the development and validation of an instrument aimed toward measuring organizational features of an academic research workplace. The question pool was developed based on data from a pilot study (N = 43). The survey was deployed to academic researchers in the field of higher education research worldwide (N = 850). An exploratory factor analysis conducted on 36 questions, followed by confirmatory factor analysis, which lead to a final pool of 27 questions in five subscales, one of which divided into three lower-order factors. The final model exhibited very good fit (X2/df = 2.561; CFI = 0.972; PCFI = 0.784; RMSEA = 0.043; P[rmsea ? 0.05] < 0.001; AIC = 891.018; BCC = 987.839) and psychometric properties, in the form of factorial, convergent, and discriminant validity, as well as reliability and sensitivity. Implications of this instrument for research and policymaking are discussed, as well as future research directions.info:eu-repo/semantics/acceptedVersio

Magnetic susceptibility anisotropy of myocardium imaged by cardiovascular magnetic resonance reflects the anisotropy of myocardial filament α-helix polypeptide bonds

BACKGROUND: A key component of evaluating myocardial tissue function is the assessment of myofiber organization and structure. Studies suggest that striated muscle fibers are magnetically anisotropic, which, if measurable in the heart, may provide a tool to assess myocardial microstructure and function. METHODS: To determine whether this weak anisotropy is observable and spatially quantifiable with cardiovascular magnetic resonance (CMR), both gradient-echo and diffusion-weighted data were collected from intact mouse heart specimens at 9.4 Tesla. Susceptibility anisotropy was experimentally calculated using a voxelwise analysis of myocardial tissue susceptibility as a function of myofiber angle. A myocardial tissue simulation was developed to evaluate the role of the known diamagnetic anisotropy of the peptide bond in the observed susceptibility contrast. RESULTS: The CMR data revealed that myocardial tissue fibers that were parallel and perpendicular to the magnetic field direction appeared relatively paramagnetic and diamagnetic, respectively. A linear relationship was found between the magnetic susceptibility of the myocardial tissue and the squared sine of the myofiber angle with respect to the field direction. The multi-filament model simulation yielded susceptibility anisotropy values that reflected those found in the experimental data, and were consistent that this anisotropy decreased as the echo time increased. CONCLUSIONS: Though other sources of susceptibility anisotropy in myocardium may exist, the arrangement of peptide bonds in the myofilaments is a significant, and likely the most dominant source of susceptibility anisotropy. This anisotropy can be further exploited to probe the integrity and organization of myofibers in both healthy and diseased heart tissue

Key elements of L1-oral language teaching and learning in secondary education. A literature review

In order to inform the redesign of L1-oral language education in secondary schools, international literature was analyzed to deduce key elements, effective and practical ingredients, of good quality L1-oral language lessons. Thirteen articles were selected based on a systematic database search and analyzed with Van den Akker’s curricular spiderweb (Thijs & Van den Akker, 2009). From the most frequently mentioned codes we could extract five, empirical based, key elements which support student oral language learning in the classroom: 1) a clear oral language skills framework with criteria; 2) the exploration of students’ speaking potential by analysis and assessment of oracy skills; 3) self-, peer- and teacher-feedback on speaking; 4) observations of and discussions about videotaped speakers; and 5) regular practice with various speaking tasks. In addition L1-oral language curriculum should give students the chance to develop their oral language competence throughout the school year because this helps them 1. to build on their speaking experiences and 2. to let their confidence grow when speaking in public.Teaching and Teacher Learning (ICLON

Ontwerpcriteria voor effectief spreekvaardigheidsonderwijs: de rol van feedback

Teaching and Teacher Learning (ICLON