標(biāo)題: Titlebook: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge; Menucha Birenbaum,Filip J. R. C. Dochy Book 1996 Sprin [打印本頁(yè)] 作者: 表范圍 時(shí)間: 2025-3-21 18:21
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作者: 巡回 時(shí)間: 2025-3-21 23:33
Die Abh?ngigkeit der Zulieferere two areas - the definitions of what it means to know a language and the appropriate procedures for measuring it. Thus, language testers have devoted much time and effort to defining the construct of language knowledge, as according to Spolsky (1968) “Fundamental to the preparation of valid tests o作者: FELON 時(shí)間: 2025-3-22 01:46
Konzernrechtliche Analyse des Franchising, test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance (see Pintrich & Schrauben, 1992 for a review).作者: 加劇 時(shí)間: 2025-3-22 06:21 作者: 易達(dá)到 時(shí)間: 2025-3-22 11:03 作者: 數(shù)量 時(shí)間: 2025-3-22 16:37
Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge作者: 放大 時(shí)間: 2025-3-22 17:19 作者: 迅速成長(zhǎng) 時(shí)間: 2025-3-22 21:16 作者: 突變 時(shí)間: 2025-3-23 02:04
Language Testing: Matching Assessment Procedures with Language Knowledgee two areas - the definitions of what it means to know a language and the appropriate procedures for measuring it. Thus, language testers have devoted much time and effort to defining the construct of language knowledge, as according to Spolsky (1968) “Fundamental to the preparation of valid tests o作者: 裁決 時(shí)間: 2025-3-23 08:18
Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strat test anxiety are positively related to greater cognitive engagement in terms of the use of cognitive and metacognitive strategies as well as actual academic performance (see Pintrich & Schrauben, 1992 for a review).作者: neurologist 時(shí)間: 2025-3-23 10:44 作者: motivate 時(shí)間: 2025-3-23 14:52 作者: 不能和解 時(shí)間: 2025-3-23 21:52 作者: BRAND 時(shí)間: 2025-3-24 01:53 作者: 拋物線 時(shí)間: 2025-3-24 04:52
Science Assessmentopics and issues for discussion is based on the assumption that there is no need to repeat what has recently been published in other sources, such as the comprehensive review by Doran, Lawrenz, and Helgeson (1993b). Many lists of goals/aims/objectives for science education have been published, featu作者: 領(lǐng)導(dǎo)權(quán) 時(shí)間: 2025-3-24 07:07
On the Content Validity of Performance Assessments: Centrality of Domain Specifications “authentic” assessments (e.g., Wiggins, 1989). They play a central role in the rhetoric, if not the reality, of proposed state and national testing programs (e.g., Bush, 1991; see Shavelson, Baxter & Pine, 1992). Unfortunately, in the headlong pursuit of testing reform, technical considerations ma作者: abject 時(shí)間: 2025-3-24 13:27
Language Testing: Matching Assessment Procedures with Language Knowledgeod. Trait involves the ‘what’, i.e., the domain of language knowledge, and method involves the ‘how’, the appropriate procedures for measuring language knowledge. It is the complexity of the language trait that creates a need for a special discipline called language testing, for there is still no fu作者: TAIN 時(shí)間: 2025-3-24 15:04 作者: 空洞 時(shí)間: 2025-3-24 19:27
Assessment in a Problem-Based Economics Curriculumfor assessment instruments (Ebel & Frisbie, 1991; Mehrens & Lehmann, 1984). The situation where the test is intended to measure higher-order thinking skills but most items require only recall of facts, terms and principles, illustrates a well-known validity concern. The validity question is also rel作者: 想象 時(shí)間: 2025-3-25 01:47 作者: glowing 時(shí)間: 2025-3-25 03:31
How General are the Effects of Domain-Specific Prior Knowledge on Study Expertise as Compared to Genman Sciences, 51% in Biomedical Sciences, and 49% in Exact Sciences. In non-university higher education the outcomes are as dramatic. Apparently these freshmen do not appropriately assess their potentialities in starting their career at the higher education level. To improve psychological and educat作者: 寵愛 時(shí)間: 2025-3-25 07:39
Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Stratce (Garcia & Pintrich, 1994; Pintrich & De Groot, 1990). Motivational components include students’ perceptions of the classroom environment as well as their selfrelated beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students’ content knowledg作者: Stagger 時(shí)間: 2025-3-25 12:50 作者: obscurity 時(shí)間: 2025-3-25 16:04 作者: infinite 時(shí)間: 2025-3-25 21:14 作者: 航海太平洋 時(shí)間: 2025-3-26 01:43
Die Erfolgsposten der Abgrenzungsrechnung,speculations about assessment in a distant future. However, less than half a decade before the due date, this chapter entails more modest and careful speculations, based on contemporary theories and on lessons gained from current practice. Indeed, it starts by introducing the most generic term curre作者: 傳授知識(shí) 時(shí)間: 2025-3-26 04:44
https://doi.org/10.1007/978-3-322-98997-0ch is “best” taught by transmission. Indeed, when it is decided what mathematics young people . learn, the most efficient, and preferred, style for that learning is seen by many to be, first, to tell the facts, or show the skill, and then, to practice. “Increasingly over the past few decades it has 作者: Palter 時(shí)間: 2025-3-26 10:58 作者: 秘方藥 時(shí)間: 2025-3-26 15:01
Kritische Beurteilung des Querzugversuchs,opics and issues for discussion is based on the assumption that there is no need to repeat what has recently been published in other sources, such as the comprehensive review by Doran, Lawrenz, and Helgeson (1993b). Many lists of goals/aims/objectives for science education have been published, featu作者: 襲擊 時(shí)間: 2025-3-26 19:28
Franz Kollmann,Reinwald Teichgr?bers “authentic” assessments (e.g., Wiggins, 1989). They play a central role in the rhetoric, if not the reality, of proposed state and national testing programs (e.g., Bush, 1991; see Shavelson, Baxter & Pine, 1992). Unfortunately, in the headlong pursuit of testing reform, technical considerations ma作者: Blemish 時(shí)間: 2025-3-26 21:00 作者: G-spot 時(shí)間: 2025-3-27 01:50
https://doi.org/10.1007/978-3-663-08369-6cy as such: What is literacy? What is academic literacy? Whose literacy, or literacies, are we aiming to assess? What is it about literacy that we specifically wish to assess? The second set of questions concerns the possible assessing instruments compatible with our alternative view of literacy, an作者: Cloudburst 時(shí)間: 2025-3-27 08:48
Die Abh?ngigkeit der Zuliefererfor assessment instruments (Ebel & Frisbie, 1991; Mehrens & Lehmann, 1984). The situation where the test is intended to measure higher-order thinking skills but most items require only recall of facts, terms and principles, illustrates a well-known validity concern. The validity question is also rel作者: 禁止,切斷 時(shí)間: 2025-3-27 10:09 作者: Watemelon 時(shí)間: 2025-3-27 16:41 作者: 辭職 時(shí)間: 2025-3-27 20:08
Konzernrechtliche Analyse des Franchising,ce (Garcia & Pintrich, 1994; Pintrich & De Groot, 1990). Motivational components include students’ perceptions of the classroom environment as well as their selfrelated beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students’ content knowledg作者: Allowance 時(shí)間: 2025-3-27 22:49
https://doi.org/10.1007/978-3-662-02214-6d performance while in secondary school. Many works have described the new demands in a broad range of areas of functioning faced by students when they enter university. At the same time, general dimensions of learning have been identified that seem to have a significant effect on learning in differ作者: FLUSH 時(shí)間: 2025-3-28 02:15 作者: arabesque 時(shí)間: 2025-3-28 09:20
https://doi.org/10.1007/978-94-011-0657-3START; assessment; computer; culture; curriculum; development; evaluation; integration; knowledge; language; l作者: 嫌惡 時(shí)間: 2025-3-28 13:04
978-94-010-4287-1Springer Science+Business Media New York 1996作者: maroon 時(shí)間: 2025-3-28 18:21
Evaluation in Education and Human Serviceshttp://image.papertrans.cn/a/image/154156.jpg作者: 我們的面粉 時(shí)間: 2025-3-28 20:02
https://doi.org/10.1007/978-3-663-08369-61994) have shown that prior knowledge is an important student variable in learning. Indeed, “a well-organized and coherent knowledge base initiates inference, conceptualization and the acquisition of principled understanding”, as Glaser and De Corte state (in Dochy, 1992, p. 1).作者: 開頭 時(shí)間: 2025-3-29 01:48 作者: 裂口 時(shí)間: 2025-3-29 04:47
he second part deals withissues related to assessment of the learning process, specifically:questions concerning the assessment of individual differences in priorknowledge, learning skills and strategies. .978-94-010-4287-1978-94-011-0657-3作者: Salivary-Gland 時(shí)間: 2025-3-29 08:32 作者: 哭得清醒了 時(shí)間: 2025-3-29 12:31 作者: 修飾 時(shí)間: 2025-3-29 16:16 作者: critique 時(shí)間: 2025-3-29 23:48 作者: 外表讀作 時(shí)間: 2025-3-30 02:45
Academic Literacy as Ways of Getting-to-Know: What Can be Assessed?d is more specific in nature: What assessment instruments can we use to operationalize our conceptualization of literacy? In what ways is the implementation of the suggested alternative problematic? These and other ensuing questions underlie my plan for this chapter.作者: TIGER 時(shí)間: 2025-3-30 05:49 作者: GRAVE 時(shí)間: 2025-3-30 10:24
How General are the Effects of Domain-Specific Prior Knowledge on Study Expertise as Compared to Genional insights into this so called “threshold” of the first year in higher education, a structural model of studying is designed that may explain these individual differences in academic achievement. It was applied in a specific department of a Belgian university.作者: Mitigate 時(shí)間: 2025-3-30 13:46
Book 1996ternatives in the assessmentof achievement in various subject areas, focusing on agenda, practice,impact and evaluation of the assessment. The second part deals withissues related to assessment of the learning process, specifically:questions concerning the assessment of individual differences in priorknowledge, learning skills and strategies. .作者: 相反放置 時(shí)間: 2025-3-30 19:53 作者: cylinder 時(shí)間: 2025-3-30 22:21
