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Grundlagen des Reichshaushaltsplanes
In: Grundriß des gesamten deutschen Rechtes in Einzelausgaben 41
Sustainable Feedback: Students' and Tutors' Perceptions
In: Qualitative report: an online journal dedicated to qualitative research and critical inquiry
ISSN: 1052-0147
Feedback has been shown to substantially influence students' learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors' and students' specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value and importance of feedback contributions of all participants, and developing the necessary skills to ask questions and give feedback.
How Individual Self-Regulation Affects Group Regulation and Performance: A Shared Regulation Intervention
In: Small group research: an international journal of theory, investigation, and application, Band 46, Heft 4, S. 431-454
ISSN: 1552-8278
This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments.
Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments: Team Learning Beliefs and Behaviors
In: Small group research: an international journal of theory, investigation, and application, Band 37, Heft 5, S. 490-521
ISSN: 1552-8278
A team is more than a group of people in the same space, physical or virtual. In recent years, increasing attention has been devoted to the social bases of cognition, taking into consideration how social processes in groups and teams affect performance. This article investigates when and how teams in collaborative learning environments engage in building and maintaining mutually shared cognition, leading to increased perceived performance. In doing so, this research looks for discourse practices managing the co-construction of mutually shared cognition and reveals conditions in the interpersonal context that contribute to engagement in these knowledge-building practices. A comprehensive theoretical framework was developed and tested. The constructs in the model were measured with the Team Learning Beliefs & Behaviors Questionnaire and analyzed using regression and path analysis methodology. Results showed that both interpersonal and sociocognitive processes have to be taken into account to understand the formation of mutually shared cognition, resulting in higher perceived team performance.
RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME
In: Studies in educational evaluation, Band 32, Heft 4, S. 381-400
ISSN: 0191-491X
Teachers' opinions on quality criteria for Competency Assessment Programmes
In: ISSN:0742-051X
Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often design assessments, they must be involved in quality issues. This study therefore explores teachers' opinions on assessment quality evaluation criteria. Pre-vocational and vocational teachers (N=211) responded to a questionnaire. Contrary to expectations, results show that teachers deem classical and competency-based quality criteria equally important. Vocational teachers gave higher importance scores than pre-vocational teachers, possibly due to the pressure they experience to improve the quality of their assessments.
BASE
Common Ground, Complex Problems and Decision Making
In: Group decision and negotiation, Band 15, Heft 6, S. 529-556
ISSN: 1572-9907
Concept mapping—An effective method for identifying diversity and congruity in cognitive style
In: Evaluation and Program Planning, Band 60, S. 238-244
Self-evaluation of assessment programs: A cross-case analysis
In: Evaluation and Program Planning, Band 34, Heft 3, S. 206-216
Self-evaluation of assessment programs: A cross-case analysis
In: Evaluation and program planning: an international journal, Band 34, Heft 3
ISSN: 0149-7189
DETERMINING THE QUALITY OF COMPETENCE ASSESSMENT PROGRAMS: A SELF-EVALUATION PROCEDURE
In: Studies in educational evaluation, Band 33, Heft 3-4, S. 258-281
ISSN: 0191-491X