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Allowing Students (allowing + student)
Selected AbstractsMeasuring the Benefits of Examinee-Selected QuestionsJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2005Nancy L. Allen Allowing students to choose the question(s) that they will answer from among several possible alternatives is often viewed as a mechanism for increasing fairness in certain types of assessments. The fairness of optional topic choice is not a universally accepted fact, however, and various studies have been done to assess this question. We examine an important class of experiments that we call C1-A, "choose one, answer all," designs, and point out an important problem that they face. We suggest two analytical methods that can be used to circumvent this problem. We illustrate our ideas using the data from Bridgeman et al. (1997). Our reanalysis of these data show: (a) that differential topic difficulty exists in real choice data, (b) that it affects naďve analyses of such data and masks the effects, positive or negative, of examinee choice, (c) that in this study there is a measurable and positive effect of examinee choice that follows predicted patterns in most but not all cases, (d) that the beneficial strength of examinee choice varies from case to case, and (e) that while the benefits of choice in terms of average points scored on the essays are usually positive, there is a substantial amount of variation around these averages and it is not uncommon for "incorrect" choices to be associated with higher test performance. [source] A simple real-time process control experiment using serial communicationCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 2 2001Ivo Neitzel Abstract Microcomputers introduced process control to a new era. A simple and didactic experiment, used to control the temperature of an equipment, is described. Features of this experiment include the use of two computers connected by serial ports and allowing students to build the controller and to disturb the process. © 2001 John Wiley & Sons, Inc. Comput Appl Eng Educ 9: 101,104, 2001 [source] Toward the School as Sanctuary Concept in Multicultural Urban Education: Implications for Small High School ReformCURRICULUM INQUIRY, Issue 3 2006RENÉ ANTROP-GONZÁLEZ ABSTRACT This article describes the school as sanctuary concept through the voices of students enrolled in a small urban high school that curricularly privileges the linguistic, cultural, and sociopolitical realities of its communities. Moreover, this particular school was founded by students and teachers over 30 years ago as a direct response to pedagogically and psychologically colonizing large comprehensive high schools in a major urban school district. According to students, a school becomes a sanctuary when there are four essential components in place. These sanctuary-like attributes include multiple definitions of caring relations between students and their teachers, the importance of a familial-like school environment, the necessity of psychologically and physically safe school spaces, and allowing students a forum in which they are encouraged to affirm their racial/ethnic pride. Implications for forwarding this concept within a larger discourse around urban school reform are discussed. [source] Problem-Based Learning Biotechnology Courses in Chemical EngineeringBIOTECHNOLOGY PROGRESS, Issue 1 2006Charles E. Glatz We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses. [source] | ||||||||||