Zobrazeno 1 - 10
of 218
pro vyhledávání: '"Richard J. Shavelson"'
Publikováno v:
Frontline Learning Research, Vol 11, Iss 1 (2023)
Quantitative reasoning is considered a crucial prerequisite for acquiring domain-specific expertise in higher education. To ascertain whether students are developing quantitative reasoning, validly assessing its development over the course of their s
Externí odkaz:
https://doaj.org/article/e4629f080763425493be82b4bb37516d
Autor:
Dimitri Molerov, Olga Zlatkin-Troitschanskaia, Marie-Theres Nagel, Sebastian Brückner, Susanne Schmidt, Richard J. Shavelson
Publikováno v:
Frontiers in Education, Vol 5 (2020)
Critical evaluation skills when using online information are considered important in many research and education frameworks; critical thinking and information literacy are cited as key twenty-first century skills for students. Higher education may pl
Externí odkaz:
https://doaj.org/article/d857faab75db4bf08c5635045eb3dea0
Publikováno v:
Frontiers in Education, Vol 5 (2020)
Enhancing students’ critical thinking (CT) skills is an essential goal of higher education. This article presents a systematic approach to conceptualizing and measuring CT. CT generally comprises the following mental processes: identifying, evaluat
Externí odkaz:
https://doaj.org/article/229e90ff254f490cbb4d0ceb1ff76a87
Autor:
Olga Zlatkin-Troitschanskaia, Klaus Beck, Jennifer Fischer, Dominik Braunheim, Susanne Schmidt, Richard J. Shavelson
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Critical reasoning (CR) when confronted with contradictory information from multiple sources is a crucial ability in a knowledge-based society and digital world. Using information without critically reflecting on the content and its quality may lead
Externí odkaz:
https://doaj.org/article/cfc905af5f6245bba5bed01e3f602410
Autor:
Richard J. Shavelson
Publikováno v:
Education Policy Analysis Archives, Vol 26, Iss 0 (2018)
A critical issue in educational evaluation is whether evaluations should focus on standardized (summative, often quantitative) or contextualized (formative or often qualitative) evidence. The author of this article advises readers to beware of false
Externí odkaz:
https://doaj.org/article/97481880d5294a26b5e9fc58f656f0e3
Autor:
Benjamin W. Domingue, David Lang, Martha Cuevas, Melisa Castellanos, Carolina Lopera, Julián P. Mariño, Adriana Molina, Richard J. Shavelson
Publikováno v:
AERA Open, Vol 3 (2017)
Technical schools are an integral part of the education system, and yet, little is known about student learning at such institutions. We consider whether assessments of student learning can be jointly administered to both university and technical sch
Externí odkaz:
https://doaj.org/article/44b634e830ec4ac3a1af70d6a562a3f1
Publikováno v:
Journal of Microbiology & Biology Education, Vol 14, Iss 2, Pp 176-182 (2013)
The shift from cookbook to authentic research-based lab courses in undergraduate biology necessitates the need for evaluation and assessment of these novel courses. Although the biology education community has made progress in this area, it is import
Externí odkaz:
https://doaj.org/article/89ba7f426ff146eebffe4a37a1d6ae6b
Publikováno v:
Frontline Learning Research, Vol 2, Iss 5 (2014)
The study utilized a multi-method approach to explore the connection between critical thinking and epistemological beliefs in a specific problem-solving situation. Data drawn from a sample of ten third-year bioscience students were collected using a
Externí odkaz:
https://doaj.org/article/a3ed13a470ef4e05a688901ec7a3c791
Publikováno v:
Revista Electrónica de Investigación Educativa, Vol 3, Iss 1 (2001)
We discuss the limitations and possibilities of shells (blueprints with directions for test developers intended to reduce test development costs and time). Although shells cannot be expected to generate statistically exchangeable exercises, they can
Externí odkaz:
https://doaj.org/article/c0216af2168e48d38d6272ef1cc6c37b
Autor:
Richard J. Shavelson
Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance re