Zobrazeno 1 - 8 of 8 pro vyhledávání: '"Terry P. Vendlinski"'
2
Adding self-explanation prompts to an educational computer game
Autor: Deirdre Kerr, Gregory K. W. K. Chung, Rebecca E. Buschang, Harold F. O'Neil, Terry P. Vendlinski, Richard E. Mayer
Publikováno v: Computers in Human Behavior. 30:23-28
Proponents envision a role for computer games in improving student learning of academic material, including mathematics and science. Asking learners to engage in self-explanations during learning has been found to be an effective instructional method
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::4c7d2cc62d3a167a822e4133d5a34244
https://doi.org/10.1016/j.chb.2013.07.025
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6
The effects of POWERSOURCE©assessments on middle-school students’ math performance
Autor: Joan L. Herman, Julia Phelan, Eva L. Baker, David Niemi, Kilchan Choi, Terry P. Vendlinski
Publikováno v: Assessment in Education: Principles, Policy & Practice. 19:211-230
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::39929b017e4cb8e8c28ea0e91faedd1f
https://doi.org/10.1080/0969594x.2010.532769
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7
Differential Improvement in Student Understanding of Mathematical Principles Following Formative Assessment Intervention
Autor: Julia Phelan, Eva L. Baker, Terry P. Vendlinski, Joan L. Herman, Kilchan Choi
Publikováno v: The Journal of Educational Research. 104:330-339
The authors describe results from a study of a middle school mathematics formative assessment strategy. They employed a randomized, controlled design to address the following question: Does using our strategy improve student performance on assessment
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::16a0d5eafd1a418d4ca5761f71232164
https://doi.org/10.1080/00220671.2010.484030
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8
Developing Expertise With Classroom Assessment in K–12 Science: Learning to Interpret Student Work. Interim Findings From a 2-Year Study
Autor: Joan L. Herman, Diana J. Bernbaum, Cheryl Schwab, Ellen Osmundson, Terry P. Vendlinski, Maryl Gearhart, Sam O. Nagashima, Jennifer Pfotenhauer, Shaunna L. Clark
Publikováno v: Educational Assessment. 11:237-263
This article reports findings on growth in 3 science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment. Using a framework for classroom asses
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::6bbe534ab2e8b5479d909031a2efc2cd
https://doi.org/10.1080/10627197.2006.9652990
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