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"filename": "Student perceptions of the progress test.pdf", "md5": "8816f8d0c932af9dc86bebead74e9fea", "mtime": 1392892511413, "tags": [], "relations": {}, "dateAdded": "2014-02-20T10:35:18Z", "dateModified": "2014-02-20T10:35:18Z" } }, { "key": "XDCAMPKE", "version": 116, "library": { "type": "group", "id": 243471, "name": "Progress Testing", "links": { "alternate": { "href": "https://www.zotero.org/groups/progress_testing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/243471/items/XDCAMPKE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/progress_testing/items/XDCAMPKE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1764974, "username": "Singesan", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/singesan", "type": "text/html" } } }, "creatorSummary": "Wade, L. et al.", "parsedDate": "2012", "numChildren": 2 }, "data": { "key": "XDCAMPKE", "version": 116, "itemType": "magazineArticle", "title": "Student perceptions of the progress test in two settings and the implications for test deployment", "creators": [ { "creatorType": "author", "firstName": "Harrison, C.", "lastName": "Wade, L." }, { "creatorType": "author", "firstName": "Mattick, K.", "lastName": "Hollands, J." }, { "creatorType": "author", "firstName": "Wass, V.", "lastName": "Ricketts, C." } ], "abstractNote": "Background The Progress Test (PT) was developed to assess student learning\nwithin integrated curricula. Whilst it is effective in promoting and rewarding deep\napproaches to learning in some settings, we hypothesised that implementation of the\ncurriculum (design and assessment) may impact on students’ preparation for the PT and\ntheir learning. Aim To compare students’ perceptions of and preparations for the PT at two\nmedical schools. Method Focus groups were used to generate items for a questionnaire.\nThis was piloted, refined, and then delivered at both schools. Exploratory factor analysis\nidentified the main factors underpinning response patterns. ANOVA was used to compare\ndifferences in response by school, year group and gender. Results Response rates were 640\n(57%) and 414 (47%) at Schools A and B, respectively. Three major factors were identified:\nthe PT’s ability to (1) assess academic learning (2) support clinical learning; (3) the PT’s impact on exam preparation. Significant differences were found between settings. In\nthe school with early clinical contact, more frequent PTs and no end of unit tests, students\nwere more likely to appreciate the PT as a support for learning, perceive it as fair and valid,\nand use a deeper approach to learning—but they also spent longer preparing for the test.\nConclusion Different approaches to the delivery of the PT can impact significantly on\nstudent study patterns. The learning environment has an important impact on student\nperceptions of assessment and approach to learning. Careful decisions about PT deployment\nmust be taken to ensure its optimal impact.", "publicationTitle": "Health Sci Edu", "publisher": "", "place": "", "date": "2012", "volume": "17", "issue": "", "pages": "573-583", "ISSN": "", "DOI": "", "citationKey": "", "url": "http://download.springer.com/static/pdf/421/art%253A10.1007%252Fs10459-011-9334-z.pdf?auth66=1393065239_3196ef132a054604d6b788cdb8e14a61&ext=.pdf", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "english", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Es geht bei der Studie um medizinische Schulen. Eine Evaluation wurde bei 2 Schulen gemacht zu den dort durchgeführten PT (ein erstaunliches Feedback: \"Students felt that luck and guessing played a greater role than knowledge\", \"Students felt that the PT helped them to prepare to become a doctor\")\nStudie allerdings nicht wirklich repräsentativ, da Teilnehmer nicht zufällig ausgewählt wurden.\n2 Schulen untersucht in Studie (Schule A: 2 summative PT pro Jahr, 125 Fragen in 2.5 Stunden, Feedback in Form von Note / Schule B: 4 summative (ausser im 1. Jahr) PT pro Jahr, 125 Fragen in 3 Stunden, Feedback in Form von Performance)", "tags": [ { "tag": "PBL" }, { "tag": "comparisons between schools, year gropus and genders" }, { "tag": "exam preparation" }, { "tag": "progress test" }, { "tag": "questionnaire" }, { "tag": "study design" } ], "collections": [], "relations": {}, "dateAdded": "2014-02-14T08:24:08Z", "dateModified": "2014-02-20T10:34:28Z" } }, { "key": "SGITXDPG", "version": 115, "library": { "type": "group", "id": 243471, "name": "Progress Testing", "links": { "alternate": { "href": "https://www.zotero.org/groups/progress_testing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/243471/items/SGITXDPG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/progress_testing/items/SGITXDPG", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/243471/items/XDCAMPKE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1764974, "username": "Singesan", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/singesan", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "SGITXDPG", "version": 115, "parentItem": "XDCAMPKE", "itemType": "note", "note": "\n\n\n\n\n\n
Es geht bei der Studie um medizinische Schulen. Eine Evaluation wurde bei 2 Schulen gemacht zu den dort durchgeführten PT (ein erstaunliches Feedback: \"Students felt that luck and guessing played a greater role than knowledge\", \"Students felt that the PT helped them to prepare to become a doctor\") Studie allerdings nicht wirklich repräsentativ, da Teilnehmer nicht zufällig ausgewählt wurden. 2 Schulen untersucht in Studie (Schule A: 2 summative PT pro Jahr, 125 Fragen in 2.5 Stunden, Feedback in Form von Note / Schule B: 4 summative (ausser im 1. Jahr) PT pro Jahr, 125 Fragen in 3 Stunden, Feedback in Form von Performance)
\n

 

", "tags": [], "relations": {}, "dateAdded": "2014-02-20T10:30:04Z", "dateModified": "2014-02-20T10:30:04Z" } }, { "key": "VB6DS9PB", "version": 112, "library": { "type": "group", "id": 243471, "name": "Progress Testing", "links": { "alternate": { "href": "https://www.zotero.org/groups/progress_testing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/243471/items/VB6DS9PB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/progress_testing/items/VB6DS9PB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1764974, "username": "Singesan", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/singesan", "type": "text/html" } } }, "creatorSummary": "Mergendoller, J. and Bellisimo, Y.", "numChildren": 3 }, "data": { "key": "VB6DS9PB", "version": 112, "itemType": "journalArticle", "title": "The Effectiveness of Problem-Based Instruction: A Comparative Study of Instructional Methods and Student Characteristics", "creators": [ { "creatorType": "author", "firstName": "Maxwell, N.", "lastName": "Mergendoller, J." }, { "creatorType": "author", "firstName": "", "lastName": "Bellisimo, Y." } ], "abstractNote": "This study compared the effectiveness of PBL and traditional instructional approaches in developing high-school students' macroeconomics knowledge and examined whether PBL was differentially effective with students demonstrating different levels of four aptitudes: verbal ability, interest in economics, preference for group work, and problem-solving efficacy. Over all, PBL was found to be a more effective instructional approach for teaching macroeconomics than traditional lecture-discussion (p=0.5). Aditional analyses provided evidence that PBL was more effective than traditional instruction with students of average verbal ability and below, students who were more interested in learning economics, and students who were most and least confident in their ability to solve problems.", "publicationTitle": "Interdisciplinary Journal of Problem-based Learning", "publisher": "", "place": "", "date": "", "volume": "1", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "49-69", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1026&context=ijpbl", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "english", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Test, um Entwicklung nach 1 Semester zu beobachten (Pretest und Posttest). Es geht darum zu untersuchen, ob PBL effektiver ist als der klassische Ansatz. Fazit: Es kommt primär nicht auf die Methode an, sondern den Dozierenden.", "tags": [ { "tag": "Comparison PBL vs. non-PBL methods" }, { "tag": "PBL" }, { "tag": "Tabelle \"sample characteristics\"" }, { "tag": "economics" }, { "tag": "future research" }, { "tag": "macroeconomics" }, { "tag": "method" }, { "tag": "procedures" }, { "tag": "results" }, { "tag": "sample items" } ], "collections": [], "relations": {}, "dateAdded": "2014-02-14T08:35:40Z", "dateModified": "2014-02-20T10:29:18Z" } }, { "key": "GPC8BFAV", "version": 111, "library": { "type": "group", "id": 243471, "name": "Progress Testing", "links": { "alternate": { "href": "https://www.zotero.org/groups/progress_testing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/243471/items/GPC8BFAV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/progress_testing/items/GPC8BFAV", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/243471/items/VB6DS9PB", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1764974, "username": "Singesan", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/singesan", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "GPC8BFAV", "version": 111, "parentItem": "VB6DS9PB", "itemType": "note", "note": "\n\n\n\n\n\n
Test, um Entwicklung nach 1 Semester zu beobachten (Pretest und Posttest). Es geht darum zu untersuchen, ob PBL effektiver ist als der klassische Ansatz. Fazit: Es kommt primär nicht auf die Methode an, sondern den Dozierenden.
\n

 

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Universität Berkeley

\n

Kompetenzen in Testerstellung und Testauswertung

\n

 

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Vergleich zwischen wirtschaftswissenschaftlern und Wirtschaftspädagogen

\n

ILLEV-Programm

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(auch vergleich BA/MA vs. Diplom)?

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