Research in Education Assessment and Learning最新文献

Education inclusiveness among children with learning disabilities in Nigeria: Implications for counselling psychology 尼日利亚学习障碍儿童的教育包容性：对咨询心理学的影响

Research in Education Assessment and Learning Pub Date : 2023-12-18 DOI: 10.37906/real.2023.1

M. Olanrewaju, Oladele Omolara

{"title":"Education inclusiveness among children with learning disabilities in Nigeria: Implications for counselling psychology","authors":"M. Olanrewaju, Oladele Omolara","doi":"10.37906/real.2023.1","DOIUrl":"https://doi.org/10.37906/real.2023.1","url":null,"abstract":"Education is seen as the cornerstone of every development forming the basis for literacy, skill acquisition, technological advancement as well as the ability to harness the natural resources of the state. Participants in the World Conference on “Education for All” pointed out that education is a fundamental right of all people, women, and men of all ages throughout the world. Learning disabilities occurs when the learning process is hampered due to problems within the central nervous system which results in an inconsistency between the individual’s intelligence quotient and academic achievement. Education for All programs emanated from UNICEF, UNESCO and the World Bank had some positive results for non-disabled children. School enrollment and literacy rates have risen in almost all countries to date; however the same cannot be said for children with disabilities. Despite the numerous meetings, declarations and encouraging developments that have followed over the years, progress has certainly not matched. The development of education inclusiveness can be viewed in three stages which include segregation, integration, and education inclusiveness. Successful inclusion is less to do with the individual factor such as amount of support for the child; rather, it is the interaction of certain key factors that bring about the likelihood of a more successful inclusion outcome for the child. Varieties of instructional skills which include assessment, communication, management, motivational and evaluation (ACMME) are needed by the teachers to build education inclusiveness. In view of the above, the study stressed that there should be a re-orientation of attitudes of people towards persons with disabilities in the society to reduce stigmatization and discrimination and that counselling psychologists and other educational stakeholders should be trained on the need to strengthen the to enhance the practice of inclusive education.","PeriodicalId":256695,"journal":{"name":"Research in Education Assessment and Learning","volume":"174 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139176031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving students' academic achievement and attitude in science through comprehensive evaluation 通过综合评价提高学生的学习成绩和科学态度

Research in Education Assessment and Learning Pub Date : 2023-12-18 DOI: 10.37906/real.2023.2

Zhenqiang Wang, Xiaoyu Ni, Wenbin Xu

{"title":"Improving students' academic achievement and attitude in science through comprehensive evaluation","authors":"Zhenqiang Wang, Xiaoyu Ni, Wenbin Xu","doi":"10.37906/real.2023.2","DOIUrl":"https://doi.org/10.37906/real.2023.2","url":null,"abstract":"Evaluation is to promote, evaluation is to develop. Based on the Student Evaluation Guidelines issued by the Ministry of Education of China as a theoretical framework, this study incorporated classroom performance, extracurricular performance, academic achievement and extended evaluation into the comprehensive evaluation of primary school science learning, and conducted eight years of practical exploration. The data of scientific attitude (classroom performance, extracurricular performance, extended evaluation) and academic performance of 178 students in Grade 3 for a period of 3 years were analyzed. Through multiple comparisons of descriptive statistics, analysis of variance and analysis of variance with Spss26, the research found that: (a) The use of comprehensive evaluation to improve pupils' academic performance in science presents a gradual increasing trend, and there is a significant difference during the school period. (b) Using comprehensive evaluation to improve pupils' attitude towards science learning, showing an overall growth trend. (c) The use of comprehensive evaluation to improve students' classroom performance and expansive evaluation plays a promoting role, showing a gradually increasing trend, and there is a significant difference during the study period. (d) Comprehensive evaluation has a certain impact on the improvement of students' extracurricular performance.","PeriodicalId":256695,"journal":{"name":"Research in Education Assessment and Learning","volume":"41 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Structural Model of Physical Higher-Order Thinking Ability 生理高阶思维能力的结构模型

Research in Education Assessment and Learning Pub Date : 2022-12-27 DOI: 10.37906//real.2022.3

Hongjun Chen, Haibo Yu, Lei Cao, Jinyou Fei, Meiyu Ding

引用次数: 0

Case Study on the Development and Implementation of STEM Projects: “DIY Traffic Lights” STEM项目发展及实施个案研究:“DIY交通灯”

Research in Education Assessment and Learning Pub Date : 2022-12-27 DOI: 10.37906//real.2022.4

Zhenqiang Wang, Jie Wang, Ming Jia

引用次数: 0

Assessment Quality at two Ethiopian Universities: Requirements versus Practices 两所埃塞俄比亚大学的质量评估:要求与实践

Research in Education Assessment and Learning Pub Date : 2022-08-30 DOI: 10.37906/real.2022.2

F. Aga

引用次数: 0

Teaching Double-slit Experiment with Modular Optical Experimental Instruments 模块化光学实验仪器教学双缝实验

Research in Education Assessment and Learning Pub Date : 2022-08-30 DOI: 10.37906/real.2022.1

Xiujun He, Yubin Xu, Guangtian Zhu, Weiqing Pan

引用次数: 0

New curriculum standard, new concept, new pattern - Thinking and practice about construction of science museum in primary schools 新课程标准、新理念、新模式——小学科技馆建设的思考与实践

Research in Education Assessment and Learning Pub Date : 2021-12-18 DOI: 10.37906/real.2021.7

Zhenqiang Wang, Ming Jia

引用次数: 0

Learning Assessment Practices in Ethiopian Universities: Quests versus Upheavals 埃塞俄比亚大学的学习评估实践:探索与变革

Research in Education Assessment and Learning Pub Date : 2021-12-16 DOI: 10.37906/real.2021.6

F. Aga

{"title":"Learning Assessment Practices in Ethiopian Universities: Quests versus Upheavals","authors":"F. Aga","doi":"10.37906/real.2021.6","DOIUrl":"https://doi.org/10.37906/real.2021.6","url":null,"abstract":"This study examined learning assessment practices in universities taking one Academic Unit in Addis Ababa University (AAU), Ethiopian as a case. A qualitative approach was employed to generate data from 20 instructors who were attending a capacity building training at the Academic Unit. Supplementary data were secured by reviewing literatures and guidelines. The results have shown that students’ mastery of the learning outcomes (LOs), and achievement of the criterion-referenced assessment requirements were not to the required level. As a result, there were practices of manipulations and invalid subversions of marks bay raising scores without changing the phenomena and without enhancing learning and behavioral change to learners. Moreover, there were no modules designed around competencies with explicit, measurable, and transferable LOs to be assessed. Consequently, the quests and expeditions inherent within the criterion-referenced assessment guidelines were unmet - resulting in matchless upheavals. It has, therefore, been recommended that conscious efforts should be made to make alignments and /or linkages among the salient elements that enhance students’ learning with understanding.","PeriodicalId":256695,"journal":{"name":"Research in Education Assessment and Learning","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121524764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

STEAM Course Development and Design based on Design Thinking: A Case Study on “Self-induction Demonstrator” 基于设计思维的STEAM课程开发与设计——以《自感演示器》为例

Research in Education Assessment and Learning Pub Date : 2021-12-16 DOI: 10.37906/real.2021.5

Zhi Li, Yaxing Zhang, MeiQi Yu, Yue Zhang, Xinyu Wang, Zhemin Wu, Liqiu Xie

引用次数: 0

A Comparison between Public School Teachers and Remedial Class Teachers’ Attitude toward Physics Learning 公立学校教师与辅导班教师物理学习态度之比较

Research in Education Assessment and Learning Pub Date : 2021-10-30 DOI: 10.37906/real.2021.4

Yubin Xu, Zixin Xiao, Guangtian Zhu

引用次数: 0