The New Zealand Annual Review of Education最新文献_第4页

Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic 在全球大流行病的未知水域中，改变形态的联系、关系和太平洋教育

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.6932

Cherie Chu-Fuluifaga

引用次数: 0

(Re)Shaping spaces for learning (重新)塑造学习空间

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/NZAROE.V26.6858

L. Carvalho

引用次数: 0

Funds of identity 身份基金

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.6933

Linda Hogg, M. Volman

引用次数: 28

Responding to Assessment for Learning 回应学习评估

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/NZAROE.V26.6854

Gavin T. L. Brown

{"title":"Responding to Assessment for Learning","authors":"Gavin T. L. Brown","doi":"10.26686/NZAROE.V26.6854","DOIUrl":"https://doi.org/10.26686/NZAROE.V26.6854","url":null,"abstract":"Assessment for learning (AfL) is a major approach to educational assessment that relies heavily on pedagogical practices, such as involving students in assessment, making transparent objectives and criteria, and asking open-ended questions that provoke higher order thinking. In this perspective piece, I argue that without the possibility of opening classroom activities to systematic and rigorous inspection and evaluation, AfL fails to be assessment. AfL activities happen ephemerally in classrooms, leading to in-the-moment and on-the-fly interpretations and decisions about student learning. In these contexts, determination of the degree of error in those judgements does not happen. Because human performance is so variable and because the samples teachers use to make judgements are not robustly representative, there is considerable error in their judgements about student learning. Nonetheless, despite the difficulties seen in putting AfL into practice, they appear to be good classroom teaching practices. In contrast, assessment proper requires careful inspection of data so that alternative explanations can be evaluated, leading to a preference for the most valid and reliable interpretation of performance evidence. Psychometric methods not only quantify amounts or qualities of performance, but also evaluate the degree to which judges agree with each other, leading to confidence in the validity and reliability of insights. Consequently, because AfL activities lack the essential characteristics of paying attention to error and methods of minimising its impact on interpretations, I recommend we stop thinking of AfL as assessment, and instead position it as good teaching.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"173 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114004474","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: 3

Best practices for supporting student experiential learning in an online environment during emergency situations 在紧急情况下在线环境中支持学生体验式学习的最佳做法

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.6929

D. Munro, J. Clarke

{"title":"Best practices for supporting student experiential learning in an online environment during emergency situations","authors":"D. Munro, J. Clarke","doi":"10.26686/nzaroe.v26.6929","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6929","url":null,"abstract":"Background: In 2020, nearly four weeks into the first semester of the academic year, the University of Canterbury (UC) in Christchurch, New Zealand, transitioned to online delivery of all teaching in response to the nation-wide lockdown due to Covid-19. With 48 hours’ notice, all on-campus activities ceased and were replaced with lectures delivered live via Zoom or recycled from previous delivery, and simulated, or otherwise facilitated, practical experiences. Assessments were temporarily halted, then resumed over a more compressed timetable with online and “take home” activities largely replacing traditional invigilated assessments. Purpose: Our research explored the challenges and successes of UC’s fast transition to online learning, with a particular emphasis on understanding the impact of the loss of face-to-face delivery on practical experiences normally delivered through laboratory and field activities. Our goal was to develop a set of best practices to improve our response to future emergency situations. Methods: A two-part survey was electronically distributed to students enrolled in a 4-year engineering programme and a 3-year sport coaching programme at the University of Canterbury. Results: While students strongly appreciated efforts of lecturers and tutors to support their learning, differences in communication approaches affected student experience both positively and negatively. A clear need for two-way communication as well as consistency and clarity in messaging were key findings. A general dissatisfaction with replacement practical activities was expressed, demonstrating a need for contingency measures to be in place to mitigate the impact of future disruptive events on practical learning. Efforts to manage online assessment of learning were generally well received, even in a compressed timeframe, though several unhelpful practices were highlighted. Students also identified many positive aspects of their learning experiences, including live tutorials and made-for-purpose video presentations.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127250237","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

'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools “诱人的承诺”和新西兰小学在线数学教学项目的使用

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.6931

Lisa Darragh

{"title":"'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools","authors":"Lisa Darragh","doi":"10.26686/nzaroe.v26.6931","DOIUrl":"https://doi.org/10.26686/nzaroe.v26.6931","url":null,"abstract":"Internet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education.","PeriodicalId":377372,"journal":{"name":"The New Zealand Annual Review of Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115248149","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

Overview of Cancelled Conference Conversations 取消会议对话概述

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.6959

J. Higgins

引用次数: 0

Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand 绘制了新西兰奥特罗阿太平洋/太平洋裔教育的起源、现状和新方向

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.7138

Tanya Wendt Samu

引用次数: 4

Commentary on Cancelled Conference Conversations series 取消会议对话系列评论

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.7141

S. McNaughton

引用次数: 0

Weaving a web of connections through online citizen science 通过在线公民科学编织一个联系网络

The New Zealand Annual Review of Education Pub Date : 2021-07-01 DOI: 10.26686/nzaroe.v26.6894

Cathy Buntting, C. Doyle, Dayle Anderson, Markus Luczak-Rösch

引用次数: 0