Psicologia Educativa最新文献_第6页

Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework 认知诊断评估与认知诊断模型框架

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-12-01 DOI: 10.1016/j.pse.2014.11.001

Jimmy de la Torre , Nathan Minchen

引用次数: 95

A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills 原则性评估设计的案例研究:设计评估来衡量和支持议论文阅读和写作技能的发展

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-12-01 DOI: 10.1016/j.pse.2014.10.001

Paul Deane , Yi Song

{"title":"A case study in principled assessment design: Designing assessments to measure and support the development of argumentative reading and writing skills","authors":"Paul Deane , Yi Song","doi":"10.1016/j.pse.2014.10.001","DOIUrl":"10.1016/j.pse.2014.10.001","url":null,"abstract":"<div><p>This paper presents a principled approach to assessment design in which major design decisions are structured to support teaching and learning. This approach, developed as part of a long-term research initiative at ETS, Cognitively Based Assessments <em>of</em>, <em>for</em> and <em>as</em> Learning (CBAL), draws upon the learning and cognitive science literatures to create richly-structured assessments that simultaneously measure critical component skills and model effective strategies for applying those skills to complex performance tasks. To illustrate our approach, we focus on an important literacy practice: argumentation. Our model seeks to measure qualitative shifts in the development of critical argumentation skills by postulating argumentation learning progressions informed by the developmental literature. These learning progressions play a critical role in guiding assessment design decisions (selecting targeted skills, developing items to measure those skills, and determining task sequences) and may have the potential to support teachers’ instructional decisions that effectively scaffold the development of students’ argumentation skills.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"20 2","pages":"Pages 99-108"},"PeriodicalIF":1.9,"publicationDate":"2014-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2014.10.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129884631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 62

Empirical recovery of argumentation learning progressions in scenario-based assessments of English language arts 英语语言艺术情境评估中论证学习进展的实证恢复

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-12-01 DOI: 10.1016/j.pse.2014.11.004

Peter W. van Rijn , E. Aurora Graf , Paul Deane

引用次数: 35

Cognitive frameworks for assessment, teaching, and learning: A validity perspective 评估、教学和学习的认知框架:效度视角

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-12-01 DOI: 10.1016/j.pse.2014.11.006

Michael T. Kane , Isaac I. Bejar

引用次数: 16

An introduction to the use of evidence-centered design in test development 介绍在测试开发中使用以证据为中心的设计

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-12-01 DOI: 10.1016/j.pse.2014.11.003

Michael J. Zieky

引用次数: 40

Descenso de empatía en estudiantes de enfermería y análisis de posibles factores implicados 护理学生同理心的下降及可能涉及的因素分析

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-06-01 DOI: 10.1016/j.pse.2014.05.007

José María Galán González-Serna, Rocío Romero Serrano, María Socorro Morillo Martín, Juan Manuel Alarcón Fernández

引用次数: 36

Autodeterminación y calidad de vida: Un programa para la mejora de personas adultas con discapacidad intelectual 自决和生活质量:一项改善智障成年人的计划

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-06-01 DOI: 10.1016/j.pse.2014.05.004

Diana Mª Pascual-García, Miguel Garrido-Fernández, Rosario Antequera-Jurado

引用次数: 13

Alteraciones del funcionamiento ejecutivo en el trastorno por déficit de atención con hiperactividad y sus subtipos 注意缺陷多动障碍及其亚型的执行功能障碍

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-06-01 DOI: 10.1016/j.pse.2014.05.003

Trinidad García, Paloma González-Castro, Celestino Rodríguez Pérez, Marisol Cueli, David Álvarez García y Luis Álvarez

引用次数: 9

La memoria operativa como capacidad predictora del rendimiento escolar. Estudio de adaptación de una medida de memoria operativa para niños y adolescentes 工作记忆作为学校表现的预测能力。儿童和青少年工作记忆测量的适应性研究

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-06-01 DOI: 10.1016/j.pse.2014.05.001

Francisco Gutiérrez-Martínez, Melchor Ramos

引用次数: 8

Posibilidades educativas del adolescente infractor de la ley: desafíos y proyecciones a partir de su propensión a aprender 青少年罪犯的教育机会:来自他们学习倾向的挑战和预测

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2014-06-01 DOI: 10.1016/j.pse.2014.05.005

Eduardo Sandoval Obando

{"title":"Posibilidades educativas del adolescente infractor de la ley: desafíos y proyecciones a partir de su propensión a aprender","authors":"Eduardo Sandoval Obando","doi":"10.1016/j.pse.2014.05.005","DOIUrl":"10.1016/j.pse.2014.05.005","url":null,"abstract":"<div><p>Este trabajo describe las posibilidades educativas que poseen un grupo de adolescentes infractores de la ley insertos en el Programa Salidas Alternativas a partir de su propensión a aprender. Así, nos interesó identificar los patrones que integrarían la propensión a aprender de estos jóvenes y explorar los contextos en que propenden a aprender para revelar alternativas de modificabilidad cognitiva que apoyen sus procesos de reinserción social y educativa. El estudio utilizó el análisis de contenido, siguiendo la lógica de la Teoría Fundamentada y las Historias de Vida. En síntesis, pudimos observar que la propensión a aprender que exhiben estos adolescentes no estaría siendo debidamente reconocida y/o potenciada dentro de contextos formales de aprendizaje, recalcando la necesidad de repensar la escuela por medio de la generación de experiencias de aprendizaje mediado y la creación de ambientes activos –modificantes, donde se promueva la curiosidad, la exploración, la mediación de significados y la reciprocidad.</p></div><div><p>The article describes the educational possibilities of a group of juvenile offenders referred to Alternative Outputs program, from its propensity to learn. Thus, we were interested in identifying patterns that integrate the propensity to learn of these young people, exploring the contexts where they tend to learn in order to reveal choices of cognitive modifiability that support social and educational reintegration. The study used content analysis, following the logic of the Grounded Theory and the Life Histories. In summary, we found that the propensity to learn shown by these adolescents would not be duly recognized and/or enhanced within formal learning contexts, emphasizing the need to rethink school through the generation of mediated learning experiences and creating active environments – modifiers, where curiosity, exploration, mediation of meaning and reciprocity are promoted.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"20 1","pages":"Pages 39-46"},"PeriodicalIF":1.9,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2014.05.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122379238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3