Development of a method of assessment of the problem-solving competency at the Technical University of Madrid

The competence evaluation promoted by the European High Education Area entails a very important methodological change that requires guiding support to help lecturers carry out this new and complex task. In this regard, the Technical University of Madrid (UPM, by its Spanish acronym) has financed a series of coordinated projects with the objective of developing a model for teaching and evaluating core competences and providing support to lecturers. This paper deals with the problem solving competence. The first step has been to elaborate a guide for teachers to provide an homogeneous way to asses this competence. This guide considers several levels of acquisition of the competence and provided the rubrics to be applied for each one. The guide has been subsequently validated with several pilot experiences. In this paper we will explain the problem-solving assessment guide for teachers and will show the pilot experiences that has been carried out. We will finally justify the validity of the method to assess the problem solving competence.

Fundamental conceptions of modern mathematics,

"The ... work is essentially one of constructive criticism." - Pref.

A review of assessment instruments and procedures for young exceptional children /

Majority of test reviews were prepared by Lynn Zentner and Jeanne Dorle; remaining test reviews were contributed by Nancy Sweet.

Different conceptions of priesthood and sacrifice; a report of a conference held at Oxford, December 13 and 14, 1899.

Mode of access: Internet.

An essay shewing the intimate connexion between our notions of moral good and evil, and our conceptions of the freedom of the divine and human wills.

Mode of access: Internet.

The christian ecclesia : a course of lectures on the early church history and early conceptions of the ecclesia and four sermons /

Mode of access: Internet.

Typical modern conceptions of God;

Mode of access: Internet.

Report on the methods of assessment used by Denver, St. Louis, Cincinnati, Cleveland, Pittsburgh, Washington, D.C., Philadelphia, New York, Newark, Boston, Rochester, Buffalo, Detroit, Chicago, Milwaukee.

Authorized by the Board of Supervisors.

The Christian ecclesia; a course of lectures on the early history and early conceptions of the ecclesia and four sermons.

Mode of access: Internet.

Dictionary of philosophy and psychology : including many of the principal conceptions of ethics, logic, aesthetics, philosophy of religion, mental pathology, anthropology, biology, neurology, physiology, economics, political and social philosophy, philology, physical science, and education, and giving a terminology in English, French, German, and Italian /

Mode of access: Internet.

Students' conceptions of sport and sport education

This article explores a class of Grade 5 (age 9 and 10) children’s conceptions of sport during a season of sport education at Forest Gate Primary School. The purpose, following Kirk and Kinchin (this issue), is to examine the extent to which the potential transfer of learning between school and sport as a community of practice may be possible through sport education in school physical education. With reference to student interviews and drawings we report and discuss children’s conceptions of sport, their experiences of sport outside of the school, and their emerging conceptions of sport education in light of these prior understanding and experiences. We conclude that there was an evident level of compatibility between students’ experiences of sport education and their conceptions of sport more broadly.

Dissonance between conceptions of learning and ways of learning for indigenous Australian university students

This article reports on a phenomenographic investigation into conceptions of learning for 15 Indigenous Australian university students over the three years of their degree courses. The ways in which they went about learning were also investigated along with the relationship between individual students' 'core' conceptions of learning and the ways in which they learned. Results indicated that their conceptions and ways of learning were similar in some respects to those found for other university students. However, some students went about learning in ways that were incongruent with the core conception of learning they held. This can be regarded as dissonance between strategies and conceptions of learning. The implications of this for teaching and learning for such students are discussed.