La evaluación como instrumento de mejora de la calidad del aprendizaje. Propuesta de intervención psicopedagógica para el aprendizaje del idioma inglés

La evaluación del aprendizaje del inglés en las carreras que estudian esta lengua con fines específicos en la Universidad Central "Marta Abreu" de Las Villas da cuenta de niveles de competencia comunicativa que no se corresponden con las exigencias que los estudiantes encontrarán en la práctica profesional. El estudio se dirige a la mejora del proceso de enseñanza-aprendizaje del inglés centrado en modificaciones al proceso de evaluación. Este se concibe como proceso integrado a la enseñanza y el aprendizaje mediante el uso de formas alternativas de evaluación. Estas formas deben propiciar una evaluación formativa de la lengua en situaciones auténticas de comunicación. El trabajo se centra en la formación del profesor para introducir los cambios en sus prácticas evaluativas y como resultado se hacen factibles transformaciones a corto plazo que repercuten en un mejor aprendizaje de la lengua. La investigación se realizó desde una perspectiva interpretativa, utilizando una metodología cualitativa.

Recommendations for a mathematical curriculum to be used in conjunction with an oral deaf education program

Students who are deaf or hard of hearing have typically had difficulty in mathematics; however, this problem often is overlooked because of difficulties in language and reading abilities. This study aims to identify the most appropriate mathematics curriculum for deaf or hard of hearing students in an oral deaf education program.

Assessing nitrogen dynamics in European ecosystems, integrating measurement and modelling: conclusions

This contribution closes this special issue of Hydrology and Earth System Sciences concerning the assessment of nitrogen dynamics in catchments across Europe within a semi-distributed Integrated Nitrogen model for multiple source assessment in Catchments (INCA). New developments in the understanding of the factors and processes determining the concentrations and loads of nitrogen are outlined. The ability of the INCA model to simulate the hydrological and nitrogen dynamics of different European ecosystems is assessed and the results of the first scenario analyses investigating the impacts of deposition, climatic and land-use change on the nitrogen dynamics are summarised. Consideration is given as to how well the model has performed as a generic too] for describing the nitrogen dynamics of European ecosystems across Arctic, Maritime. Continental and Mediterranean climates, its role in new research initiatives and future research requirements.

Assessing nitrogen dynamics in European ecosystems, integrating measurement and modelling: conclusions

This contribution closes this special issue of Hydrology and Earth System Sciences concerning the assessment of nitrogen dynamics in catchments across Europe within a semi-distributed Integrated Nitrogen model for multiple source assessment in Catchments (INCA). New developments in the understanding of the factors and processes determining the concentrations and loads of nitrogen are outlined. The ability of the INCA model to simulate the hydrological and nitrogen dynamics of different European ecosystems is assessed and the results of the first scenario analyses investigating the impacts of deposition, climatic and land-use change on the nitrogen dynamics are summarised. Consideration is given as to how well the model has performed as a generic too] for describing the nitrogen dynamics of European ecosystems across Arctic, Maritime. Continental and Mediterranean climates, its role in new research initiatives and future research requirements.

Student projects: plagiarism and assessment

Within the Information Technology degree programme of the University of Reading, the students undertake a major project in their final year. The module is both a hurdle to an honours degree and significant in terms of assessment weighting. The two year history so far has shown that bad citation and plagiarism are issues, and in one case called for the due referral of a project report. In the light of experience to date, we are focusing firstly on plagiarism prevention, giving generic advice on report writing and citation practice, and secondly on detection. In the longer term, I believe we need to reflect on what capabilities we should be creating in our undergraduates and therefore what and how we should be assessing them.

The assessment of GCSE art: Criterion-referencing and cognitive abilities

In this paper Cognitive Abilities Test scores are compared directly with moderated GCSE scores awarded to the same group of pupils. For ease of interpretation the comparisons are presented in a graphical form. Whilst some provisional and tentative conclusions are drawn about the reliability of GCSE art, questions are raised about the general validity of criterion-referenced assessment in this area.

Example uses of a learning object

A self study course for learning to program using the C programming language has been developed. A Learning Object approach was used in the design of the course. One of the benefits of the Learning Object approach is that the learning material can be reused for different purposes. 'Me course developed is designed so that learners can choose the pedagogical approach most suited to their personal learning requirements. For all learning approaches a set of common Assessment Learning Objects (ALOs or tests) have been created. The design of formative assessments with ALOs can be carried out by the Instructional Designer grouping ALOs to correspond to a specific assessment intention. The course is non-credit earning, so there is no summative assessment, all assessment is formative. In this paper examples of ALOs and their uses is presented together with their uses as decided by the Instructional Designer and learner. Personalisation of the formative assessment of skills can be decided by the Instructional Designer or the learner using a repository of pre-designed ALOs. The process of combining ALOs can be carried out manually or in a semi-automated way using metadata that describes the ALO and the skill it is designed to assess.