Inter-rater agreement in assigning cognitive demand to Life Sciences examination questions

Dempster, Edith R.; Kirby, Nicola F.

doi:10.18820/2519593x/pie.v36i1.7

Cited by 9 publications

(6 citation statements)

References 14 publications

(22 reference statements)

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“…First published in 1956, the original intention was to define learning in a measurable, objective way (Bloom and Krathwohl, 1956). The taxonomy has been criticized for almost 50 years [e.g., (Pring, 1971;Sockett, 1971;Stedman, 1973;Ormell, 1974;Karpen et al, 2017;Dempster and Kirby, 2018)] and yet it remains a cornerstone of accreditation and practice in HE. The original publication ran to over 200 pages but is now commonly presented as a single hierarchy of verbs designed to write learning outcomes.…”

Section: Ineffective Teaching Methodsmentioning

confidence: 99%

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

2020

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Arguments for and against the idea of evidence-based education have occupied the academic literature for decades. Those arguing in favor plead for greater rigor and clarity to determine “what works.” Those arguing against protest that education is a complex, social endeavor and that for epistemological, theoretical and political reasons it is not possible to state, with any useful degree of generalizable certainty, “what works.” While academics argue, policy and practice in Higher Education are beset with problems. Ineffective methods such as “Learning Styles” persist. Teaching quality and teacher performance are measured using subjective and potentially biased feedback. University educators have limited access to professional development, particularly for practical teaching skills. There is a huge volume of higher education research, but it is disconnected from educational practice. Change is needed. We propose a pragmatic model of Evidence-Based Higher Education, empowering educators and others to make judgements about the application of the most useful evidence, in a particular context, including pragmatic considerations of cost and other resources. Implications of the model include a need to emphasize pragmatic approaches to research in higher education, delivering results that are more obviously useful, and a pragmatic focus on practical teaching skills for the development of educators in Higher Education.

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Section: Ineffective Teaching Methodsmentioning

confidence: 99%

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

2020

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“…Dalam kerangka penilaian, kesulitan item, yang diturunkan secara empiris, sering dikacaukan dengan penilaian kognitif. Kesulitan item empiris diperkirakan dari proporsi populasi peserta tes yang berhasil menyelesaikan item dengan benar, sedangkan penilaian kognitif mengacu pada jenis pemrosesan mental yang diperlukan (Dempster & Kirby, 2018).…”

Section: Domain Penilaian Penilaian Kognitifunclassified

Konseptualisasi Literasi Sains Mengacu pada Kerangka Sains Pisa Sejak Tahun 2000

Khery,

Sarjan,

Ahzan

et al. 2022

Educatoria j. ilm. Ilmun. pendidik.

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During the 7 rounds of PISA, Indonesian students consistently ranked low in scientific literacy assessments. In the last decade, many studies have been carried out by science education researchers in Indonesia in an effort to improve students' scientific literacy. However, this fact is contradictory to the results of the scientific literacy assessment of Indonesian students which still remains low. This can be caused by not many Indonesian science educators who understand the characteristics of scientific literacy. What are the characteristics of scientific literacy in PISA is important to understand so that teachers can apply learning oriented towards the development of scientific literacy in schools and universities. This article aims to describe the characteristics of scientific literacy referring to the PISA science framework in the period 2000-2021. This article was compiled through a literature review. Scientific literacy is defined as the ability of individuals to devote attention to science-related topics and science ideas as a form of individual reflection. A person who is scientifically literate will always devote attention to logical debates regarding science and technology that require competence: 1) explaining phenomena scientifically; 2) evaluate and design scientific investigations; and 3) interpret data and evidence scientifically. Scientific knowledge consist of content, procedural, and epistemic knowledge. The scientific literacy context consist of health and disease, natural resources, environmental quality, hazards and contamination, and the limitations of science and technology. The PISA science attitude aspect consists of a critical attitude of science in decision making and a creative attitude characterized by the ability to propose scientific ideas. In PISA 2021, scientific literacy assessment is not only present as a core domain, but also integrated with mathematical literacy, reading, and creative thinking.

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“…Indeed, among the dimensions of teacher digital competence, teachers have received a lower score in Resource Creation and Problem Solving [10], which includes selecting the best available tools or resources for a given purpose. Moreover, teachers often find it difficult to agree on basic aspects such as the cognitive demands of activities and examination items [11], as well as in formulating indicators of competence [12] when applying competence-based assessment. All in all, teachers face relevant challenges when trying to select resources that support the development of competences.…”

Section: Integration Of Ict In Education: Teachers Facing New Challengesmentioning

confidence: 99%

Sustainability Teaching Tools in the Digital Age

2020

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of "competence"). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

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Inter-rater agreement in assigning cognitive demand to Life Sciences examination questions

Cited by 9 publications

References 14 publications

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?

Konseptualisasi Literasi Sains Mengacu pada Kerangka Sains Pisa Sejak Tahun 2000

Sustainability Teaching Tools in the Digital Age

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