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Articles 1 - 6 of 6
Full-Text Articles in Education
The Partial Credit Model And Null Categories, M Wilson, Geoff Masters
The Partial Credit Model And Null Categories, M Wilson, Geoff Masters
Prof Geoff Masters AO
A category where the frequency of responses is zero, either for sampling or structural reasons, will be called anull category. One approach for ordered polytomous item response models is to downcode the categories (i.e., reduce the score of each category above the null category by one), thus altering the relationship between the substantive framework and the scoring scheme for items with null categories. It is discussed why this is often not a good idea, and a method for avoiding the problem is described for the partial credit model while maintaining the integrity of the original response framework. This solution is …
Textbook Treatments And Students’ Understanding Of Acceleration, G Dall’Alba, E Walsh, J Bowden, E Martin, Geoff Masters, P Ramsden, Andrew Stephanou
Textbook Treatments And Students’ Understanding Of Acceleration, G Dall’Alba, E Walsh, J Bowden, E Martin, Geoff Masters, P Ramsden, Andrew Stephanou
Prof Geoff Masters AO
A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of …
Implications For Higher Education Of A Competency-Based Approach To Education And Training, John Bowden, Geoff Masters
Implications For Higher Education Of A Competency-Based Approach To Education And Training, John Bowden, Geoff Masters
Prof Geoff Masters AO
This report presents a summary of the data collected by the project, and an analysis, using a view of competence through a relational model, of some of the issues that emerged. The authors suggest that universities, the professions, employers and the community have much to gain from the activities of the past few years concerned with the development of competency-based standards by the professions, although they do not believe that a full-blown competency-based approach to education will become dominant in university courses.
New Views Of Student Learning: Implications For Educational Measurement, Geoff Masters, R Mislevy
New Views Of Student Learning: Implications For Educational Measurement, Geoff Masters, R Mislevy
Prof Geoff Masters AO
Recent research in cognitive psychology has drawn attention to the important role that students' personal understandings and representations of subject matter play in the learning process. This chapter briefly reviews some of this research, and contrasts the kind of learning that results in an individual's changed conception or view of a phenomenon with the more passive, additive kind of learning assessed by most traditional achievement tests. To be consistent with a view of learning as an active, constructive process, educational tests are required that focus on key concepts in an area of learning, and that take into account the variety …
Phenomenographic Research And The Measurement Of Understanding: An Investigation Of Students' Conceptions Of Speed, Distance And Time, P Ramsden, Geoff Masters, Andrew Stephanou, E Walsh, E Martin
Phenomenographic Research And The Measurement Of Understanding: An Investigation Of Students' Conceptions Of Speed, Distance And Time, P Ramsden, Geoff Masters, Andrew Stephanou, E Walsh, E Martin
Prof Geoff Masters AO
No abstract provided.
Physics Students' Understanding Of Relative Speed: A Phenomenographic Study, Eleanor Walsh, Gloria Dall'alba, John Bowden, Elaine Martin, Ference Marton, Geoff Masters, Paul Ramsden, Andrew Stephanou
Physics Students' Understanding Of Relative Speed: A Phenomenographic Study, Eleanor Walsh, Gloria Dall'alba, John Bowden, Elaine Martin, Ference Marton, Geoff Masters, Paul Ramsden, Andrew Stephanou
Prof Geoff Masters AO
It is important that students of physics develop both quantitative and qualitative understanding of physical concepts and principles. Although accuracy and reliability in solving quantitative problems is necessary, a qualitative understanding is required in applying concepts and principles to new problems and in real-life situations. If students are not able to understand what underlies quantitative problem-solving procedures nor interpret the solution in physical terms, it is questionable whether they have developed an adequate understanding of physics. The research reported here is part of a larger phenomenographic study that is concerned with the assessment of physics students' understanding of some basic …