A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across…

Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a…

The overall aim of this article is to analyze the relationships between the roles of assessment in pedagogy, the interactions between curriculum assessment and pedagogy, and the study of pupils' progression in learning. It is argued that well-grounded evidence of pupils' progressions in learning is crucial to the work of teachers, so that a method…

The "Multiple Intelligences, Curriculum and Assessment Project" at University College Cork was a collaborative project carried out between 1995 and 1999. The key research question focused on whether Howard Gardner's theory of Multiple Intelligences could be applied to, and enhance, aspects of curriculum and assessment at primary and…

Purpose: This paper aims to explore how teaching and assessing reflective learning skills can support postgraduate practitioners studying organisational change and explores the challenges for tutors in assessing these journals. Design/methodology/approach: Assessment criteria were developed from the literature on reflective practice and…

Theme-based learning (TBL) refers to learning modes which adopt the following sequence: (a) finding the theme; (b) finding a focus of interest based on the theme; (c) finding materials based on the focus of interest; (d) integrating the materials to establish shared knowledge; (e) publishing and sharing the integrated knowledge. We have created an…

In resource-based learning scenarios, students are often overwhelmed by the complexity of task-relevant knowledge and information. Techniques for the external interactive representation of individual knowledge in graphical format may help them to cope with complex problem situations. Advanced computer-based concept-mapping tools have the potential…

Describes a framework for computer-aided concept mapping that provides the means to easily trace the learning process. Presents the construction of a concept map as a script which consists of elementary operations. This approach can be applied in presentation tools, in evaluating the learning process, and in computer-aided learning. (Author/AEF)

Purpose: The purpose of this paper is to share practice on how two approaches to work-based learning (WBL) are used to develop the knowledge and skills of health care staff with different levels of experience and educational attainment within the Department of Nursing and the Department of Allied Health Professions at a post-1992 university…

This eight-chapter book clearly presents a theory of how children learn and, therefore, how teachers and others can help children think about science as well as other topics. Its ideas and techniques may be adopted for preschoolers when objects are conceptually ordered, or for theoretical physicists when findings are conceptually organized. In…

One potential approach to the authentic assessment of what students know and can do in science is concept mapping. A concept map is a graph consisting of nodes representing concepts and labeled lines denoting the relation between a pair of nodes (concepts). The external concept map constructed by the student is interpreted as representing…