The characteristics of written comments on assignments as well as the process of writing them were studied. Interviews to three case-study middle school students, observation of lessons and content analysis of their assignments show that features that promote learning are: comments located next to what needs revision must be reviewed; use of…

Our study compared the learning and motivational outcome of one educational approach in two different learning environments, a natural science museum and a classroom, drawing on studies about the effects of field trips on students' learning and motivation. The educational intervention consisted of an introduction phase in the classroom and…

The purpose of this study was to examine physiotherapy students' perceptions of current education content of entry-level physiotherapy programmes in terms of physical activity (PA) and exercise promotion and prescription (EPP). Sixty-two physiotherapy students from three Irish Universities participated. Three Structured Group Feedback Sessions…

This study examines how different stakeholders experience the quality of a nationally developed assessment framework for summative, competence-based assessment (CBA) in AVET, which aims to reflect theoretical characteristics of high quality CBAs. The quality of two summative CBAs, based on this national framework, is evaluated along an extensive,…

Results of an evaluation of four school-based acquired immune deficiency syndrome (AIDS) education programs are presented. The importance of evaluation in such programs is explored, and the need to consider current developments in the AIDS field in the design and evaluation of such programs is highlighted. (SLD)

Unstructured and structured evaluation modes were used to probe teacher perceptions of a socially-oriented chemistry course for non-science majors. Students' assessments reinforced teacher perceptions. This procedure yielded information concerning course content, societal relevance, motivation, interest, laboratory and demonstration exercises,…

An evaluation study of PLON, a new Dutch physics curriculum emphasizing context learning and inquiry learning, is summarized. Data from nine PLON classes (n=154) and six control classes (n=144) were used to investigate cognitive achievement, affective and attitudinal outcomes, and the classroom learning environment. (BS)

A study with 516 Australian families which supports a model of parent involvement in learning is presented. The model involves assessment of family opportunity structures as defined by parent aspirations for their children and parents' academic socialization, as well as children's perceptions of family opportunity structures. (SLD)

This article summarizes a research project on values development in Dutch students, grades four through eight. The research investigated: (1) the relationship between teacher and pupil verbal behavior during values development lessons; (2) what verbal behavior is important to pupil outcomes; and (3) the effects of values development lessons on…

Focusing on the pedagogy curriculum of teacher education colleges in Israel, this study examines the influences of various curriculum factors actually implemented in the classroom as compared with noncurriculum factors. Data from 269 education students affirms the positive contribution of curriculum factors. (SLD)

Developed seven Internet-delivered tests of prior knowledge for distance education students in the Netherlands interested in gaining information about future studies. Analysis of 151 responses received through the Web site showed student appreciation of the instruments and the assessment process. (SLD)

Because of an increasing quality concern for higher education, additional attention is being paid to new educational principles with a more student- and competence-centred vision. Project-based education is one of the learning environments congruent with these principles. Ideally, the students in this learning environment are assessed by suitable…

A course evaluation model is illustrated with a case study of 116 college biology students. For a one-year course, evaluation has three phases: (year 1) internal evaluation--questioning students, departmental staff, and other faculty; (year 2) external evaluation; and (year 3) solving problems highlighted in the previous year's evaluation. (CP)

The introduction and six articles of this special issue focus on curriculum evaluation in the Netherlands, reviewing approaches and results in the nation overall, and in the specific areas of physics, mathematics, and English. The use of innovative approaches and practice profiles is also explored. (SLD)

A survey of 90 teachers of agriculture, 15 administrators, and 95 teacher educators indicates that evaluation and research methods have been adopted in agricultural education preparation in 9 Nigerian states. The extent to which these methods are perceived as important by education students is not clear. (SLD)