从大学生在大学中心的非正式评估经验中学习
Devon Charlier1, Suness Hall2, Hannah Kinzer2
1WeARE, USA.
Evaluation and program planning
|August 21, 2024
概括
研究生助理通过非正式的应用学习获得了宝贵的评估技能和知识. 信任,尊重和反思性实践是促进这一重要的学习体验的关键因素.
科学领域:
- 农业安全与健康 农业安全与健康
- 项目评价 项目评价
- 高等教育 高等教育
背景情况:
- 研究生研究助理 (GRA) 经常在研究环境中参与非正式学习.
- 基于大学的研究中心为应用技能发展提供了独特的环境.
- 农业安全和健康中心的评估小组作为对这些经验的检查的案例研究.
研究的目的:
- 在计划评估中识别GRA非正式应用学习经验的学习成果.
- 确定促进GRA学习和技能发展的因素.
- 探索芬克的有意义学习分类学在非正式教育环境中的应用.
主要方法:
- 采用了定性案例研究方法.
- 半结构化的焦点小组被用来收集学生的观点.
- 使用芬克的分类学进行了诱导性定性分析和演性分析.
主要成果:
- 学生报告说,他们对评估有了更好的看法,并增加了评估知识.
- 在使用评估工具和方法方面,GRA表示更容易使用评估工具和方法.
- 关键的促进因素包括信任,尊重和反思性实践.
结论:
- 非正式的应用学习经验对学生在评估方面的发展做出了重大贡献.
- 可以开发一个支持模型,以促进各种应用环境中的学习.
- 这些发现强调了体验式学习在研究生研究培训中的重要性.
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