記述言語：英語  

DOI： 10.14992/00022419

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記述言語：英語  

DOI： 10.14992/00021268

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記述言語：英語   掲載種別：研究論文（学術雑誌）   出版者・発行元：EMERALD GROUP PUBLISHING LTD  

Purpose - This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students' varied levels of knowledge and skill mastery in a business communication skills course.Design/methodology/approach - The business communication course in this study involved more than 10 teachers and 350 students each semester. Data were collected from four semesters of assignment grades to compare the distribution of grades in semesters that used blind marking and in the one that did not (the control group). The standard deviations of marks for each assignment were calculated and compared.Findings - Findings show that blind marking contributed to a wider spread of marks. The study concludes that blind marking, when implemented together with criterion-referenced marking rubrics, can improve the ability of qualitative assessments to discriminate student achievement levels.Originality/value - Research in the use of criterion-referenced marking rubrics has revealed that assessing with marking rubrics resulted in a wider range of marks awarded because assessors felt that the rubrics helped them make more objective judgments of students' work (Kuisma, 1999). By this token, it could be argued that because blind marking allows more objective judgment of students' work (by reducing rater bias), it seems to reason that marks might be awarded on a wider range of the marking scale. However, current literature on blind marking and grade/mark dispersion has yet to reveal a study on whether blind marking is able to increase the spread of marks, and therefore, indicate that an assessment instrument is effective is discriminating a range of student achievement levels. This paper should add to the current research on higher quality of educational assessments.

DOI： 10.1108/JIEB-12-2013-0048

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記述言語：英語  

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掲載種別：研究論文（学術雑誌）  

From desktops to laptops and hand-held devices, mobile computing has become a common feature in today's developed countries' economies. They are so ubiquitous that computing has become ubiquitous, no longer an option but an undeniable fact of life. Its ubiquity has made life almost impossible to live successfully with it. Ubiquitous computing has also extended to learning and education: ubiquitous learning. Clearly, a student of today has so much more avenues of access to information compared to the previous generation. Opportunities to learn have also been made so much easier with technology. Powerful software and hardware are helping to manage the exponential growth of data, information and knowledge. But has learning become ubiquitous because of ubiquitous computing? Is ubiquitous learning the same as ubiquitous computing? Or is learning already ubiquitous but further augmented by the invasive computing? If so, how to we understand and study ubiquitous learning? Increased access and learning opportunities bring with it the complexity in managing and harnessing the proliferated knowledge sources. How do we understand the learning processes and cognitive activity? How do learners gather, analyze, synthesize and create knowledge for themselves in ever increasingly ubiquitous learning environments? This paper, using the conceptual framework of distributed cognition will answer these questions. © Common Ground, Jeffrey Mok, All Rights Reserved.

DOI： 10.18848/1835-9795/cgp/v01i03/40395

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