How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities?

OBJECTIVE: The aim of this study was to investigate the psychometric properties and diagnostic accuracy of phoneme elision task (PET). METHOD: We assessed cross-sectionally 470 Brazilian children (54.3% girls) aged between 7 and 11 years (mean age = 8.83, sd = 0.85), from the 2nd to 4th grades. Children were assessed in their phonemic awareness ability, as well as intelligence, general school achievement, both verbal and visuospatial working memory, single-word reading, and nonsymbolic magnitude comparison. Beyond the psychometric properties and diagnostic accuracy of PET, we also provided reference values. RESULTS: Our data suggest that PET is composed mainly of one single construct, with high item reliability and precision (KR-20 above 0.90). In general, items have acceptable discriminability, considering item-total correlations. Overall PET is generally a good screening tool for reading and spelling difficulties (SD), as well as to identify children with learning difficulties in the early grades. However, it is not a reliable measure for screening math learning difficulties. Finally, PET shows good convergent and divergent validity. CONCLUSIONS: We provide evidence about the psychometric properties and diagnostic accuracy of a PET. Results contribute to the assessment of phonemic awareness in Brazilian children, in both clinical and research contexts. The PET can be used as a screening tool for reading and SD, which could lead to early interventions.

Aprendizaje basado en la evaluación mediante rúbricas en educación superior / Learning based on assessment with rubrics: a study in higher educatio

En este trabajo se analiza la relación entre el aprendizaje autorregulado y la utilización de rúbricas. Se presentan dos estudios: en el primero se comparan los efectos de dos niveles de feedback (1 y 3) sobre la autorregulación del aprendizaje en estudiantes universitarios; el nivel 1 daba a los alumnos información sobre si el resultado del aprendizaje era correcto o incorrecto y el nivel 3 utilizaba la metodología de rúbricas dando indicación acerca del nivel de autorregulación. Se trabajó con una muestra de 72 estudiantes del Grado de Ingeniería Civil en la asignatura de Física Aplicada a los Materiales. Los resultados indican que no existen diferencias significativas entre ambos tipos de feedback, aunque sí se aprecia una tendencia a la diferencia en las medias y menor dispersión en el grupo experimental. En el segundo estudio se analizan las diferencias entre las dos formas de evaluación (formativa y sumativa) utilizadas en la asignatura de Física Aplicada a los Materiales. Los resultados señalan diferencias significativas entre todas las formas de evaluación, excepto entre la evaluación formativa en teoría y problemas y la evaluación sumativa en problemas tanto en el grupo experimental como en el grupo control.

This study analyzed the relationship between self-regulated learning and the use of rubrics. Two studies are presented: the first compared the effects of two different levels of feedback (1 and 3) on self-regulation of learning in university students. Level 1 gave information to students on whether or not their learning was correct or incorrect, whereas level 3 used the rubrics approach to shed light on the level of self-regulation. The sample consisted of 72 civil engineering students studying a course on physics applied to materials. The results indicate that there were no significant differences between the two types of feedback, although a tendency toward a difference in averages and less scattering were observed in the experimental group. The second study analyzed differences between the two types of assessment (formative and summative) used in a course on physics applied to materials. The results showed significant differences between all types of assessment, except between formative assessment in theory and problems and summative assessment in problems, both in the experimental and the control group.

Enfrentamento Generativo e Desenvolvimento Comunitário / Generative Engagement and Community Development

Este artigo entende o enfrentamento generativo como um novo paradigma relacional e como uma transformação cultural orientada a promover uma abordagem produtiva de desafios, situações problemáticas e inovações no desenvolvimento comunitário. Entende o enfrentamento como uma maneira de coordenação social que requer disposição para trabalhar com outro/outros, o desenvolvimento de matrizes generativas compartilhadas e de diálogos que promovam a coordenação produtiva de ações. Implica que as pessoas possam vincular-se entre si, escutar o que cada um pode aportar, esclarecer contextos e propósitos, enfocar os temas a serem resolvidos, expressá-los de maneira adequada e construir possibilidades que promovam recursos para ações específicas e uma visão de futuro. Propõe habilidades, ferramentas e procedimentos para o enfrentamento e inclui exemplos que ilustram a sua utilização em experiências comunitárias. O conhecimento transdiciplinar, a indagação integradora, o interesse de que a situação ou o problema possa ser melhorado, e como fazê-lo, remitem a entender o conhecimento e as ações sociais da gestão generativa como um processo transformador emergente. Os processos de enfrentamento convidam à participação de uma diversidade de disciplinas e atores sociais.(AU)

This paper understands generative engagement to be a new relational paradigm and a cultural transformation geared towards a productive approach to challenges, problematic situations, and innovations in community development. It understands engagement as a form of social coordination that requires willingness to work with others and to develop common generative matrices and dialogues that foster the productive coordination of actions. It implies that persons can connect to one another, listen to what each one has to offer, clarify contexts and intentions, focus on issues to be resolved, express those issues suitably, and construct possibilities and resources for specific future-oriented actions. The article proposes skills, tools and procedures for engagement and includes examples that illustrate their use in community experiences. Transdisciplinary knowledge, integrative inquiry, and interest in improving the situation or management of an emerging transformative process. Processes of engagement invite a range of disciplines and social actors to participate.(AU)