title: Ordering effects and choice set awareness in repeat-response stated preference studies

authors: Day, Brett

subjects: stated preference

abstract: We present an experiment designed to investigate the presence and nature of ordering effects within repeat-response stated preference (SP) studies. Our experiment takes the form of a large sample, full-factorial, discrete choice SP exercise investigating preferences for tap water quality improvements. Our study simultaneously investigates a variety of different forms of position-dependent and precedent-dependent ordering effect in preferences for attributes and options and in response randomness. We also examine whether advanced disclosure of the choice tasks impacts on the probability of exhibiting ordering effects of those different types. We analyze our data both non-parametrically and parametrically and find robust evidence for ordering effects. We also find that the patterns of order effect in respondents' preferences are significantly changed but not eradicated by the advanced disclosure of choice tasks a finding that offers insights into the choice behaviors underpinning order effects.

text: Ordering effects and choice set awareness in repeat-response stated preference studies We present an experiment designed to investigate the presence and nature of ordering effects within repeat-response stated preference (SP) studies. Our experiment takes the form of a large sample, full-factorial, discrete choice SP exercise investigating preferences for tap water quality improvements. Our study simultaneously investigates a variety of different forms of position-dependent and precedent-dependent ordering effect in preferences for attributes and options and in response randomness. We also examine whether advanced disclosure of the choice tasks impacts on the probability of exhibiting ordering effects of those different types. We analyze our data both non-parametrically and parametrically and find robust evidence for ordering effects. We also find that the patterns of order effect in respondents' preferences are significantly changed but not eradicated by the advanced disclosure of choice tasks a finding that offers insights into the choice behaviors underpinning order effects.

year: 2012

title: An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands

authors: Walani, Nathan Douglas

subjects: Formative

abstract: A key purpose of this qualitative study was to gain an understanding of classroom
teachers' perceptions of the value and impact of formative assessment in
secondary schools in Solomon Islands. The process of data collection included
initial interviews with five classroom teachers selected from four secondary
schools in Honiara, Solomon Islands. The interviews were conducted using semistructured
interviews with each of the teachers and ended with a focus group
conversation. The findings of this study indicated that formative assessment, as a
classroom strategy, does have a place in secondary schools in Solomon Islands.
Assessment for learning (AfL) is currently employed by these teachers, but the
form of formative assessment as reported being used in Solomon Islands
secondary school classrooms is limited by policies, systems and methods
employed by schools.
This study suggests that if classroom teachers are to become effective 'mediators
of learning' they must have a better theoretical understanding of social
constructivism and metacognition. Otherwise, assessment will always sit outside
the process of learning, and classroom teachers and learners will always play
traditional rather than contemporary roles in the learning and teaching (and
assessment) process. For improvements to be made in areas highlighted in this
study, focus must be on teacher knowledge and ability and the policies and
practices of schools. Unless teachers, students, parents and policymakers see and
value the potential of formative assessment, it will continue to be underemphasized,
under-valued and under-used.

text: An investigation into classroom teachers' perceptions of the value of assessment for formative purposes in secondary schools in Solomon Islands A key purpose of this qualitative study was to gain an understanding of classroom
teachers' perceptions of the value and impact of formative assessment in
secondary schools in Solomon Islands. The process of data collection included
initial interviews with five classroom teachers selected from four secondary
schools in Honiara, Solomon Islands. The interviews were conducted using semistructured
interviews with each of the teachers and ended with a focus group
conversation. The findings of this study indicated that formative assessment, as a
classroom strategy, does have a place in secondary schools in Solomon Islands.
Assessment for learning (AfL) is currently employed by these teachers, but the
form of formative assessment as reported being used in Solomon Islands
secondary school classrooms is limited by policies, systems and methods
employed by schools.
This study suggests that if classroom teachers are to become effective 'mediators
of learning' they must have a better theoretical understanding of social
constructivism and metacognition. Otherwise, assessment will always sit outside
the process of learning, and classroom teachers and learners will always play
traditional rather than contemporary roles in the learning and teaching (and
assessment) process. For improvements to be made in areas highlighted in this
study, focus must be on teacher knowledge and ability and the policies and
practices of schools. Unless teachers, students, parents and policymakers see and
value the potential of formative assessment, it will continue to be underemphasized,
under-valued and under-used.

year: 2009

title: Māori and Psychology Research Unit (MPRU) annual report 2018-2021

authors: Masters-Awatere, Bridgette

subjects: Māori and Psychology Research Unit

abstract: Annual report of the Māori and Psychology Research Unit (MPRU) 2018-2021. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Māori. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Division of Arts, Law, Psychology and Social Science, the University, and the wider community.

text: Māori and Psychology Research Unit (MPRU) annual report 2018-2021 Annual report of the Māori and Psychology Research Unit (MPRU) 2018-2021. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Māori. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Division of Arts, Law, Psychology and Social Science, the University, and the wider community.

year: 2022-09-02