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Stafford A. Griffith

Physical Education in the Caribbean Assessing Progress through the CXC Examinations

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SKU: ioeps-5-9

The International Charter of Physical Education and Sport adopted by the General Conference of the United Nations Educational, Scientific and Cul­tural Organization (UNESCO), at its twentieth session in Paris in November 1978, states in its first Article: 
 

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The Analysis of Feedback as a Distinguishing Feature in the Accomplishments of a Teacher Training Project

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SKU: jedic-10-2-2

A distinctive feature of the Caribbean Centre of Excellence for Teacher Training Project is its use of feedback to bring about improvements in various aspects of the work it undertakes and to guide decision making. The feedback is used both formatively and summatively in the assessment of planning and management operations, in the assessment of project inputs and in the assessment of student achievement.

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Where Constructivism Meets Behaviourism: Issues in the Design of a Teacher Education Course in Classroom Assessment

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SKU: cje-28-2-3

In the process of reviewing a course in classroom assessment offered as part of a programme leading to a Diploma in Teaching, the need to reconcile a constructivist-behaviourist tension that was embedded in the course became evident. The tension resulted from the course designers’ effort to replace a course in classroom testing and measurement that was more behaviouristic with one that emphasized a constructivist approach to assessment.

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The CXC/USAID Secondary Curriculum Development Project

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SKU: cje-8-3-4

The CXC/USAID Secondary Curriculum Development Project was established in June 1979 by agreement between the Caribbean Examinations Council (CXC), the executing agency, and the United States Agency for International Development (USAID), the funding agency. The Project Paper identified the main purpose of this US$2.6 million project as the improvement of the quality of curriculum and instructional approaches used in secondary schools of territories in the region. A related purpose identified is the strengthening of cxÇ in its endeavour to satisfy its mandate (2].

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Comparison of Achievement in Graduate Courses Taught Face-to-Face and Online: Insights from an Ex Post Facto Study

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SKU: CJE-41-2

The article sought to compare the performance of online and traditional face-to-face students who were identically assessed in two graduate courses offered concurrently in the two modes. It hypothesised that there was no significant difference between the achievement levels of online and face-to-face students across years in two separate graduate courses. The study utilised an ex post facto design and used archival data on the final assessment scores of students. The findings suggest that the face-to-face students tended to perform at a higher level than the online students.

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