Paula Lehane
Biographic Data
| ID | 9279840 |
|---|---|
| NAME | Paula Lehane |
| GIVEN NAMES | Paula |
| FAMILY NAME | Lehane |
| SIGNATURE | LEHANE P |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0003-0856-3505 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Back to the future? Reflections from 25 years of empirical research on Leaving Certificate assessment in Ireland
Post-primary students in Ireland are awarded the Leaving Certificate after passing the required assessments that occur in the final year of senior-cycle education. While planned changes have introduced incremental adjustments as to how assessment in this state-certified qualification is undertaken, recent unplanned events such as the COVID-19 pandemic have accelerated discussions on future assessment reforms. As we arrive at the centenary of the …
Understanding pre-service teachers’ improvement in professional practice
This paper examines the extent to which pre-service teachers exhibit improvements in their professional practice while on placement in their final years of initial teacher education (ITE). This research involved an analysis of the placement grades of three cohorts of pre-service post-primary teachers (N = 198) as they completed the final two years of a four-year concurrent programme of teacher education in the Republic of Ireland. For those place…
Literacy for equitable interprofessional learning
Communities of Practice (CoPs) are often used to enhance professional learning and support capacity for change. While they are increasingly popular in both health and education, more needs to be done to understand how the CoPs can be used to support equitable, interprofessional collaboration between these allied disciplines. This paper presents a novel protocol that describes the implementation and evaluation procedures of an online CoP for prima…
Why multimedia might matter
The use of animations and images in technology‐based assessments (TBAs) represents a significant change in assessment design. To ensure that appropriate inferences can be drawn from assessments that use multimedia stimuli, their impact on test‐taker performance and behaviour must be investigated. To achieve this, an experiment was conducted with 251 Irish post‐primary students using an animated and text‐image version of the same TBA of scientific…
Investigating anonymity in formative and summative peer assessment
This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was format…
A validity perspective on interviews as a selection mechanism for entry to initial teacher education programmes
Across the world, teacher quality has come to be recognised as one of the most important variables affecting student outcomes; consequently, the regulation of entry into the profession is the subject of iterative review. The traditional ‘one-off’ interview, involving an interviewee and two or more interviewers, is a common, but not unproblematic, selection mechanism in the field. In particular, the modest positive correlation between performance …
‘Time to figure out what to do’
In line with the widespread proliferation of digital technology in everyday life, many countries are now beginning to use computer-based exams (CBEs) in their post-primary education systems. To ensure that these CBEs are delivered in a manner that preserves their fairness, validity, utility and credibility, several factors pertaining to their design and development will need to be considered. This research study investigated the extent to which t…
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‘Time to figure out what to do’
In line with the widespread proliferation of digital technology in everyday life, many countries are now beginning to use computer-based exams (CBEs) in their post-primary education systems. To ensure that these CBEs are delivered in a manner that preserves their fairness, validity, utility and credibility, several factors pertaining to their design and development will need to be considered. This research study investigated the extent to which t…
A validity perspective on interviews as a selection mechanism for entry to initial teacher education programmes
Across the world, teacher quality has come to be recognised as one of the most important variables affecting student outcomes; consequently, the regulation of entry into the profession is the subject of iterative review. The traditional ‘one-off’ interview, involving an interviewee and two or more interviewers, is a common, but not unproblematic, selection mechanism in the field. In particular, the modest positive correlation between performance …
Why multimedia might matter
The use of animations and images in technology‐based assessments (TBAs) represents a significant change in assessment design. To ensure that appropriate inferences can be drawn from assessments that use multimedia stimuli, their impact on test‐taker performance and behaviour must be investigated. To achieve this, an experiment was conducted with 251 Irish post‐primary students using an animated and text‐image version of the same TBA of scientific…
Investigating anonymity in formative and summative peer assessment
This study examines the impact of anonymity on students’ social-affective processes, as well as their perceptions and preferences regarding peer assessment and grading for both formative and summative purposes. 177 higher education students participated in this quasi-experimental study. They participated in two peer assessment activities after receiving training on the provision of effective feedback. The first peer assessment activity was format…
Understanding pre-service teachers’ improvement in professional practice
This paper examines the extent to which pre-service teachers exhibit improvements in their professional practice while on placement in their final years of initial teacher education (ITE). This research involved an analysis of the placement grades of three cohorts of pre-service post-primary teachers (N = 198) as they completed the final two years of a four-year concurrent programme of teacher education in the Republic of Ireland. For those place…
Literacy for equitable interprofessional learning
Communities of Practice (CoPs) are often used to enhance professional learning and support capacity for change. While they are increasingly popular in both health and education, more needs to be done to understand how the CoPs can be used to support equitable, interprofessional collaboration between these allied disciplines. This paper presents a novel protocol that describes the implementation and evaluation procedures of an online CoP for prima…
Back to the future? Reflections from 25 years of empirical research on Leaving Certificate assessment in Ireland
Post-primary students in Ireland are awarded the Leaving Certificate after passing the required assessments that occur in the final year of senior-cycle education. While planned changes have introduced incremental adjustments as to how assessment in this state-certified qualification is undertaken, recent unplanned events such as the COVID-19 pandemic have accelerated discussions on future assessment reforms. As we arrive at the centenary of the …
Computer Science (7 works) · Psychology (6 works) · Pedagogy (4 works) · Sociology (4 works) · Medical education (3 works) · Epistemology (2 works) · Higher Education Learning Practices (2 works) · Irish (2 works) · Mathematics education (2 works) · Medicine (2 works)