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Full-Text Articles in Arts and Humanities
The Big Picture: A Practical Model For The Meaningful Development, Implementation, Tracking, And Utilization Of Assessment In Your College Music Program, Kyle Gullings
Music Faculty Publications and Presentations
This paper discusses the development, implementation, tracking, and utilization of assessment practices by UT Tyler's Music Department.
Contract Grading In A Technical Writing Classroom: A Case Study, Lisa M. Litterio
Contract Grading In A Technical Writing Classroom: A Case Study, Lisa M. Litterio
English Faculty Publications
The subjectivity of assessing writing has long been an issue for instructors, who carefully craft rubrics and other indicators of assessment while students grapple with understanding what constitutes an "A" and how to meet instructor-generated criteria. Based on student frustration with traditional grading practices, this case study of a 20-student technical writing classroom employed teacher-as-researcher observation and student surveys to examine how students in a technical writing classroom in the Northeast collaborated together to generate criteria relating to the quality of their writing assignments. The study indicates that although students perceive more involvement in the grading process, they resist participation …
The Framework For 21st Century Learning: A First-Rate Foundation For Music Education Assessment And Teacher Evaluation, Ashley Danielle Gilbert
The Framework For 21st Century Learning: A First-Rate Foundation For Music Education Assessment And Teacher Evaluation, Ashley Danielle Gilbert
Glenn Korff School of Music: Faculty Publications
Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet controversial policy, has emerged. Implemented at the state level, these standards focus heavily on the areas of English language arts and mathematics, subjects not traditionally incorporated to a great extent in music classrooms. In order for music to maintain a role as an essential subject in the school …
The Use Of Argument Maps As An Assessment Tool In Higher Education, Chrysi Rapanta, Douglas Walton
The Use Of Argument Maps As An Assessment Tool In Higher Education, Chrysi Rapanta, Douglas Walton
CRRAR Publications
The use of argument diagrams to foster argumentation has been an object of research in education, as a way to support students' argumentative interaction and, potentially learning. In this paper it is shown how argument analysis and evaluation assisted by means of argument diagramming tools, further developed in artificial intelligence (AI), can also support the assessment of argumentation skills in the classroom. A case study is presented to show how informal logic contributions on fallacies, in particular, can be combined with the data of an argument-diagramming task, to form a method of assessing students' weaknesses in reasoning about everyday issues …
Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy
Transforming Practice: Designing Rubrics For Cumulative And Integrative Assessment Of Disciplinary Learning And Development Of Students' Language Communication, Honglin Chen, Emily Rose Purser, Alisa J. Percy
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
While it is widely recognised that university graduates should be good communicators, and that close attention be paid to the development of students' communication skills within their disciplinary learning contexts (Arkoudis, 2014; Johnson, Veitch, & Dewiyanti, 2015), it remains open to debate how an effective and sustained focus on language communication can be achieved within disciplinary curricula. The past few years have seen major efforts to identify good practices in teaching language communication, yet as Arkoudis (2014) notes, these are often fragmented and not explicitly linked to disciplinary assessment. The existing literature on language communication consistently points out that designing …