Education Commons^™

An Overview Of Assessment In The Core Curriculum 2011-2016, Butler University

Assessment Documents

No abstract provided.

Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Extensive evidence points to the need for mathematics instruction to tap into students’ informal understandings in order to conceptually develop formal mathematical ideas (Ahl, Moore, & Dixon, 1992; Freudenthal, 1973, 1991; Treffers, 1987). Contextual problems are a common means of helping students access their informal mathematical ideas (Lamon, 1993; Moore & Carlson, 2012). However, to successfully use context in this manner, we must ensure these problems are accessible to students and have the potential to promote connections to deeper or more formal mathematics (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013; Stein, Smith, Henningsen, & Silver, 2000). There is thus a …

The Experiences Of University Faculty Expected To Implement Edtpa Within A Teacher Preparation Program, Lance Kilpatrick

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to examine the experiences of university faculty expected to implement a teacher performance assessment called edTPA within a teacher preparation program. This study synthesized the experiences university faculty members have when preparing and implementing the edTPA. A deep examination of 12 university faculty members who teach in teacher preparation programs in a Midwestern state where the edTPA is required for licensure offer their experience through a questionnaire, an individual interview, and a focus group interview. The data were collected, organized, and analyzed by employing transcendental phenomenological systematic data analysis procedures positioned to …

A Phenomenology Of Sixth Grade Students’ Perspectives On Their Experience Using A Rubric For Criterion-Referenced Assessment, Julie Quast

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to examine sixth grade literacy students’ perspectives of rubric-referenced assessment at an inner-city school in central Arkansas. The theories guiding this study were Vygotsky’s zone of proximal development, as rubrics scaffold students learning (Reeves & Stanford, 2009) and social cognitive theory, as rubrics help students regulate their learning (Covill, 2012) and control their actions (Bandura, 1997). The sample size included 29 students completing a questionnaire, 12 students participating in a focus group session, and two students journaling their experience. The research questions focused on the experiences, perspectives, approach to assignments, and response to …

Correlating English Language Learner Crct Scores On The Basis Of English Language Learner Access Scores, Nancy Mcneal

Doctoral Dissertations and Projects

The purpose of this quantitative correlational study was to test the sociocultural theory that relates English language learner students’ scores on the Georgia Assessing Comprehension and Communication in English State to State (ACCESS) test to English language learner students’ scores on the Georgia Criterion Referenced Competency Test (CRCT). The assessments scored students in language use and proficiency in listening, speaking, reading, writing, English/language arts, math, science and social studies. Specifically, the study assessed the predictive power of student scores on the ACCESS test on the criterion variable of student scores on the Georgia CRCT. The participants in the study were …

Guidelines For Assessment And Instruction In Statistics Education (Gaise) College Report 2016, Robert Carver, Michelle Everson, John Gabrosek, Nicholas Horton, Robin Lock, Megan Mocko, Allan Rossman, Ginger Holmes Roswell, Paul Velleman, Jeffrey Witmer, Beverly Wood

Publications

In 2005 the American Statistical Association (ASA) endorsed the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. This report has had a profound impact on the teaching of introductory statistics in two- and four-year institutions, and the six recommendations put forward in the report have stood the test of time. Much has happened within the statistics education community and beyond in the intervening 10 years, making it critical to re-evaluate and update this important report. For readers who are unfamiliar with the original GAISE College Report or who are new to the statistics education community, the full …

Gaiseing Into The New Guidelines, Robert Carver, Megan Mocko, Jeffrey Witmer, Beverly Wood

Publications

The first GAISE College Report came out in 2005. Over the past ten years our discipline has changed in many ways, including but not limited to what type of data is easily available, the technology that we use, as well as how we teach students. In this presentation we will briefly start with how the new GAISE 2016 guidelines and goals have changed, including the two new emphases of statistical thinking: giving students experience with multivariable thinking and with the investigative process. So how do you start to implement these new ideas? In this presentation, we will demonstrate an activity …

Mapping Of Digital Literacy Skills, Allison Kavanagh

Other Resources

In 2013 DIT developed a set of graduate attributes known as the “Five E’s”: Engaged, Enterprising, Enquiry based, Effective and Expert in chosen subject discipline. Each of these five attributes is comprised of several additional attributes, one of which is digital literacy.

This presentation explains what digital literacy is, why it is an important attribute for our students and graduates to develop, and discusses practical ways of creating a mapping between a programme’s assessment methods and the digital literacy graduate attribute.

Academic Intervention: Acceleration And Remediation, Barbara Franklin

Doctoral Dissertations and Projects

Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state’s annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade students identified as at risk of failing, could significantly increase the scores; concurrently, at this Title I school, they were compared with 122 eighth grade students who were not identified as at risk of failing. The dependent variable was measured using the …

Multivariate Thinking In An Intro Stats Course – Is It Possible?, Beverly Wood

Publications

Many of our students have an intuitive sense that there is more to the story than univariate or bivariate data can tell us. We can acknowledge and encourage that habit of digging deeper by demonstrating some ways to look at additional variables. Simpson’s paradox and side-by-side scatter plots are ways to provide a glimpse of more complex analysis that are accessible to students in an introductory course with or without strong quantitative skills.

Building Exemplary Teaching Practices: Following The Paths Of New Science Teachers, Elizabeth B. Lewis, Ana Rivero, Aaron A. Musson, Jia Lu, Lyrica Lucas

Department of Teaching, Learning, and Teacher Education: Posters and Presentations

There are few comprehensive studies of beginning science teachers that describe enacted teaching practices in terms of inquiry-based instruction, classroom discourse, assessment, and curricular choices, and explore how these factors interact with teaching self-efficacy. We conducted a 3-year, longitudinal study of four cohorts of master’s level science teacher education program graduates. We coded and analyzed 319 science lessons of new teachers from student teaching to third year post-program to describe teachers’ enacted practices and gathered annual teaching self-efficacy reports to examine teachers’ beliefs. Our analysis resulted in key findings relevant to future programmatic improvements. First, when we reviewed specific inquiry-based …

Internships: Experiential Learning, Academic Connection And Assessment, Arlene J. Nicholas

Faculty and Staff - Articles & Papers

This paper reviews the current literature on internships and the impact internships have for students. For example, according to Gault, Leach, and Duey (2010) interns who exceeded employers' expectations were offered a 9.2% higher salary than other non-intern alumni counterparts. Employers of students who complete credit internships are required to respond to a questionnaire about the students work. However, like many other universities and colleges, students were not required to complete formal surveys of their internship. Overview of student surveys regarding their experiences and academic associations is discussed. The benefits of electronic documentation for outcomes and assessment is explained.

Core Assessment Project 2015, Results-Brief, Office Of Assessment, Bridgewater State University

Core Assessment Project Reports and Publications

No abstract provided.

Core Assessment Project 2015, Results-Expanded, Office Of Assessment, Bridgewater State University

Core Assessment Project Reports and Publications

No abstract provided.

Multiple Problem-Solving Strategies Provide Insight Into Students’ Understanding Of Open-Ended Linear Programming Problems, Marla A. Sole

Publications and Research

Open-ended questions that can be solved using different strategies help students learn and integrate content, and provide teachers with greater insights into students’ unique capabilities and levels of understanding. This article provides a problem that was modified to allow for multiple approaches. Students tended to employ high-powered, complex, familiar solution strategies rather than simpler, more intuitive strategies, which suggests that students might need more experience working with informal solution methods. During the semester, by incorporating open-ended questions, I gained valuable feedback, was able to better model real-world problems, challenge students with different abilities, and strengthen students’ problem solving skills.

Are We Teaching Them Anything?: A Model For Measuring Methodology Skills In The Political Science Major, Christi Siver, Seth W. Greenfest, G. Claire Haeg

Political Science Faculty Publications

While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments to evaluate the effect of their own methods instruction. The model includes a syllabi analysis, evaluation of capstone (senior) papers, and a transcript analysis. We apply these assessment tools to our own department to examine whether students demonstrate a range of basic-to-advanced methodological skills. Our …

Don’T Box Me In: Rubrics For Ártists And Designers, Natasha Haugnes, Jennifer L. Russell

To Improve the Academy: A Journal of Educational Development

Two faculty developers at a professional art and design university were met with uneasy faculty attitudes toward grading when they opened their CTL 13 years ago. Conversations revealed that the faculty artists and designers suspected that grading would somehow shatter the fragile muse of creativity, which is so central to the processes of producing art and design. The developers’ quest for transparent, consistent grading, and assessment practices resulted in an approach to rubric creation that taps into artists’ reverence for the critique. This narrative account reveals how the approach allowed an interactive introduction of rubrics as teaching tools, ensured their …

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Presentations

The focus of this presentation is to report findings from growing partnerships between faculty whose primary focus is classroom teaching and faculty librarians, revealing connections between our disciplines and co-designing curricula that recognize the commonalities in pedagogy, theories, and professional practice. Information literacy and scholarly communication are combined in teaching and learning lessons, materials, and shared terminology. The presenter will encourage participants to reflect on why and how librarians invite students into the disciplines and to investigate ways of assessing student learning.