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Educational Assessment, Evaluation, and Research

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Articles 61 - 65 of 65

Full-Text Articles in Education

Assessment Practices: Student’S And Teachers’ Perceptions Of Classroom Assessment, Sayed Ahmad Javid Mussawy Jan 2009

Assessment Practices: Student’S And Teachers’ Perceptions Of Classroom Assessment, Sayed Ahmad Javid Mussawy

Master's Capstone Projects

The primary aim of this study is to explore pre-service teachers’ perceptions of classroom assessment. A secondary purpose is to explore the faculty members’ perceptions of classroom assessment and their expectations of students’ learning. This study examines what assessment approaches are being used in Baghlan Higher Education Institution, School of Education. In addition, the investigator was interested in learning the extent to which assessment results were used to improve students’ learning and classroom instruction.

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An Examination Of The Use Of Portfolios For Faculty Evaluation At Community Colleges, Becky Sain, Mitchell R. Williams Jan 2009

An Examination Of The Use Of Portfolios For Faculty Evaluation At Community Colleges, Becky Sain, Mitchell R. Williams

Educational Leadership & Workforce Development Faculty Publications

This study provides community college leaders with insights regarding how administrators and faculty members perceive faculty portfolios as an evaluation tool in two-year colleges. Utilizing a qualitative design, this study focused on perceptions of administrators and faculty members regarding the use of portfolios as the primary instrument for faculty evaluation. Overall, faculty and administrators found portfolios useful when the process encouraged and allowed for faculty self-reflection and honest feedback from administrators.

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Academic Advising At Western: Some Feedback From Alumni, Carl Simpson, Gary (Gary Russell) Mckinney, Joseph E. Trimble, Joanna Gregson, Linda D. (Linda Darlene) Clark Jun 1993

Academic Advising At Western: Some Feedback From Alumni, Carl Simpson, Gary (Gary Russell) Mckinney, Joseph E. Trimble, Joanna Gregson, Linda D. (Linda Darlene) Clark

Office of Institutional Effectiveness

Executive Summary: Repeated studies in recent years, both at Western and elsewhere, have found students less satisfied with advising services than with instruction or various university services. For example, 77% of recent Western alumni are "very" or "mostly" satisfied with the undergraduate courses they took at Western, while 41% are similarly satisfied with the academic advising they received from all sources at Western. Satisfaction with advising received from faculty and major departments was lower than satisfaction with advising from the Academic Advising Center. Because of the concerns these studies raise, Western's Academic Advising Center requested that our 1992 alumni survey …

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An Open Corridor Esl Workshop: A Supplemental English Program At Sit, John B. Millett Jr. Jan 1974

An Open Corridor Esl Workshop: A Supplemental English Program At Sit, John B. Millett Jr.

MA TESOL Collection

This report is a description of the creation and workings of an Open Corridor ESL Workshop designed as a supplement to an intensive ESL program. The workshop's form is based on the beliefs that learners learn in different ways, have different needs and interests which should be reflected in the content of activities, and can take the responsibility for their learning. An assessment of the strengths and weaknesses of this workshop and recommendations for improvement and use in different situations are presented in the final section.

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The Effectiveness Of Videotaped Practice Teaching Sessions In The Preparation Of Elementary Intern Teachers. Final Report., Warren Kallenbach Aug 1967

The Effectiveness Of Videotaped Practice Teaching Sessions In The Preparation Of Elementary Intern Teachers. Final Report., Warren Kallenbach

Faculty Publications

To extend previous research findings on the effectiveness of microteaching techniques, all 40 candidates in the 1967 San Jose State College summer elementary intern teaching program were randomly divided into 2 groups. f3oth groups had the same program except that 1 participated in an oft-campus observation and teaching program; the other participated in an on-campus microteaching program. Five-minute pre- and post-summer lesson excerpts were video tape-recorded for each of the candidates. These were judged independently by each member of 2 independent teams of trained evaluators using the Stanford Teacher Competence Appraisal Guide and the Instrument for the Observation of Teaching …

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