Education Commons^™

Perceived Effectiveness Of Assessments Used In Online Courses In Western North Carolina Community Colleges., Kim Marie Yates

Electronic Theses and Dissertations

The purpose of this study was to determine the most appropriate methods of assessment for online courses. Internet instructors were surveyed and asked which methods of assessment they use in the online courses that they teach and how effective they perceive those methods to be in determining if the learning objectives have been met for the course(s) that they teach online.

The findings of this study indicated that there is a difference between some academic disciplines in relation to the type of assessment methods being used in online courses. There is a difference in perceived effectiveness of assessment methods among …

Mapping The Road To Proficiency, Thomas R. Guskey

Educational, School, and Counseling Psychology Faculty Publications

A table of specifications provides a travel guide to help teachers move students toward mastery of standards

Repurposing Learning Objects As Assessment Instruments, S Atkins, Gayl O'Connor

Gayl O'Connor

No abstract provided.

Using Assessment For Learning (Formative Assessment) In Science And Resources For Learning – Mining Sear (Science Education Assessment Resource), Gayl O'Connor

Gayl O'Connor

No abstract provided.

Designing Assessment Tasks For Deep Thinking, Gabrielle Matters

Dr Gabrielle Matters

I want to present some ideas about how a valid and reliable process for assessing deep thinking is not a function of the assessment regime (such as external or internal, standardised or teacher-devised), but is actually a product of the successful application of certain design criteria and the interplay of three essential elements. The argument I present rests on one simple belief that I hold: the capacity to design good assessment tasks is a vital part of an extensive professional repertoire and, as such, demands space and time, ritual and respect. (Teacher–assessors should not let anybody tell them that designing …

Assessing Students With Disabilities: The Individuals With Disabilities Act Meets No Child Left Behind, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

The Individuals with Disabilities Education Act (IDEA) (P.L. 94-142 [20 U.S.C., §1400 et seq.), authorized by Congress in 1975 and reauthorized in 1997 and 2004, guarantees all children with disabilities the right to a free appropriate public education and guarantees procedural safeguards to assure protection of the rights of these children and their parents. The No Child Left Behind Act (NCLB) (PL-107-110 [20 U.S.C. §6301, et seq.], 2001) requires, among other things, that schools be accountable for education results through annual standardized testing and through additional standards that determine a school’s adequate yearly progress (AYP). The 2004 reauthorization of IDEA …

Assessing Student Learning In The Cecp Training Programs, Kelly Mcdonnell

Assessment Grants

Presentation on assessing student learning in the Counselor Education and Counseling Psychology training programs.

Assessment System Development, Patrick Benton

Assessment Grants

No abstract provided.

Assessment Of Library Instruction On Undergraduate Learning Outcomes, Maira Bundza, Barbara J. Cockrell

Assessment Grants

No abstract provided.

Mis Startup For The Sociology Departmental Assessment Plan, Susan L. Caulfield

Assessment Grants

No abstract provided.

Using Portfolios As Evidence Of Candidate Growth & Program Impact, Cynthia Carver, Paul Vellom, Katharine Cummings

Assessment Grants

Presentation on the use of portfolios for assessment in the Department of Teaching, Learning & Leadership.

Accountability In Public Administration Education: Assessing The Martin School, Natalie Schneider

MPA/MPP/MPFM Capstone Projects

Accountability is required for programs to maintain accreditation and is essential to the overall success of graduate programs like the Martin School. To show that it is meeting the stated goals, the Martin School has put tracking measures in place to gauge the success of the Master of Public Administration (MPA) program. These measures include pre and post skills assessments and an alumni survey among others. Analysis of the results is used to determine where goals are being met as well as areas where improvement is possible, and make necessary and appropriate adjustments.

The pre-test is given at orientation and …

What Do Freshmen Really Know About Research? Assess Before You Teach, Jean Caspers, Steven Mark Bernhisel

Faculty & Staff Publications

The article describes an effort to assess the information literacy skills of entering first-year college students. An instrument was developed and information was gathered on students' experience and comfort in conducting library research as well as their perceived competence with specific information literacy skills. In addition, students completed a skills test to assess specific knowledge and skills relating to information literacy. Entering first-year students generally self-reported their skills to be less than "excellent." This finding was supported by the results of the skills test. Strengths and weaknesses in information literacy skills are reported, as well as implications for librarians who …

Supervisor Perceptions Of The Quality Of Troops To Teachers Program Completers And Program Completer Perceptions Of Their Preparation To Teach: A National Survey, William A. Owings, Leslie S. Kaplan, John Nunnery, Robert Marzano, Steven Myran, David Blackburn

Educational Foundations & Leadership Faculty Publications

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During winter/spring, 2005, 2,103 Troops to Teachers (T3) program completers and their school administrators from 49 states and the District of Columbia were surveyed to determine whether T3s were more effective in the classroom than traditionally prepared teachers who had comparable years of teaching experience. Respondents also returned information about their schools’ demographics, views about their teacher certification preparation program, and information about themselves, their teaching behaviors, and future plans. Sixty-one percent of the respondents returned completed surveys.