Education Commons^™

Experiential Learning And The Basic Communication Course: A New Path To Assessing Forensic Learning Outcomes, Ben Walker

Speaker & Gavel

Scholars have often touted the educational benefits of forensics (e.g.: Bartanen, 1998; Beasley, 1979; Brownlee, 1979; Ehninger, 1952; Gartell, 1973; Jensen, 2008; McBath, 1975; Millsap, 1998; Schroeder & Schroeder, 1995; Stenger, 1999; Yaremchuk, 1979). Critics, most notably Burnett, Brand, and Meister (2003), have argued forensics is only a competitive game with the idea of education used as a crutch to uphold the activity in the eyes of schools. While attempting to counter critics, many forensic educators have scrambled to find proof of student learning. Besides theoretical approaches to potential learning methods (e.g., Dreibelbis & Gullifor, 1992; Friedley, 1992; Sellnow, Littlefield, …

Sharing The Assessment Reform Story, Hilary Hollingsworth

Dr Hilary Hollingsworth

A new web-based resource is chronicling the experiences of schools as they undertake assessment reform.

Diving Deeper With Assessment, Hilary Hollingsworth

Dr Hilary Hollingsworth

ACER is helping educators to understand and implement assessment practices for positive classroom change and improved learning.

Creating A Framework For Success For High School African American Males: A Policy Advocacy Document, Ilandus Hampton Sr.

Dissertations

The policy advocacy document is an alternative to the traditional doctoral dissertation. This approach arose from the educational administration preparation reform agenda which calls for more thoughtful approaches to educational policy development, a concern that educational leadership express itself in a moral context, and a desire to develop reflective practices in administration. (Browder, 1995). This document attempts to ensure public schools, high schools in particular, are providing African American males with the skills and knowledge necessary to be academically successful so that they are given the opportunity and support necessary to achieve economic and social advancements throughout life. The policy …

Year Four Of The Qep: So Close Yet So Far, Kelly Whealan George, Aaron D. Clevenger

Aaron D. Clevenger

Identifying Teaching Effectiveness: Using Student Skill Surveys, Speech Evaluations, And Quiz Scores To Inform Instruction, Sally A. Blomstrom

Communication and Theater Association of Minnesota Journal

This paper suggests an instrument for measuring students’ self perceptions of improvement in public speaking skills, i.e., a skill survey, and a method to inform and improve instruction by looking at results from that survey in combination with instructor evaluation forms for persuasive speeches, quiz scores, and an information literacy measure. Data were collected from students enrolled in a public speaking course at Embry-Riddle Aeronautical University. Background on the survey development and the method is provided along with results and discussion.

Assessing The Public Speaking Course, Roberta Freeman

Communication and Theater Association of Minnesota Journal

College and high school speech communication instructors know full well how tedious and timeconsuming assessment can be; however, this instructor has found a way to make assessment a more efficient and meaningful tool identifying strengths and weaknesses within the public speaking curriculum. After five years of extensive research, several drafts of rubrics and artifacts, the process has been streamlined and successful in that the data compiled reflects the strengths and challenges of this instructor’s students. This article is intended to provide public speaking instructors the opportunity to replicate part of the Minnesota State Community & Technical College (M State) speech …

Perspective: Influencing Systemic Change, Lilliam Lowery, Ed. D.

Leadership Hour at Otterbein University

Dr. Lowery comes to FutureReady Columbus from the Maryland State Department of Education, where she served as state superintendent of schools. Under her leadership, Maryland has consistently finished among the nation’s top performing state school systems, according to Education Week’s Quality Counts, the most comprehensive assessment of the state of American education.

Wcrp Survey All Years Raw Data, Harry Denny

Purdue Writing Lab/Purdue OWL Datasets and Research Projects

No abstract provided.

Wcrp Survey 2007-8 Raw Data, Harry Denny

Purdue Writing Lab/Purdue OWL Datasets and Research Projects

No abstract provided.

Wcrp Survey 2005-6 Raw Data, Harry Denny

Purdue Writing Lab/Purdue OWL Datasets and Research Projects

No abstract provided.

Wcrp Survey 2003-4 Raw Data, Harry Denny

Purdue Writing Lab/Purdue OWL Datasets and Research Projects

No abstract provided.

Wcrp Survey 2001-2 Raw Data, Harry Denny

Purdue Writing Lab/Purdue OWL Datasets and Research Projects

No abstract provided.

Implementing Universal Social And Emotional Learning Programs: The Development, Validation, And Inferential Findings From The Schoolwide Sel Capacity Assessment, Cheyne A. Levesseur

Doctoral Dissertations

In order to effectively transport universal social and emotional learning (SEL) programs into natural settings, it is important to understand implementation barriers that may hinder the likelihood of successful outcomes (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005). The current study is primarily based on the notion that within the planning phase of implementation, few technically adequate assessment measures targeting both organizational capacity (OC) and provider characteristics (PC) for SEL programming actually exist. The purpose is to extend the SEL implementation assessment literature by developing a new rating scale designed to measure SEL implementation barriers (School SEL Capacity Assessment [SSCA]) and …

Development Of Culturally Proficient Practice Across A Teacher Preparation Program, Lisa Vasquez, Elizabeth J. Sandell, Beth Beschorner, Lori Piowlski

Elementary and Literacy Education Department Publications

No abstract provided.

Designing A Learning Module Within A Dynamic Assessment Tool, Gayl O'Connor

Gayl O'Connor

This Work-in-progress report describes the conceptualization and design of a learning module within a dynamic assessment and learning research tool. The prototype module aims to provide learning opportunities and support as students aged 14 to 16 investigate the relationship between kinetic and potential energy, and the principle of conservation of energy. The six related tasks in the module will also provide opportunities for students to explore scenarios and develop science process (inquiry) skills, specifically the control of, and relationship between, experimental variables. In order to gain insight into the learning taking place, appropriate tasks were designed according to a blue-print …

Jump Start Faculty And Pds In Edtpa Practice, Lori Piowlski, Beth Beschorner, Lisa Vasquez

Elementary and Literacy Education Department Publications

No abstract provided.

The Edtpa And Pds Collide In A Culture Of Care (Coc) Model, Lori Piowlski, Elizabeth Finsness

Elementary and Literacy Education Department Publications

No abstract provided.

Spring, Summer, Fall 2015 Graduation Survey Responses Master File Without Identifiers, Uno Office Of Institutional Effectiveness

Graduation

Spring, Summer, Fall 2015 Graduation survey responses.

Aligning Reading Assessment With National Goals, Danielle Anzai, Maurice Walker

Maurice Walker

No abstract provided.

Michels Named As Director Of University Assessment, Steven Michels

Steven Michels

Professor Steven Michels has been named director of University assessment for Sacred Heart University. In this newly created position, Michels will oversee a University-wide assessment committee dedicated to continuously improving teaching and learning through the use of evidence-based assessment tools.

Using Pre-Tests And Post-Tests To Measure Student Learning, Rebecca Teed

Rebecca Teed

How much are students actually learning in our classes? The best predictor of a student’s final exam grade is how much content knowledge they had coming in. This prior knowledge can be assessed with a pre-test, allowing instructors to adjust the course based on what students already know or don’t know. The instructor can use the pre-test scores to create student groups that are either heterogeneous (for cooperative learning) or homogeneous (for differentiated instruction) with respect to content background at the start of term. A curriculum designer wishing to compare learning gains for different teaching tools such as cooperative learning …

Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge

Dr Michael J Timms

There is an increasing interest in using digital technologies to create interactive learning environments (ILEs) that both teach and assess student skills that are hard or impossible to assess using ‘static’ items such as traditional, multiple-choice questions. These interactive learning environments try to do two things simultaneously: firstly, to monitor the learning of the student in real time, providing feedback to help the student progress through the learning task; and secondly, to use the information gathered during the learning to make judgements about where the student is in learning of the topic. Essentially, ILEs draw upon the same source of …

Learning Assessments: Designing The Future, Geoff N. Masters

Prof Geoff Masters AO

Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre …

Yakimowski Named Assistant Dean For Assessment In Its College Of Education, Mary E. Yakimowski

Mary E. Yakimowski

Mary E. Yakimowski has been named assistant dean for assessment at Sacred Heart University’s Isabelle Farrington College of Education (FCE). In this new role, Yakimowski will provide leadership in the development, implementation and administration of a comprehensive assessment system for FCE students and programs.

Falling Below The Line: Minimum Subgroup Size And Special Education Enrollment, Sivan Tuchman

Education Reform Faculty and Graduate Students Publications

The No Child Left Behind Act of 2001 (NCLB) brought high-stakes accountability testing into every American public school with the goal of 100 percent proficiency for all students. Making annual yearly progress (AYP) toward this proficiency goal for the total student population as well as at-risk subgroups was required in order for schools to avoid possible sanctions, such as school restructuring. In implementing NCLB, states had flexibility to determine the minimum size of these subgroups as to provide statistical reliability and accountability for as many schools as possible. If a school did not meet the state’s minimum subgroup size, the …

Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge

2009 - 2019 ACER Research Conferences

There is an increasing interest in using digital technologies to create interactive learning environments (ILEs) that both teach and assess student skills that are hard or impossible to assess using ‘static’ items such as traditional, multiple-choice questions. These interactive learning environments try to do two things simultaneously: firstly, to monitor the learning of the student in real time, providing feedback to help the student progress through the learning task; and secondly, to use the information gathered during the learning to make judgements about where the student is in learning of the topic. Essentially, ILEs draw upon the same source of …

Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino

2009 - 2019 ACER Research Conferences

A key challenge in shaping science learning for the future will be to develop new measures of learning that take into account what it means to be proficient in science (Pellegrino, 2013). The emergent view on proficiency, grounded in learning sciences research, emphasises using and applying knowledge in the context of disciplinary practice. Referred to as knowledge-in-use, this perspective on science proficiency is a centrepiece of the United States’ National Research Council’s (NRC) Framework for K–12 Science Education (NRC, 2012), embodied in the new US national standards (NGSS Lead States, 2013) and emphasised in the recently released NRC report on …

Learning Assessments: Designing The Future, Geoff N. Masters

2009 - 2019 ACER Research Conferences

Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre …

Describing State Level Mathematical Growth Using The Student Growth Percentile (Sgp) Methodology, Darin C. Kelberlau

Darin C Kelberlau

The purpose of this study was to describe growth in student mathematics performance at the student and group levels as measured by the statewide mathematics test in Nebraska. Student groupings analyzed for differences in growth patterns were cohorts (elementary and middle school aged students), growth categories, grade levels, gender, ethnicity, students receiving special education (SPED) services, students receiving support services due to English not being their native language (ELL). Building differences were defined by average number of students per grade level (size), levels of student performance, levels of students receiving SPED services, and levels of students receiving ELL services. The …