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Full-Text Articles in Education
Standardized High School Assessments As An Indicator Of Academic Preparedness In First-Year University Students, Jessica M. Scott
Standardized High School Assessments As An Indicator Of Academic Preparedness In First-Year University Students, Jessica M. Scott
Doctoral Dissertations and Projects
SAT scores have a role in whether or not high school graduates get accepted into the school of their choice, as well as the program of study. Pennsylvania requires students to participate in Keystone Exams, assessments concentrating on one subject area at a time, given sequentially upon the students’ course completion. Both assessments are used as a projection of how well a student will perform at his or her next level of study. Universities look at SAT scores, ACT scores, high school grade point averages (HSGPA), core subject grades, etc. to evaluate whether or not the student will be admitted …
The Greenbook, Faculty Handbook, 2018-2019, Marshall University Academic Affairs
The Greenbook, Faculty Handbook, 2018-2019, Marshall University Academic Affairs
The Greenbook
This book has been published for the faculty of Marshall University for the specified period of time. This book was created by what is now known as Academic Affairs and is for the period of 2018-2019.
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
Department of Educational Leadership Scholarship and Creative Works
Scholars of online learning have acknowledged the additional challenges an online format poses to relationship building and providing effective feedback. This article describes the authors’ experiences providing feedback to adult learners in an online educational leadership course, the challenges they encountered in providing this feedback in a timeframe and manner to which students were receptive, and their research into how to build a culture of continuous improvement in an online course for adult learners. The authors conclude that effective online feedback occurs when course projects are sequenced to provide opportunities for students to receive and engage with feedback formatively, when …