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Articles 1 - 9 of 9
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 …
Leadership, Teacher Learning, And Assessment: A Strategic Approach To Improving Writing Achievement, Tommi Hoogsteen
Leadership, Teacher Learning, And Assessment: A Strategic Approach To Improving Writing Achievement, Tommi Hoogsteen
The Dissertation in Practice at Western University
In an era with increasing accountability and pressures to increase student achievement across all levels, school-based leaders need support in bringing about such changes. The problem of practice addressed in the organizational improvement plan is stated as: A document known as Saskatchewan Reads for Administrators exists to support leadership for best practice in reading in elementary school. No such document exists for writing. The problem of practice under investigation is the need for a strategic approach to support school leaders in improving student achievement levels in writing. Attempting to address this gap in a comprehensive fashion and using a strategic …
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.
Principals And The Phenomenon Of Neoliberal Audit Culture, James A. Bishop
Principals And The Phenomenon Of Neoliberal Audit Culture, James A. Bishop
Doctor of Education in Educational Leadership Dissertations
This study focuses on the perceptions of six principals of the assessment culture within their schools. The principals were experienced in the assessment culture under study from a single school district consisting of two principals from each level – elementary, middle and high – with each level having one principal with a low SES (free and reduced lunch above 60%) population of students and one with a high SES population (free and reduce lunch below 20%). The purpose of this study is to explore the extent to which principals perceive functional value in the neoliberal School Assessment Culture Phenomenon comprised …
Reality Check: Early Intervention In Gateway Courses, Barbara Brown
Reality Check: Early Intervention In Gateway Courses, Barbara Brown
Academic Chairpersons Conference Proceedings
Early each semester, most professors can identify which of their students may succeed and which may not, but they may not know the reasons why or how to respond. Systematic reporting on at-risk students can help both professors and students recognize performance issues and possibly intervene before it’s too late
Shifting The Culture Through Strategic Moves And Hires, Sarah Edwards
Shifting The Culture Through Strategic Moves And Hires, Sarah Edwards
Academic Chairpersons Conference Proceedings
Wondering how to motivate faculty to be the drivers for building and maintaining an assessment system that works? Join this session to consider how to make strategic moves and hires designed to have faculty own data and view assessment as a vital part of the faculty role.
Assessment Of Student Learning As A Driver To Departmental Development, Andrea Lassiter
Assessment Of Student Learning As A Driver To Departmental Development, Andrea Lassiter
Academic Chairpersons Conference Proceedings
Revising and revitalizing an approach to student learning assessment can be a meaningful growth experience. Being intentional about such development during regular academic planning and reporting cycles is central to leading faculty through change. This session will highlight some strategies that can be used to promote individual- and departmental-level development.
Leveraging Faculty Development And Assessment Efforts: A Case Study, Ryan Chung
Leveraging Faculty Development And Assessment Efforts: A Case Study, Ryan Chung
Academic Chairpersons Conference Proceedings
While assessment is critical for enhancement of student learning, it is rarely viewed explicitly as an essential aspect of faculty development. The presenter will share stories and experiences in developing and implementing assessment initiatives as faculty development, leading to strong culture of assessment at a research one institution.
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 …