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Full-Text Articles in Education
Faculty Development Initiatives: A Prerequisite For Capacity Building And Enhanced Productivity In A Medical Institution, Rehana Rehman, Hassan Mehmood, Syeda Fatima, Irfanullah Baig, Zohaib Rana, Mohammad Iqbal
Faculty Development Initiatives: A Prerequisite For Capacity Building And Enhanced Productivity In A Medical Institution, Rehana Rehman, Hassan Mehmood, Syeda Fatima, Irfanullah Baig, Zohaib Rana, Mohammad Iqbal
Department of Biological & Biomedical Sciences
Objective: To determine the contribution of teaching, learning and assessment forum's initiatives on professional development of faculty and staff.
Methods: This retrospective study was conducted at the Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, from July to December 2016, and comprised teaching, learning and assessment activities carried out from 2012 to 2015. The responses acquired from feedback evaluation were recorded at the end of activity on a Likert-type scale ranging from 1-5. Positive responses were presented for each variable with respective activity type across the study years. The association of the effectiveness of teaching, learning …
Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson
Getting To The Why: Exploring Early Career Physical Science Teachers' Discourse And Assessment Practices., Aaron Alfred Musson
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
Formative assessment, or assessment for learning, is an essential component of the interactions between teachers and learners. Teachers elicit statements of understandings to decide their next instructional steps. Similarly, students communicate what they know, and apply teachers’ responses. Formative assessment is as much assessment as discourse; teachers use both to determine and respond to student needs. When teachers use formative assessments effectively, they can guide student understanding, extend discussions, probe for deeper meanings, and provide feedback. Formative assessment provides an understanding of how students are growing (or struggling), which teachers can use to adjust instruction. Frequent formative assessment is strongly …
Short Case Study: The First Year Experience: Students’ Perceptions On Assessment, Fiona Mcsweeney, Roisin Donnelly
Short Case Study: The First Year Experience: Students’ Perceptions On Assessment, Fiona Mcsweeney, Roisin Donnelly
Other resources
This case study reports on the results of a pilot study with first year students in the Department of Social Sciences in a Higher Education Institution (HEI) in Ireland. It discussed the findings in relation to student perceptions on the assessment process for first years.
Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn
Navigating The Contested Terrain Of Teacher Education Policy And Practice: Authors Respond To Scale, Nick Henning, Alison G. Dover, Erica Dotson, Ruchi Argwal Rangnath, Christine Clayton, Martha K. Donovan, Susan Ophelia Cannon, Stephanie Behm Cross, Alyssa Dunn
Middle and Secondary Education Faculty Publications
Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.