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Full-Text Articles in Education

I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li Oct 2017

I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li

Jinrong Li

Even when faculty clarify evaluation criteria through the use of rubrics, students often interpret and apply the criteria differently from faculty (Li and Lindsey, 2015). This can be particularly true for writing assignments. This presentation explores a new methodology for improving student understanding of quality writing across disciplines and genres. It describes initial findings of a mixed-method research study designed to test the efficacy of key word rubrics – rubrics that consist solely of essential descriptive terms rather than detailed criteria. The presenters will share preliminary data on the effectiveness of this methodology and its potential for application across disciplines.


Introduction: History And Conceptual Basis Of Assessment In Higher Education, Tammie Cumming, Peter Ewell Oct 2017

Introduction: History And Conceptual Basis Of Assessment In Higher Education, Tammie Cumming, Peter Ewell

Publications and Research

Assessment and accountability are now inescapable features of the landscape of higher education, and ensuring that these assessments are psychometrically sound has become a high priority for accrediting agencies and therefore also for higher education institutions. Bringing together the higher education assessment literature with the psychometric literature, this book focuses on how to practice sound assessment.

This volume provides comprehensive and detailed descriptions of tools for and approaches to assessing student learning outcomes in higher education. The book is guided by the core purpose of assessment, which is to enable faculty, administrators, and student affairs professionals with the information they ...


Saudi Science Teachers' Assessment Practices In Alzelfy Educational Administration According To Their Perceptions, Saeed Mohammad Alshamrani Aug 2017

Saudi Science Teachers' Assessment Practices In Alzelfy Educational Administration According To Their Perceptions, Saeed Mohammad Alshamrani

International Journal for Research in Education

This paper aimed to identify science teachers' assessment practices according to their perceptions through identifying the assessment goals, activities, criteria, and the nature of assessment reports (types and data). It used the descriptive method; the population was all science teacher in Alzelfy educational administration in Saudi Arabia (106 teachers); however, the response rate was (38%) of the population. A questionnaire with four dimensions was developed; these dimensions are: the goals (two items), activities (20 items), criteria (six items), and the nature of reports (11 items). The results indicated that the teachers thought that they practiced the assessment highly to achieve ...


Assessment-Orientated Instructional Design Using Dream Approach, Juhong Christie Liu Ph.D., Andrea H. Adams, Wei Wang Jun 2017

Assessment-Orientated Instructional Design Using Dream Approach, Juhong Christie Liu Ph.D., Andrea H. Adams, Wei Wang

Libraries

This presentation proposes an assessment-oriented instructional design approach to enhancing student learning with blended learning environments and report its pilot implementation. Students gain significant learning experience through understanding the relationship between learning outcomes and learning process, connecting acquired knowledge, being able to tackle problems individually or on teams, and learning how to learn (Entwistle, Tait, & McCune, 2000; Fink, 2013; Suskie, 2010; Wiggins, 1998). These components ought to be designed in learning activities to educate learners through formative assessment such as self-reflection, peer evaluation, and constructive feedback from instructor (Angelo & Cross,1993; Wiggins, 1998). In blended learning with online environments, all learning activities are referred ...


Engaging Assessment In English Language Arts, Joseph L. Dugan, Jr. May 2017

Engaging Assessment In English Language Arts, Joseph L. Dugan, Jr.

Education and Human Development Master's Theses

Assessment is key to effective instruction. In the English classroom, engaging assessment can appear difficult because of the emphasis on the development of core reading skills. However, learning how students decipher information reveals that each individual learns according to their own unique connections. Examining and understanding the impact of Dr. Howard Gardner’s Multiple Intelligence Theory is the key to engaging assessments. This thesis dissects Dr. Gardner’s M.I. Theory and provides insight on how students learn. Furthermore, the research focuses on how Gardner’s Theory can be used to develop strategies and assessments in order to accurately and ...


Assessing Students' Understanding Of Variability And Graph Interpretation Through An Authentic Science Investigation, William M. Schlager May 2017

Assessing Students' Understanding Of Variability And Graph Interpretation Through An Authentic Science Investigation, William M. Schlager

Electronic Theses and Dissertations

This thesis research combined efforts of two existing projects at the University of Maine in collaboration with the Schoodic Institute, the Acadia Learning Snowpack Project and the Maine Data Literacy Project. The Snowpack Project provided a context to explore student learning of variability and graphing skills by gathering data on snowfall and accumulation throughout the winter and using the data to ask and answer a scientific question. The Maine Data Literacy Project provided a framework and instruments for assessing students’ understanding of variability and graph interpretation skills.

The first goal of this research was to measure student learning about variability ...


I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li Mar 2017

I Like It, But Is It Good? Identifying Quality Writing, Peggy J. Lindsey, Jinrong Li

SoTL Commons Conference

Even when faculty clarify evaluation criteria through the use of rubrics, students often interpret and apply the criteria differently from faculty (Li and Lindsey, 2015). This can be particularly true for writing assignments. This presentation explores a new methodology for improving student understanding of quality writing across disciplines and genres. It describes initial findings of a mixed-method research study designed to test the efficacy of key word rubrics – rubrics that consist solely of essential descriptive terms rather than detailed criteria. The presenters will share preliminary data on the effectiveness of this methodology and its potential for application across disciplines.


The Quantitative Reasoning For College Science (Quarcs) Assessment 2: Demographic, Academic And Attitudinal Variables As Predictors Of Quantitative Ability, Katherine Follette, Sanlyn Buxner, Erin Dokter, Donald Mccarthy, Beau Vezino, Laci Brock, Edward Prather Jan 2017

The Quantitative Reasoning For College Science (Quarcs) Assessment 2: Demographic, Academic And Attitudinal Variables As Predictors Of Quantitative Ability, Katherine Follette, Sanlyn Buxner, Erin Dokter, Donald Mccarthy, Beau Vezino, Laci Brock, Edward Prather

Numeracy

In this article, we explore the ability of demographic and attitudinal variables to predict student scores on the Quantitative Reasoning for College Science (QuaRCS) Assessment. Variables measured by the assessment include: students' academic choices and plans, attitudes and perceptions regarding mathematics, self-reported effort level, and basic demographics such as age, race/ethnicity, gender and disability status. As in previously published numeracy studies, we find significant score deviations according to gender, race/ethnicity, and disability status; however, the effect size of these correlations pale in comparison to the effect size of affective/attitudinal variables on QuaRCS score. A large number of ...


Evidence-Based Assessment In Adapted Physical Education- Affective Outcomes: A Meta-Analysis, Breanna L. Ketel Jan 2017

Evidence-Based Assessment In Adapted Physical Education- Affective Outcomes: A Meta-Analysis, Breanna L. Ketel

Theses and projects

Currently there is a lack of evidence about assessment in adapted physical education (APE) settings concerning the justification for methods or curricula being implemented by teachers in their classrooms, that is perhaps due to a lack of understanding of the central notion of evidence-based practices (Jin & Yun, 2010). The purpose of the current investigation was to conduct a meta-analytic review that evaluates assessment practices to determine the overall effect on specific student affective outcomes. A secondary purpose was to evaluate the moderating effects of different methodological, sample, and study variables. Electronic database searches were performed in SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), Cochrane Database, Omni File Full Text Mega, ProQuest, Child Development and Adolescent Studies, and ERIC using variations of the keywords: assessment, testing, test, measurement, evaluation, formative assessment, summative assessment, norm-referenced, criterion-referenced, affective, cognitive, psychomotor, mastery learning, rubrics, testing, on-going, and standardized. Articles retained for the current meta-analysis met the following criteria: (a) Study is conducted in Physical Education/ Physical activity setting in which inclusion of students with disabilities occurs between the age 3-22, (b) describes or uses an assessment practice, method, instrument, or intervention for students during participation in the physical education/ physical activity setting to measure progress, learning, and/or levels of functioning, (c) includes quantitative descriptive statistics and/or correlations to estimate an effect size, and (d) is in the English language and was conducted/published between January 1970 and February 2015. The average treatment effect for all evidence-based assessments (across all affective outcomes) was small (g = -0.43; SE =.24; 95% C.I.= -0.89, 0.04; p > 0.05) and non-significant favoring control groups or conditions. There was n significant heterogeneous distribution for affective outcomes and moderator (Subgroup) analyses, however, given that the confidence interval was both positive and negative results and not tenable. As a result of the findings, more ...


Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel Jan 2017

Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel

Theses and projects

There is little data to show evidence-based practices in adapted physical education and whether or not such practices are successful. Currently there is a lack of information on the frequency of which assessments are being administered, on the disabilities that are being assessed or should be assessed during each test, and on the uses for which assessments are being conducted. The aim of this paper is to assess and synthesize all evidence-based practices on cognitive outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline ...


Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara Jan 2017

Evaluating A Translingual Administration Of The Early Grades Math Assessment (Egma) In The Democratic Republic Of The Congo, Fernanda Gandara

Doctoral Dissertations

Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in ...


Evidence-Based Assessment In Adapted Physical Education- Cognitive Outcomes: A Meta-Analysis, Sam R. Diskin Jan 2017

Evidence-Based Assessment In Adapted Physical Education- Cognitive Outcomes: A Meta-Analysis, Sam R. Diskin

Theses and projects

There is little data to show evidence-based practices in adapted physical education and whether it is working or not. There is a lack of information currently on the frequency that assessments are being done, on the disabilities that are being assessed or should be assessed with each test, and on the uses of the assessments that are being done. The aim of this paper is to assess and synthesize all evidence-based practices on psychomotor outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), Cochrane ...


Lost In Translation? – The “Integration Of Theory And Practice” As A Central Focus For Senior Schooling Physical Education Studies, Andrew Jones Jan 2017

Lost In Translation? – The “Integration Of Theory And Practice” As A Central Focus For Senior Schooling Physical Education Studies, Andrew Jones

Theses: Doctorates and Masters

In February 2007 a new senior secondary Physical Education Studies (PES) was introduced in Western Australia (WA). The course was one of some 50 new courses that were developed in conjunction with the introduction of a new Western Australian Certificate of Education (WACE). Notably, the rationale for PES claimed that the “integration of theory and practice is central to studies in this course” (Curriculum Council of WA [CCWA], 2009, p. 2). Focusing on the initial years of implementation this study explored curriculum change and reform within the Health and Physical Education (HPE) Learning Area and specifically, in the context of ...