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Full-Text Articles in Education

Support For Teacher Candidates And The Edtpa, Dia Gary, Dylan Thomas, Joseph Miller Dec 2020

Support For Teacher Candidates And The Edtpa, Dia Gary, Dylan Thomas, Joseph Miller

Journal of Global Education and Research

Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a ...


Second Language Acquisition And Standardized Assessment Practices, Hal Scott Schmeisser Jun 2020

Second Language Acquisition And Standardized Assessment Practices, Hal Scott Schmeisser

College of Education Theses and Dissertations

Throughout the history of the United States, tests have been utilized as a means to exclude and marginalize immigrant and minority populations, and in the absence of a national language policy have served as de facto language policy. English Learners (ELs) have been among the fastest-growing student populations in the United States, comprising a heterogeneous group with different cultural and linguistic backgrounds. Research findings concerning the assessment of ELs highlight a significant difference in the academic performance of these students from that of their native English speaking classmates. ELs face a substantial hurdle in learning both English and academic content ...


Taming Test Anxiety About Multiple-Choice Questions In Academic-Track Esl Students: A Test-Taking Skills Workshop Series, Lori Selke May 2020

Taming Test Anxiety About Multiple-Choice Questions In Academic-Track Esl Students: A Test-Taking Skills Workshop Series, Lori Selke

Master's Projects and Capstones

Test anxiety among students at all levels is a well-documented phenomenon. Academic English learners, however, such as those who enroll in for-credit academic classes in California community colleges, face issues specific to their situation. Most notably, these students are often unfamiliar with the multiple-choice question (MCQ) test format, which is common in the United States but not as frequently utilized in in other countries. Students thus lack knowledge of the specific strategies and approaches that can help them successfully complete an assessment offered in this format. Both test anxiety and cultural unfamiliarity with assessment formats can prevent students from exhibiting ...


Integrating Google Forms As A Means Of Formative Assessment In The Elementary Math Classroom, Morgan Douell May 2020

Integrating Google Forms As A Means Of Formative Assessment In The Elementary Math Classroom, Morgan Douell

Honors Theses

This study provides a case study in the use of Google Forms as a formative assessment tool. Literature regarding formative assessment is included and models are applied in lesson plan development and implementation. However, no research has been found linking the implementation of formative assessment along with Google Forms. Formative assessment and Google Forms both provide feedback to learners, which is a critical component of formative assessment. This study reported the use of formative assessment in conjunction with Google Forms and the impact it has on the lesson planning process. The researcher designed a lesson plan using the principles of ...


Alignment Or Detachment: College Educators’ Perceptions Of Experiential Learning Pedagogy, Wayne D. Finseth Jan 2020

Alignment Or Detachment: College Educators’ Perceptions Of Experiential Learning Pedagogy, Wayne D. Finseth

All Graduate Theses, Dissertations, and Other Capstone Projects

The main purpose of this study was to investigate how college educators’ perceptions of experiential learning influence the design, implementation, and assessment of their courses. A second purpose of this study was to examine the way’s college educators use experiential learning in their classes. A final purpose of this study was to evaluate the relationship between a college educators’ prior experience with experiential learning and how they utilize that prior experiences to design, instruct, and assess their courses. A descriptive research design was used in this study. A randomized and anonymous survey containing 29 items was emailed out through ...


Teacher Perceptions Of Assessments In Character Education: A Case Study, Sarah Hickman Nov 2019

Teacher Perceptions Of Assessments In Character Education: A Case Study, Sarah Hickman

Senior Honors Theses

Since the time of Aristotle, educators have emphasized character as a necessary part of a student’s education, and currently, many states mandate character education by law. Because of this historical and legal emphasis, there is a growing discussion on the necessity of assessments in character education to ensure that character education programs are effective. While there is research on the large-scale effectiveness of programs with different assessments, there is little research about how teachers perceive assessments and measurements in character education. This study was conducted to begin to address this gap in the research. Through the research design of ...


A Friday Afternoon Reflection: Random Memorandums, Dr. Deborah Bracke Oct 2019

A Friday Afternoon Reflection: Random Memorandums, Dr. Deborah Bracke

Education: Faculty Scholarship & Creative Works

One means of distinguishing ourselves as College Professors is by communicating with our students in an open, honest manner. The Random Memorandum is one way of accomplishing this.


Grading For Growth: Using Sliding Scale Rubrics To Motivate Struggling Learners, Dina Mahmood, Hugo Jacobo Oct 2019

Grading For Growth: Using Sliding Scale Rubrics To Motivate Struggling Learners, Dina Mahmood, Hugo Jacobo

Interdisciplinary Journal of Problem-Based Learning

In an effort to adopt more equitable and humanizing grading practices, this teacher inquiry explores how educators attempted to improve students’ views of learning and assessments by utilizing rubrics on a sliding scale. Using the sliding scale rubric approach to grading provided an opportunity for students and educators to rethink how learning is evaluated. The authors found that the logistics of using sliding scale rubrics as a grading tool does need to be refined and further evaluated; however, the belief that a student can receive a grade based on her or his individual starting point did have some positive implications ...


Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird Oct 2019

Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, H. Emily Hayden, Anupma Singh, Michelle Eades Baird

Reading Horizons: A Journal of Literacy and Language Arts

To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre-post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one 7th grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership including the science teacher, a literacy ...


Measuring Media Literacy Inquiry In Higher Education: Innovation In Assessment, Evelien Schilder, Theresa Redmond Aug 2019

Measuring Media Literacy Inquiry In Higher Education: Innovation In Assessment, Evelien Schilder, Theresa Redmond

Journal of Media Literacy Education

The ability to critically access, analyze, evaluate, and create media messages is crucial in the process of becoming an informed and engaged citizen throughout life. Asking critical questions is not only a valuable dimension of media literacy, but also an indispensable aspect of participating in a democracy. Yet, measuring the effectiveness of media literacy is still a major challenge for the field. It is unclear to what extent people of all ages may engage in critical questioning habits with regards to media. To address this gap, we studied the changes in critical questioning habits for college-aged students enrolled in media ...


Variations In Implementation Of Specifications Grading In Stem Courses, Mai Yin Tsoi, Mary E. Anzovino, Amy H. Lin Erickson, Edward R. Forringer, Emily Henary, Angela Lively, Michael S. Morton, Karen Perell-Gerson, Stan Perrine, Omar Villanueva, Marygeorge Whitney, Cynthia M. Woodbridge Aug 2019

Variations In Implementation Of Specifications Grading In Stem Courses, Mai Yin Tsoi, Mary E. Anzovino, Amy H. Lin Erickson, Edward R. Forringer, Emily Henary, Angela Lively, Michael S. Morton, Karen Perell-Gerson, Stan Perrine, Omar Villanueva, Marygeorge Whitney, Cynthia M. Woodbridge

Georgia Journal of Science

Specifications grading is an assessment strategy based on mastery learning, clear learning objectives, and frequent evaluations and feedback. Twelve instructors at a southeastern four-year public college implemented the specifications grading method across eight discrete courses in four STEM areas. In this modified assessment strategy, the students controlled their grades through multiple attempts, with limitations, on assessments of course objectives. The instructors designed and executed specifications grading in unique ways that aligned with their content areas, teaching beliefs, and individual teaching styles.

Preliminary observations suggest that, regardless of subject area, specifications grading can be used as an alternative to traditional assessment ...


Toward The Development Of A Quick, Reliable Assessment Tool For Reflective Journals, April Garrity, Casey Keck, Janet L. Bradshaw, Keiko Ishikawa Aug 2019

Toward The Development Of A Quick, Reliable Assessment Tool For Reflective Journals, April Garrity, Casey Keck, Janet L. Bradshaw, Keiko Ishikawa

Teaching and Learning in Communication Sciences & Disorders

Reflective practice, including reflective writing, can facilitate enriched learning, especially when implemented as part of a service-learning (SL) experience. Reflection is a central component of service-learning (SL) experiences. Students’ reflective abilities are often measured through reflective journaling; however, assessment of students’ reflective journals is not always efficient and straightforward. The goal of the present study was to establish a simple, reliable, and relatively quick tool for use by busy college instructors seeking to encourage students’ deep learning through reflective writing. A total of 258 reflective journals from 43 graduate students in speech-language pathology were evaluated by three raters using a ...


Improving The Rigor Of Online Education: Exploring Characteristics Of Faculty And Syllabi Within An Online Program Assessment Process, Brad J. Hamel Apr 2019

Improving The Rigor Of Online Education: Exploring Characteristics Of Faculty And Syllabi Within An Online Program Assessment Process, Brad J. Hamel

All NMU Master's Theses

As online course enrollments grow, overall perception of rigor still lags compared to that of traditional face-to-face education. The purpose of this research was to tie faculty and syllabi characteristics to the rigor of online courses. This study explored the relationship between faculty and syllabi characteristics and performance on an online entry-level course design quality assurance assessment (pass, pass with concern, or fail). A decision tree analysis was used to predict the relationship of the independent (faculty and syllabi characteristics) and the dependent (entry-level course design assessment) variables. Findings suggest that faculty rank and writing intensive are key characteristics predictive ...


Concept Inventories As A Resource For Teaching Evolution, Robert E. Furrow, Jeremy L. Hsu Jan 2019

Concept Inventories As A Resource For Teaching Evolution, Robert E. Furrow, Jeremy L. Hsu

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Understanding evolution is critical to learning biology, but few college instructors take advantage of the body of peer-reviewed literature that can inform evolution teaching and assessment. Here we summarize the peer-reviewed papers on tools to assess student learning of evolutionary concepts. These published concept inventories provide a resource for instructors to design courses, gauge student preparation, identify key misconceptions in their student population, and measure the impact of a lesson, course, or broader curriculum on student learning. Because these inventories vary in their format, target audience, and degree of validation, we outline and explain these features. In addition to summarizing ...


Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, Emily Hayden, Anupma Singh, Michelle Eades-Baird Jan 2019

Gaining Access To The Language Of Science: A Research Partnership For Disciplined, Discursive Ways To Select And Assess Vocabulary Knowledge, Emily Hayden, Anupma Singh, Michelle Eades-Baird

Education Publications

To equalize access to science learning across genders and demographic groups, access to the disciplinary language of science is one place to start. The language of science is highly challenging and specialized, and difficulties acquiring this language contribute to disparities in science achievement across diverse student groups. This study used a pre/post design to analyze effectiveness of a brief classroom science vocabulary assessment designed to assess receptive and productive vocabulary knowledge across multiple sections of one seventh-grade science teacher’s class. Vocabulary was selected and analysis conducted by an interdisciplinary research partnership, including the science teacher, a literacy specialist ...


A Different Way To Provide Feedback Of Student Learning, Dr. Deborah Bracke Oct 2018

A Different Way To Provide Feedback Of Student Learning, Dr. Deborah Bracke

Education: Faculty Scholarship & Creative Works

This article provides an alternative to traditional letter grading.


Culturally Responsive Interviewing Practices, Michael Hass, Annmary S. Abdou Sep 2018

Culturally Responsive Interviewing Practices, Michael Hass, Annmary S. Abdou

Education Faculty Articles and Research

As communities and school populations continue to become more culturally, economically, and linguistically diverse, the need for comprehensive training and explicit guidelines for culturally responsive school mental health practices also grows. School Psychologists are both expected and ethically responsible to competently assess and serve diverse student and family populations, regardless of potential language or cultural barriers. The current article is focused on describing background and rationale for culturally responsive interviewing practices as they pertain to the roles and responsibilities of School Psychologists. Building on the guidelines and principles of the Cultural Formulation Interview (CFI), developed by the American Psychiatric Association ...


Multiple–True–False Questions Reveal The Limits Of The Multiple–Choice Format For Detecting Students With Incomplete Understandings, Brian Couch, Joanna K. Hubbard, Chad Brassil Jun 2018

Multiple–True–False Questions Reveal The Limits Of The Multiple–Choice Format For Detecting Students With Incomplete Understandings, Brian Couch, Joanna K. Hubbard, Chad Brassil

Faculty Publications in the Biological Sciences

By having students select one answer among several plausible options, multiple–choice (MC) questions capture a student’s preferred answer but provide little information regarding a student’s thinking on the remaining options. We conducted a crossover design experiment in which similar groups of introductory biology students were assigned verbatim questions in the MC format or multiple–true–false (MTF) format, which requires students to separately evaluate each option as either true or false. Our data reveal that nearly half of the students who select the correct MC answer likely hold incorrect understandings of the other options and that the ...


Is Setting Higher Standards The Answer?, Geoff N. Masters Ao Mar 2018

Is Setting Higher Standards The Answer?, Geoff N. Masters Ao

Teacher columnist – Geoff Masters

Raising the expected performance standard in each year of school and holding all teachers and students accountable for achieving these higher standards may not be the most effective way to improve levels of performance in Australian schools.


The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco Feb 2018

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics ...


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


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 ...


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 On Psychomotor Outcomes: A Meta-Analysis, Sam R. Diskin Jan 2017

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

HSU 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 ...


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

HSU 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 ...


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

HSU 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 ...