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Articles 1 - 8 of 8
Full-Text Articles in Education
Using Reflective Practice To Change Students’ Perceptions Of Technology And Engineering Education, Josie Gage
Using Reflective Practice To Change Students’ Perceptions Of Technology And Engineering Education, Josie Gage
SACAD: John Heinrichs Scholarly and Creative Activity Days
Objective: Evaluate the effect reflective practice has on Technology and Engineering (TEE) students
Design: Non-experimental, mixed methods, comparative
Setting: TEE / CTE classroom at secondary level
Participation: 9-12 grade TEE students for one school year
Results: Pending results and data collection
Informed Self-Assessment And Peer Evaluation To Foster The Development Of Adaptive Learners In Online Education, Tiffany Barrett, Jen Nash
Informed Self-Assessment And Peer Evaluation To Foster The Development Of Adaptive Learners In Online Education, Tiffany Barrett, Jen Nash
UNLV Best Teaching Practices Expo
Functioning in an online education model, we find ourselves refocusing on the best way to engage learners in academic content and professional development. For example, physical therapy students have shown difficulty engaging in self-reflection.1 Yet, we know that self-assessment helps practitioners recognize, interpret, and be moved to action.2 Research has suggested that self-assessment is vitally important during the assessing phase of becoming a master adaptive learner.3 It has also been shown to increase students’ understanding and promote the implementation of patient-centered practice.4 We aimed to adapt previous modes of assessment to the online environment. We did …
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level 1, Jama Spicer-Sutton, James Lampley, Donald W. Good
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level 1, Jama Spicer-Sutton, James Lampley, Donald W. Good
Donald W. Good
The purpose of this study was to determine a student’s computer knowledge upon course entry and if there was a difference in college students’ improvement scores as measured by the difference in pretest and post-test scores of new or novice users, moderate users, and expert users at the end of a college level introductory computing class. This study also determined whether there were differences in improvement scores by gender or age group. The results of this study were used to determine whether there was a difference in improvement scores among the three campus locations participating in this study.
Four hundred …
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level, Jama Spicer-Sutton, James Lampley, Donald W. Good
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level, Jama Spicer-Sutton, James Lampley, Donald W. Good
Donald W. Good
Excerpt:The purpose of this study was to determine a student’s computer knowledge upon course entry and if there was a difference in college students’ improvement scores as measured by the difference in pretest and post‐test scores of new or novice users, moderate users, and expert users at the end of a college level introductory computing class.
Self-Grading: A Commentary, Hunter C. King, Qijie (Vicky) Cai
Self-Grading: A Commentary, Hunter C. King, Qijie (Vicky) Cai
iSALT Resources: Theories, Concepts, and Measures
The theoretical perspectives and the various ways for implementing the self-grading strategy have been extensively discussed in the literature. In this paper, we aim to synthesize pertinent information and resources to deepen our understanding around self-grading and demystify any uncertainties about this concept, if any.
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level 1, Jama Spicer-Sutton, James Lampley, Donald W. Good
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level 1, Jama Spicer-Sutton, James Lampley, Donald W. Good
ETSU Faculty Works
The purpose of this study was to determine a student’s computer knowledge upon course entry and if there was a difference in college students’ improvement scores as measured by the difference in pretest and post-test scores of new or novice users, moderate users, and expert users at the end of a college level introductory computing class. This study also determined whether there were differences in improvement scores by gender or age group. The results of this study were used to determine whether there was a difference in improvement scores among the three campus locations participating in this study.
Four hundred …
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level, Jama Spicer-Sutton, James Lampley, Donald W. Good
Self-Assessment And Student Improvement In An Introductory Computer Course At The Community College Level, Jama Spicer-Sutton, James Lampley, Donald W. Good
ETSU Faculty Works
Excerpt:The purpose of this study was to determine a student’s computer knowledge upon course entry and if there was a difference in college students’ improvement scores as measured by the difference in pretest and post‐test scores of new or novice users, moderate users, and expert users at the end of a college level introductory computing class.
Using Learning Goals To Promote Self-Directedness: How Problems In Research Led To Solutions In Teaching, Jaya Kannan, Larry Lutsky, Lisa Bauer, Yasmine Alwan
Using Learning Goals To Promote Self-Directedness: How Problems In Research Led To Solutions In Teaching, Jaya Kannan, Larry Lutsky, Lisa Bauer, Yasmine Alwan
CTL Publications
In promoting self-directedness, our process at MCNY’s Learning Enhancement Center begins by having the student construct learning goals. A qualitative analysis of these student learning goals was conducted based on the premise that a student’s ability to articulate a goal in a clear, specific, complex, and measurable manner will improve over time. Although our findings did not support our hypothesis, the complex exercise of creating a customized rubric to measure the goals helped us arrive at a standardized evaluation method and build a transparent self-assessment tool to foster independent learning. This attempt to quantify student learning goals created successful iterative …