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Full-Text Articles in Education
“Are We Playing A Game Today?” Classroom Engagement And Assessment Through Gamification, Tracy A. Hudson Ms, Kendall Lentz
“Are We Playing A Game Today?” Classroom Engagement And Assessment Through Gamification, Tracy A. Hudson Ms, Kendall Lentz
Winthrop Conference on Teaching and Learning
Today’s classroom demands a different style of engagement and assessment, primarily due to the changing nature of today’s learners. In fact, according to Liz Dwyer in “How Gaming is Changing the Classroom,” by the time students are age 21, they will have participated in over 10,000 hours of video gaming. As a result, using traditional pedagogies and “skill and drill” teaching strategies aren’t as effective with students who are more inclined to favor a controller over a book. Therefore, regardless of the discipline, adding gamification to the classroom can dramatically increase student engagement and also provide instructors with instantaneous assessment …
A Case Study: Using Blackboard Tools To Measure Correlations Between Student Engagement And Student Achievement, Andrew Vorder Bruegge
A Case Study: Using Blackboard Tools To Measure Correlations Between Student Engagement And Student Achievement, Andrew Vorder Bruegge
Winthrop Conference on Teaching and Learning
The Blackboard course management system includes the tool "statistics tracking." An instructor can use this tool to generate a report that "displays the summary of usage for that content item and [the students] enrolled in the course. The access date, hour and day of the week are all reported for the selected item and [students]." In this case study the researcher will correlate aggregate data about students' visits to numerous content items in a course and their final grade in the course. The instructor will also correlate aggregate data from a study log created to track the number of hours …
Multiple Problem-Solving Strategies Provide Insight Into Students’ Understanding Of Open-Ended Linear Programming Problems, Marla A. Sole
Multiple Problem-Solving Strategies Provide Insight Into Students’ Understanding Of Open-Ended Linear Programming Problems, Marla A. Sole
Publications and Research
Open-ended questions that can be solved using different strategies help students learn and integrate content, and provide teachers with greater insights into students’ unique capabilities and levels of understanding. This article provides a problem that was modified to allow for multiple approaches. Students tended to employ high-powered, complex, familiar solution strategies rather than simpler, more intuitive strategies, which suggests that students might need more experience working with informal solution methods. During the semester, by incorporating open-ended questions, I gained valuable feedback, was able to better model real-world problems, challenge students with different abilities, and strengthen students’ problem solving skills.
Are We Teaching Them Anything?: A Model For Measuring Methodology Skills In The Political Science Major, Christi Siver, Seth W. Greenfest, G. Claire Haeg
Are We Teaching Them Anything?: A Model For Measuring Methodology Skills In The Political Science Major, Christi Siver, Seth W. Greenfest, G. Claire Haeg
Political Science Faculty Publications
While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments to evaluate the effect of their own methods instruction. The model includes a syllabi analysis, evaluation of capstone (senior) papers, and a transcript analysis. We apply these assessment tools to our own department to examine whether students demonstrate a range of basic-to-advanced methodological skills. Our …
An Exploration Of Fairness In The Assessment And Process Of Student Group Work, Rita Gibson, Emma Geoghegan, Oscar Macananey, Andrew Hines, Lorraine D'Arcy
An Exploration Of Fairness In The Assessment And Process Of Student Group Work, Rita Gibson, Emma Geoghegan, Oscar Macananey, Andrew Hines, Lorraine D'Arcy
Practitioner Research Projects
This project was driven by a motivation to be as fair as possible in the assessment of students' group work. Achieving fairness in assessment is a recurrent them in group project assessment literature (Nordberg, 2009). All authors of this report teach modules with group projects, and acknowledged that discrepancies often exist between a mark assigned to a group and an individual's contribution. Our aims were to (a) collectively enhance our understanding of the issues that need to be considered when assessing a group work project and (b) collectively build our confidence in approaches chosen to overcome these challenges. The findings …
Methods For Deriving Individual Marks From Group Work, Miriam Delaney, Lucy Bowe, Breiffni Fitzgerald, Peter Maccann, Christina Ryan
Methods For Deriving Individual Marks From Group Work, Miriam Delaney, Lucy Bowe, Breiffni Fitzgerald, Peter Maccann, Christina Ryan
Practitioner Research Projects
Group assessment is a valuable teaching and learning method (Springer et al., 1999). This has been comprehensively demonstrated in the teaching and learning literature both in general (Johnson et al., 1991) and in specific contexts. This assessment practice promotes questioning, discussion and debate and encourages students to become active team players (DIT, 2013). However, when using this form of assessment, it is important to recognise that it is "individuals who graduate and gain qualifications" (Gibbs, 2009, p.4). The problem of freeloading has been identified and one of the suggested methods of reducing this is to incorporate individual assessment into the …
Facilitating Group Work: A Guide To Good Practice, Ronan Mccrea, Irene Neville, David Rickard, Ciara Walsh, David Williams
Facilitating Group Work: A Guide To Good Practice, Ronan Mccrea, Irene Neville, David Rickard, Ciara Walsh, David Williams
Practitioner Research Projects
Oakley et al. (2004) and Gibbs (2009) observe that owing to the extensive literature on group work, lecturers searching for a succinct guide on how to facilitate this activity effectively would find it challenging to digest such a large corpus. We extensively reviewed the literature in order to produce a quick and accessible guide for lecturers to use. It is our aspiration that this could be referred to when planning and facilitating group work projects with insights and recommendations informed by our research. Moreover, as this work draws on publications from educators in a wide range of disciplines, we expect …
A Qualitative Case Study Of Strategies For Choosing And Evaluating Alternative Assessments In Online Higher Education, Robert James Streff
A Qualitative Case Study Of Strategies For Choosing And Evaluating Alternative Assessments In Online Higher Education, Robert James Streff
Walden Dissertations and Doctoral Studies
Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using Gagné's conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 participants teaching online at Midwestern public universities. Interview data and course artifacts, including syllabi, rubrics, assessments, …
Faculty Perceptions On The Student Learning Accountability Movement, Tara Rose
Faculty Perceptions On The Student Learning Accountability Movement, Tara Rose
Walden Dissertations and Doctoral Studies
Literature examining the impact of the student learning accountability movement on faculty perspectives is insufficient, as little is known about how faculty perceive the requirements related to federal, state, and institutional accountability initiatives. This case study investigated the threat posed by the accountability movement on the stability of faculty engagement, while exploring how faculty perceptions of the movement will impact institutional and state policy. Using Levin's system of accountability as the framework for this study, the central research question explored how understanding faculty perspectives on the student learning accountability movement could promote policy within an institution. Data were gathered via …
Don’T Box Me In: Rubrics For Ártists And Designers, Natasha Haugnes, Jennifer L. Russell
Don’T Box Me In: Rubrics For Ártists And Designers, Natasha Haugnes, Jennifer L. Russell
To Improve the Academy: A Journal of Educational Development
Two faculty developers at a professional art and design university were met with uneasy faculty attitudes toward grading when they opened their CTL 13 years ago. Conversations revealed that the faculty artists and designers suspected that grading would somehow shatter the fragile muse of creativity, which is so central to the processes of producing art and design. The developers’ quest for transparent, consistent grading, and assessment practices resulted in an approach to rubric creation that taps into artists’ reverence for the critique. This narrative account reveals how the approach allowed an interactive introduction of rubrics as teaching tools, ensured their …