Education Commons^™

"I’Ll Wait Zero Seconds": Faculty Perspectives On Serials Access, Sharing, And Immediacy, Rachel Elizabeth Scott, Anne Shelley, Chad E. Buckley, Cassie Thayer-Styes, Julie A. Murphy

Faculty and Staff Publications – Milner Library

This study explores how faculty across disciplines access and share scholarly serial content and what expectations they have for immediacy. The authors conducted twenty-five in-depth, semi-structured interviews with faculty of various ranks representing all Illinois State University (ISU) colleges. The findings, presented in the words of participants and triangulated with data from local sources, suggest that faculty use a variety of context-specific mechanisms to access and share serial literature. Participants discuss how they use library services such as databases, subscriptions, interlibrary loan, and document delivery, coupled with academic social networks, disciplinary repositories, author websites, and other publicly available sources to …

Teaching And Assessing With Taxonomies, Tony Shannon

International Journal for Business Education

The development of taxonomies which articulate learning outcomes are necessary to disconnect the silos among educators, employers and learners (Mathews, 2019; Uranis et al.) What are taxonomies? A taxonomy is a systematic classification of objects. Why do they matter? Without systematic classification and coding it is difficult to compare or combine objects. How are they relevant to teaching and learning? In the years after the Second World War, educational psychologists saw the progress made in the biological sciences with taxonomies and started to apply them in education. Among the first to appear in the mid-50s was the work of Bloom.

Teaching Undergraduate Students About Cultural And Linguistic Diversity: Assessment And Pedagogical Challenges, Gabriela Simon-Cereijido, Kai J. Greene, Lucía I. Méndez

Teaching and Learning in Communication Sciences & Disorders

Purpose: Diverse undergraduate students can play a critical role in increasing the number of culturally competent clinicians in the future. However, exploring how these students develop cultural and linguistic awareness is crucial. This study examined the development and assessment of cultural and linguistic awareness among a diverse group of undergraduate students who completed a dedicated course on cultural and linguistic diversity in communication disorders.

Method: We conducted quantitative and qualitative analyses to evaluate student growth. Ninety-seven undergraduate students from a public Hispanic-Serving Institution completed an adaptation of the ASHA's Cultural Competence Checklist: Personal Reflection at the beginning and end of …

Closing The Loop: Development Of A Dashboard For Quality Improvement Of Business Education Programs, Alicia Iriberri, Donald N. Stengel

International Journal for Business Education

Business schools continuously improve their processes and program assessment activities, but fall short in achieving faculty's awareness of process steps and disseminating results to inform and trigger continuous improvement actions. The assessment process of the Craig School of Business at California State University, Fresno had worked well. It evaluated student learning of core competencies of its Business Administration degree programs. The assessment process had a sound set of program goals and student learning outcomes and metrics. Learning outcomes were measured semiannually, and reports were written annually. Assessment results consistently surpassed benchmarks. Still, the assessment process did not effectively disseminate results …

Simulation-Based Training Improves Student Assessment Of Oral Feeding Skills In Preterm Infants, Courtney K. Broadfoot, Julie M. Estis

Teaching and Learning in Communication Sciences & Disorders

Advancements in medical technology have contributed to increased rates of preterm birth. Prematurity places infants at high risk for feeding difficulties, however. Early identification and assessment of preterm infant dysphagia is critical to maximize nutrition and hydration, feeding safety, and growth and development. The purpose of this study was to assess the ability of a simulation-based training toolto increase non-health care and entry-level clinical student sensitivity to signs of feeding distress in preterm infants. Data were collected from 60 students (20 masters-level Speech-Language Pathology, 20 undergraduate nursing, 20 undergraduate non-health care) in a pre-test/post-test design. All participants completed a …

Assessing Outcomes Of Simulation In Communication Sciences And Disorders, Erin S. Clinard

Teaching and Learning in Communication Sciences & Disorders

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research …

Utilizing A Learner Centered Design Model To Support A Change In Grading And Assessment Practices, Carmen Margot Bergmann

Theses and Dissertations

Practices in grading and assessment have been studied extensively. Guskey and Brookhart (2019) found many studies dating back to the early 1900s, and one as early as 1888, that looked at the reliability and consistency of grades. Despite more than 100 years of research on grading and assessment practices and many efforts to change these practices, most practices today are remarkably similar to those utilized in the early 1900s. The purpose of this qualitative study was to explore the effects of using a Learner Centered Design Model to support a school staff in altering their beliefs and practices regarding grading …

The Magic Of Teaching And Assessing Writ [ Rid ] Ing, Kristina Koehler

Theses and Dissertations

Theories of hermeneutics (Moss) and complementarity (Broad and Boyd) claim that human understandings deepen when inquiries are informed by multiple perspectives. This thesis renders two distinct but related pedagogical enterprises—the teaching of writing and the teaching of horseback riding—reciprocally illuminating and complicating. As a result, the Elbovian “magic” of teaching, assessing, writing, and riding has come to light: the delicate humanity and intimacy of our work in both “communities of practice” (Star). My argument calls teachers to embrace this “magic” in our classrooms by addressing and normalizing fears that both we and our students experience. Doing so is essential to …

Orientation And Mobility Service Decisions: What Is Guiding Them If It Is Not Assessment?, Lauralyn Kay Randles

Theses and Dissertations

Objective: In this study, I sought to determine what tools are used during assessment and service delivery decisions. Also, the study worked to explore O&M specialist’s perceptions of factors impacting assessment results and service delivery decisions. Methods: A survey was employed to gather this information from O&M specialists spread throughout Midwest region of the United States. Seventy six O&M specialists completed the survey sharing about their experiences with O&M assessments and service delivery decisions. Analysis was completed using Microsoft Excel and a researcher establish codebook. Results: The participant’s caseloads and employment details varied greatly from one to another. The results …

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 …

Developing And Using A Rubric To Provide Feedback And Improve Csd Clinical Writing, Laura B. Willis, Lindsey Piazza

Teaching and Learning in Communication Sciences & Disorders

The benefits of rubrics have long been established and their use encouraged in various fields of study. The authors sought to create a rubric specific to the needs in CSD to more clearly share expectations for student clinical writing and more comprehensively assess the quality of their writing. The faculty collaborated with the Office of Academic Assessment to develop a rubric to address these issues. The rubric was developed using VALUE rubrics as guidance, as well as the unique requirements for Communication Sciences and Disorders documentation. This specific rubric may be used to grade and provide feedback to improve the …

Let’S Be Perfectly Clear About Ambiguity: Exploring Instructor Use Of Strategic Ambiguity To Enhance Student Work And Learning Outcomes, Anna M. Wright

Theses and Dissertations

Instructors often desire to be clear in their teaching. However, a new area of research raises the possibility that instructors can use ambiguity strategically in courses and assignments to foster improved learning outcomes in students. This study uses quantitative research methods to explore how student characteristics affect learning outcomes when presented with varying levels of instructor messaging regarding clear and ambiguous assignments. Specifically, the measured student’s tolerance for ambiguity, mindset, as well as learning orientation and grade orientation as well as the impact instructor messaging regarding assignments has on student’s learner empowerment and affective learning. Findings suggest that instructor messaging …

The Double-Edged Sword Of Standardized Testing, Barbara Meyer, Christine Paxson

Faculty Publications - College of Education

Assessment in Pk-12 schools has always been a challenge. Measurement and comparison of students, schools, school districts and states provides accountability for all stakeholders in education. Standardized testing has become the norm, but it is overused. The Partnership for Assessment of Readiness for College and Careers is one test adopted on a large scale to measure whether students are prepared for college and career. Parents are one of the stakeholders who had had concerns about another standardized test, but they also recognize the need. A survey was conducted of parents whose children took PARCC to learn their expectations of the …

Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking

Theses and Dissertations

This study examined the assessment instruction of a four-year undergraduate secondary education program and its alignment to the teaching standards and the summative teacher licensure assessment. Document analyses were conducted on the program’s syllabi as well as the assessment portions of the InTASC standards and the handbook of the edTPA. Results highlighted several areas of misalignment in the areas of categorical concurrence, depth of knowledge, and range of knowledge. Also of note, preservice teachers in different secondary subject areas are receiving different amounts of assessment instruction. Additionally, local edTPA data was examined to highlight areas of strength and weakness. Students …

Revenge Of The Nerds Revisited: Do Accounting And Finance Majors Differ From Other Business Majors In Their Learning Styles, And Do They Earn Higher Grades In A General Business Course?, Todd J. Hostager Ph.D.

International Journal for Business Education

Decades of research spanning a range of educational domains have confirmed that students differ in their learning styles and that student performance is impacted by the degree of fit between these styles and the teaching and assessment methods deployed in courses (Allinson & Hayes, 1988; Cegielski, Hazen & Rainer, 2011; Drissi & Amirat, 2017; Honn & Ugrin, 2012; Visser, McChlery & Vreken, 2006.) In this study, the researchers investigate whether a capstone business course— designed to accommodate a diverse range of learning styles— can succeed in leveling the playing field, yielding results showing no significant differences in course grades as …

Changes In Teacher Thinking And Action In Response To The Next Generation Science Standards, Angela R. Bowden

Theses and Dissertations

This study examined the role of K-12 science teachers’ understandings and perceptions of the Next Generation Science Standards, implementation of the new standards in the classroom, and potential barriers to implementation as reform stakeholders had envisioned. Grounded in the relevant literature and working from the Teacher-Centered System Reform framework, this study employed a quantitative approach to data collection. The TCSR Model framed this study by linking teachers’ demographic and professional profile, teaching experience, professional development, district-level, school-level, and classroom-level contexts and illuminates the dynamic effect the factors have on teachers’ thinking and their practice. The study recognizes teachers’ knowledge and …

The Assessment Of Scientific Reasoning Skills Of High School Science Students: A Standardized Assessment Instrument, Shane Hanson

Theses and Dissertations

The main goal of science education has been achieving scientific literacy. However, this has been no easy task considering that scientific literacy has many definitions that involve a plethora of activities. This means that assessing the topic becomes quite challenging, especially if this is done with some sort of overarching instrument. Fortunately, Shamos (1995) has characterized the many dimensions of scientific literacy into three levels. These dimensions can then be assessed individually, making the task of assessment less overwhelming. The highest level, true scientific literacy contains dimensions that are discussed in this study, which already have individual assessments. Wenning's Nature …

Formative Assessment Strategies: Levels Of Use By High School English And Mathematics Teachers, Danielle Love Hauser

Theses and Dissertations

The levels of use of formative assessment strategies and types of feedback by high school English and mathematics teachers were examined. A non-experimental, quantitative survey approach was used to test whether the levels of use of formative assessment strategies vary by content area taught (English vs. mathematics), teacher's perceptions of their knowledge of these practices, and other teacher demographics (e.g., gender, years of experience, degrees/ qualifications). Survey items on formative assessment strategies included specific items from Classroom Assessment for Student Learning Doing It Right Using It Well. Feedback survey questions were based on Nyquists' typology of feedback. One-hundred twenty-five surveys …

Raising The Standard: An Assessment Of Peer Collaboration As An Enhancer Of Speech Evaluation Fidelity, Terrell Kody Frey

Theses and Dissertations

This thesis explores the state of speech evaluation training in the basic communication course at Illinois State University. Specifically, a new type of pedagogy known as the "peer workshop" is integrated into the course as a potential supplement to the speech evaluation training procedures. Quantitative and qualitative methods reveal how the course has become engrained into the academic expectations of the student body and identify written peer feedback as a necessary focus of future training in the classroom. Specific theoretical and pedagogical implications, as well as limitations and future directions, are discussed in detail.

Distinguishing Assessment From Accountability: Honoring Student Learning And Values In Assessment, Erin Elizabeth Pearce Thomas

Theses and Dissertations

Accountability is documented as one of the two major forces for engaging in assessment (Ewell, 2002, 2009; Keeling, 2006; Keeling et al., 2008; Love & Estanek, 2004; Terenzini, 1989). Due in part to neoliberalism's influence on education assessment rhetoric and discourse, accountability dominates how assessment is understood and practiced. The dominance of the accountability rhetoric effects how student affairs educators perceive and value assessment. The purpose of this study is to explore why assessment is not a pervasive or consistent practice within student affairs. Through an interpretivist case study examination of Manresa University's division of student affairs, participant observation, document …