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Articles 31 - 60 of 133
Full-Text Articles in Education
Jump Start Faculty And Pds In Edtpa Practice, Lori Piowlski, Beth Beschorner, Lisa Vasquez
Jump Start Faculty And Pds In Edtpa Practice, Lori Piowlski, Beth Beschorner, Lisa Vasquez
Lori Piowlski, Ph. D.
No abstract provided.
Jump Start Faculty And Pds In Edtpa Practice, Lori Piowlski
Jump Start Faculty And Pds In Edtpa Practice, Lori Piowlski
Lori Piowlski, Ph. D.
Join in the conversation of how faculty and departments can delve into the analysis, back mapping, problem solving, and PDS engagement to integrate and model the edTPA through program restructuring.
Get Ready, Get Set, Go...Learning To Leap Over The Hurdles Hindering Program Development And Begin To Merge Course Content And The Edtpa, Lori Piowlski
Lori Piowlski, Ph. D.
No abstract provided.
21st Century Pds Initial Field Experience Model, Lori Piowlski, Darin Doherty, Scott Lusk
21st Century Pds Initial Field Experience Model, Lori Piowlski, Darin Doherty, Scott Lusk
Lori Piowlski, Ph. D.
No abstract provided.
Beware Of The Collision Between Cultural Proficiency And Teacher Candidate Performance Assessment, Lori Piowlski
Beware Of The Collision Between Cultural Proficiency And Teacher Candidate Performance Assessment, Lori Piowlski
Lori Piowlski, Ph. D.
An issue facing teacher preparation programs is that higher education must be able to measure teacher candidates' competencies that can be considered internal dispositions, which directly impact the quality of their instruction. This session delves into the teacher performance assessment (edTPA) scores candidates are earning in correlation to their Intercultural Development Inventory (IDI) levels
Hunting For Qr Codes: Linking Students To The Music Collection, Veronica A. Wells
Hunting For Qr Codes: Linking Students To The Music Collection, Veronica A. Wells
Veronica Wells
Libraries are exploring the use of Quick Response (QR) codes, to market to and connect users with libraries' services. The University of the Pacific has been experimenting with QR codes in an innovative way: to introduce first-year music majors to the physical music library materials via a QR code scavenger hunt. This article discusses the library literature on QR codes and scavenger hunts, as well as the University of the Pacific's QR code scavenger hunt from creation to assessment. Additionally, recommendations are given for designing a similar pedagogical tool at your library.
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Lynnette Lounsbury
Higher education students use a wide range of information and communication technologies for personal and study purposes, collectively known as a Personal Learning Environment (PLE). The ways in which students use technologies to prepare and complete assessment tasks, however, has not been researched as much as their general use of technology. This paper reports on the process adopted to develop a research-informed framework to engage higher education students in the use and evaluation of technologies for assessment purposes within their PLEs. The method used to construct the framework is presented alongside recommendations for how the framework may be used by …
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Maria Northcote
Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff …
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Engaging Students In The Use Of Technologies For Assessment Within Personal Learning Environments (Ples): The Development Of A Framework, David Bolton, Paula M. Mildenhall, Kwong Sim, Lynnette Lounsbury, Maria T. Northcote
Maria Northcote
Higher education students use a wide range of information and communication technologies for personal and study purposes, collectively known as a Personal Learning Environment (PLE). The ways in which students use technologies to prepare and complete assessment tasks, however, has not been researched as much as their general use of technology. This paper reports on the process adopted to develop a research-informed framework to engage higher education students in the use and evaluation of technologies for assessment purposes within their PLEs. The method used to construct the framework is presented alongside recommendations for how the framework may be used by …
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Maria Northcote
Higher education students' use of technologies has been documented over the years but their specific use of technologies for assessment-related tasks has yet to be fully investigated. Researchers at two higher education institutions recently conducted a study which sought to discover the technologies most commonly used by students within their Personal Learning Environments (PLEs). A specific aim of the study was to determine which of these technologies the students used when they complete and submit assessment tasks such as assignments and examinations. Results from questionnaires, focus groups and mapping exercises are reported and the implications of the findings for developing …
Why Did My Mentor Teacher Only Give Me A Credit?: The Lonely Task Of Grading Your Pre-Service Teacher, Beverly Christian, Peter Kilgour, Andrew Kilgour
Why Did My Mentor Teacher Only Give Me A Credit?: The Lonely Task Of Grading Your Pre-Service Teacher, Beverly Christian, Peter Kilgour, Andrew Kilgour
Peter Kilgour
The placement of pre-service teachers in
schools to integrate theoretical learning with
practical experience is an integral component
of many tertiary education courses. Issues with
both the reliability and validity of assessment
grades in a workplace environment suggest
a call to strengthen the level of academic
rigour of these placements. In this study,
professional development lecturers in one
education program [Avondale College of Higher
Education, NSW] constructed a standardsbased
grading rubric designed to assist mentor
teachers assess the performance of pre-service
teachers. After implementation of the rubric
for two Professional Experience sessions,
mentor teachers were surveyed to assess the
effectiveness …
Assessment Of Work-Integrated Learning: Comparison Of The Usage Of A Grading Rubric By Supervising Radiographers And Teachers, Andrew Kilgour, Peter W. Kilgour, Tania Gerzina, Beverly J. Christian
Assessment Of Work-Integrated Learning: Comparison Of The Usage Of A Grading Rubric By Supervising Radiographers And Teachers, Andrew Kilgour, Peter W. Kilgour, Tania Gerzina, Beverly J. Christian
Peter Kilgour
Introduction
Professional work-integrated learning (WIL) that integrates the academic experience with off-campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre-service teachers.
Methods
WIL placement assessment practices in two programmes, pre-service teacher training (Avondale College of Higher Education, NSW) and medical diagnostic radiography (Faculty of …
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Anthony Williams
Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff …
Group-Work: Does It Have To Be That Bad?, Anthony Williams, L Henry, R Tucker, N Abassi
Group-Work: Does It Have To Be That Bad?, Anthony Williams, L Henry, R Tucker, N Abassi
Anthony Williams
Many accreditation bodies and universities require the graduate attribute of “an ability to work in teams” or to “effectively collaborate”. Students invariably dislike working in groups maintaining that “malingerers ride on the back” of those students who work hard and contribute effectively to the outcomes of the group or team. This is the context in which an ALTC/OLT project was established, the project is to consider ways of enhancing group-work in Architecture and design related disciplines. The project has identified the issues associated with group-work, from the perspective of student and lecturer, and has begun to develop strategies to overcome …
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Research-Informed Guidelines For The Development Of Adaptively-Released Assessment Feedback (Araf) Strategies In Higher Education, Lindsay Morton, Alexandra Johnson, Anthony Williams, Maria T. Northcote
Lindsay Morton
Assessment feedback has the potential to significantly impact on learning; this can be in the form of quantitative or qualitative feedback, or both. While assessment feedback is intended to provide students with insight into how their learning has progressed against learning outcomes, exploratory research into the impact of assessment feedback has found that students pay more heed to numeric grades than qualitative comments, despite the latter having more potential to positively impact learning. This paper reports on a project, funded by the Office for Learning and Teaching (OLT), to determine the impact of feedback strategies on students’ learning. Academic staff …
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Higher Education Student's Use Of Technologies For Assessment Within Personal Learning Environments (Ples), Lynnette Lounsbury, Paula Mildenhall, David Bolton, Maria T. Northcote, Alan Anderson
Lynnette Lounsbury
Higher education students' use of technologies has been documented over the years but their specific use of technologies for assessment-related tasks has yet to be fully investigated. Researchers at two higher education institutions recently conducted a study which sought to discover the technologies most commonly used by students within their Personal Learning Environments (PLEs). A specific aim of the study was to determine which of these technologies the students used when they complete and submit assessment tasks such as assignments and examinations. Results from questionnaires, focus groups and mapping exercises are reported and the implications of the findings for developing …
The Promises And Realities Of Evidence-Based Practices: Perceptions From Assessment Personnel, Jessica A. Rueter, Cynthia G. Simpson
The Promises And Realities Of Evidence-Based Practices: Perceptions From Assessment Personnel, Jessica A. Rueter, Cynthia G. Simpson
Jessica Rueter
Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers with evidence-based recommendations that can be implemented in the classroom to improve performance of students with learning deficits. This qualitative study examines 19 educational diagnosticians’ perceptions related to the barriers and supports that impacted their ability to provide evidence-based recommendations for students who are learning disabled. Three categories of barriers to issuing successful evidence-based recommendations emerged as a …
The Big Picture: A Practical Model For The Meaningful Development, Implementation, Tracking, And Utilization Of Assessment In Your College Music Program, Kyle Gullings
Kyle Gullings
This poster was presented at the 2016 Texas Music Educators Association conference, in San Antonio, TX.
Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick
Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick
William A. Henk
This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to reflect differences in the expectations for adolescent reading. The instrument was piloted on 488 students, revised, and then validates with an additional 2,542 students in the target grades. Factor analytic procedures revealed four factors emerging on the RSPS2. Items for Progress, Observational Comparison, Social Feedback, and …
Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick
Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick
William A. Henk
This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to reflect differences in the expectations for adolescent reading. The instrument was piloted on 488 students, revised, and then validates with an additional 2,542 students in the target grades. Factor analytic procedures revealed four factors emerging on the RSPS2. Items for Progress, Observational Comparison, Social Feedback, and …
Year Four Of The Qep: So Close Yet So Far, Kelly Whealan George, Aaron D. Clevenger
Year Four Of The Qep: So Close Yet So Far, Kelly Whealan George, Aaron D. Clevenger
Aaron D. Clevenger
Examining Digital Innovation In K-12 Schools: Variances Related To Identified School Typologies, Savilla Banister, Rachel Reinhart
Examining Digital Innovation In K-12 Schools: Variances Related To Identified School Typologies, Savilla Banister, Rachel Reinhart
Savilla I Banister
Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge
Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge
Dr Michael J Timms
There is an increasing interest in using digital technologies to create interactive learning environments (ILEs) that both teach and assess student skills that are hard or impossible to assess using ‘static’ items such as traditional, multiple-choice questions. These interactive learning environments try to do two things simultaneously: firstly, to monitor the learning of the student in real time, providing feedback to help the student progress through the learning task; and secondly, to use the information gathered during the learning to make judgements about where the student is in learning of the topic. Essentially, ILEs draw upon the same source of …
Learning Assessments: Designing The Future, Geoff N. Masters
Learning Assessments: Designing The Future, Geoff N. Masters
Prof Geoff Masters AO
Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre …
Describing State Level Mathematical Growth Using The Student Growth Percentile (Sgp) Methodology, Darin C. Kelberlau
Describing State Level Mathematical Growth Using The Student Growth Percentile (Sgp) Methodology, Darin C. Kelberlau
Darin C Kelberlau
The purpose of this study was to describe growth in student mathematics performance at the student and group levels as measured by the statewide mathematics test in Nebraska. Student groupings analyzed for differences in growth patterns were cohorts (elementary and middle school aged students), growth categories, grade levels, gender, ethnicity, students receiving special education (SPED) services, students receiving support services due to English not being their native language (ELL). Building differences were defined by average number of students per grade level (size), levels of student performance, levels of students receiving SPED services, and levels of students receiving ELL services. The …
Adapting The Mcmaster-Ottawa Scale And Developing Behavioral Anchors For Assessing Performance In An Interprofessional Team Observed Structured Clinical Encounter, Désirée Lie, Win May, Regina Richter-Lagha, Christopher Forest, Yvonne Banzali, Kevin Lohenry
Adapting The Mcmaster-Ottawa Scale And Developing Behavioral Anchors For Assessing Performance In An Interprofessional Team Observed Structured Clinical Encounter, Désirée Lie, Win May, Regina Richter-Lagha, Christopher Forest, Yvonne Banzali, Kevin Lohenry
Christopher Forest
Building Support For The Introductory Oral Communication Course: Strategies For Widespread And Enduring Support On Campus, Jon A. Hess
Jonathan A. Hess
A strong introductory course is important for many communication departments, for the discipline, and for meeting our obligation to society. This paper utilizes the example of a recent curricular reform that threatened to eliminate a required oral communication course to reflect on strategies departments can use to build widespread and lasting support for the course. The paper reviews the events that led to the challenge and details the department’s response, which offers lessons that may be useful for other institutions. Four lessons include: * Tailoring the introductory course to the institution’s needs and mission * Involvement in university work * …
Overcoming A Common Storm: Designing Professional Development For Teachers Implementing The Common Core, Jonathan Bostic, Gabriel T. Matney
Overcoming A Common Storm: Designing Professional Development For Teachers Implementing The Common Core, Jonathan Bostic, Gabriel T. Matney
Gabriel T. Matney
Classroom implementation of the Common Core State Standards for Mathematics (CCSSM) requires significant professional development that develops teachers’ understanding of the mathematics content and practice standards. This professional development must begin with the content and pedagogical needs of the teachers it serves. This study examined elementary and middle school teachers’ perceived mathematics content needs related to the CCSSM mathematics content domains, their perceived pedagogical needs, and the connection between these perceptions and statewide assessment data. K-5 teachers indicated a great need in Operations and Algebraic Thinking and Numbers and Operations on Fractions. Middle school teachers expressed a major need in …
Involving Families In The Assessment Process, Julie Rutland, Anna H. Hall
Involving Families In The Assessment Process, Julie Rutland, Anna H. Hall
Anna H Hall
Although grounded in theory and philosophy, and mandated by federal legislation, there is often a gap in research to practice when it comes to involving families in the assessment process. As family involvement through the continuum of early childhood education is recognized as “best practice”in the field, the assessment process must not be excluded. However, teachers in early childhood programs may need additional strategies to invite families to join in the process. Strategies for parent participation as consumers,informants, team members, and advocates are discussed as well as outcomes for children and families.
Using Data To Make Decisions About Student Services, Tonisha B. Lane, Larry D. Long
Using Data To Make Decisions About Student Services, Tonisha B. Lane, Larry D. Long
Larry D. Long
First-generation and low-income students are increasingly matriculating into post-secondary education. Acclimating first-generation and low-income students to higher education presents unique challenges and opportunities to improve institutional support and services. This program will inform participants about how Michigan State University used multiple data sources to assess, intervene, and support students from first-generation and low-income backgrounds involved in the Student Success Initiative. This program adds to the emerging conversation on using data to understand students and make decisions about student services.