Education Commons^™

Alignment Of Global Outcomes For Assessment And Accreditation, Ken Ryalls

Academic Chairpersons Conference Proceedings

Influential higher education organizations aspire to measure different sets of global student outcomes, yet widespread agreement exists. This presentation centers on how IDEA's Student Ratings of Instruction Learning Objectives align with global outcomes from AAC&U's Value Rubric, Lumina's DQP, HLC's Criteria for Accreditation, and NSSE's Engagement Indicators.

“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

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 …

Providing Evidence Teacher Candidates Teach Well, How Well They Teach, And How We Know, John Hobe

Georgia Educational Research Association Conference

How do we decide what teacher candidates need to do well in a program, how well they do it, and how do we know, will be seen, heard, and discussed. Participants will receive activities, with examples, explaining how these decision are made so program standards are demonstrated and assessed. Procedures for video evidence gathered during field experiences and related to decided standards and requirements, including edTPA, will be analyzed with presentation participant involvement. This research project is in progress.

Greening An Integrated Marketing Communication's Course: An Assessment Of Sustainability Literacy, Pia A. Albinsson, G. David Shows

Atlantic Marketing Association Proceedings

This article showcases efforts of incorporating Sustainability Issues in an Integrated Marketing Communications (IMC) class during three semesters during the academic years of 2013/2014 and 2014/2015. The course was re-designed using Fink’s (2013) course recommendations of designing significant learning goals. In addition to the way the course was delivered (both face-to-face and online), the instructor worked with a Higher Ed publisher to customize a textbook to include sustainability issues related to the course content (i.e., reflecting IMC topics). The course re-design included sustainability assignments such as Virtual Field Trips (visiting corporate websites and other organizations to study their CSR statements …

Florida's Voluntary Prekindergarten (Vpk) Program's Influence On Preschool Teachers' Beliefs And Practices, Laura J. Monsalvatge

South Florida Education Research Conference

Three veteran preschool teachers told their stories about navigating the implementation of VPK. Even with parents' misconceptions about VPK's goals, teachers were able to meet its standards by continuing to embrace a play-based, hands-on philosophy that also emphasized children's social and emotional needs.

Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge

2009 - 2019 ACER Research Conferences

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 …

Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino

2009 - 2019 ACER Research Conferences

A key challenge in shaping science learning for the future will be to develop new measures of learning that take into account what it means to be proficient in science (Pellegrino, 2013). The emergent view on proficiency, grounded in learning sciences research, emphasises using and applying knowledge in the context of disciplinary practice. Referred to as knowledge-in-use, this perspective on science proficiency is a centrepiece of the United States’ National Research Council’s (NRC) Framework for K–12 Science Education (NRC, 2012), embodied in the new US national standards (NGSS Lead States, 2013) and emphasised in the recently released NRC report on …

Learning Assessments: Designing The Future, Geoff N. Masters

2009 - 2019 ACER Research Conferences

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 …

Rubrics For Easily And Accurately Assessing Speaking And Listening Proficiency From Novice Through Distinguished, Catherine T. Johnson

South East Coastal Conference on Languages & Literatures (SECCLL)

Accurately assessing student performance helps instructors develop more effective classroom materials to increase proficiency in the target language. In order to facilitate this process in my classroom, I have developed rubrics for Speaking and Listening that are based on ACTFL guidelines, and that can be easily modified to suit the specific needs of any language at all levels from Novice through Distinguished. Thus, these rubrics can be very useful not only for the individual instructor, but also for language departments that wish to use a common rubric for assessing student performance.

At the end of the session, participants will be …

Assessing Student Learning, Dr. Susan Hatfield

Academic Chairpersons Conference Proceedings

Plans to assess student learning are only useful if they are practical, meaningful and sustainable. This workshop will present a step-by-step approach for implementing a student learning assessment plan that will provide useful data for program improvement.

Preparing And Using Classroom Observations In Faculty Teaching Evaluations, Peggy A. Thelen

Academic Chairpersons Conference Proceedings

Department chairs charged with evaluating faculty teaching often receive no formal observation and assessment training. This session offers suggestions for the organization, implementation, and reflection of the faculty teaching evaluation process. We will also discuss the difficulties and successes of the faculty teaching evaluation process.

Cognitive Skills And Mathematics Problem-Solving Performance, Ardyth C. Foster Phd

Georgia Educational Research Association Conference

Geared towards teacher educators and elementary and middle-school mathematics teachers, the findings of a study that explored relationships between students’ cognitive skills and their mathematics problem-solving performance will be presented. The existing complexities within this area, along with the potential implications for collaboration among students and their teachers/peers, and for appropriate and effective pedagogical decision making, will be discussed.

By addressing possible relationships between students’ cognitive skill strengths and skill-based assessment methods, this presentation will provide opportunities for exploring and discussing potential impacts on teaching and assessment methods that are geared towards students’ learning strategies/styles, and that engage students in …

Using Rubrics To Assess Authentic Learning Products From One-Shot, Course-Integrated Library Instruction, Jennifer Stout, Laura Gariepy

Georgia International Conference on Information Literacy

Librarians face numerous challenges when designing effective, sustainable assessment methods for student learning outcomes in one-shot, course-integrated library instruction sessions. In this presentation, we will share how librarians at Virginia Commonwealth University (VCU) use a rubric to assess students’ authentic learning products from one-shot instruction sessions for a research and writing course required for all undergraduate students. We will share how rubric-based assessment enhances student learning and explain how we use this type of assessment to demonstrate our information literacy program’s effectiveness.

University 200: Inquiry and the Craft of Argument is a sophomore-level writing and research course required for all …

The Proof Is In The Worksheets: Assessing Information Literacy Outcomes From Library Instruction In An Evolved Fye Program, Robin Johns Grant

Georgia International Conference on Information Literacy

In the past, Middle Georgia State College’s assessment of library instruction mainly consisted of post-instruction evaluations in which students answered questions about the class’s usefulness and gave comments. However, we wanted to be able to tie our library instruction sessions to learning outcomes based on ACRL Information Literacy Standards—not just student impressions of the class. For three years, the college had been conducting two library instruction sessions for each section of our new First Year Experience class, and we were using a standardized instruction outline and worksheet for each of those classes already. The FYE program, therefore, was the ideal …

Everything In Moderation: A Quality Improvement Initiative, Rowena H. Scott, Bev Ewens, Lesley Andrew

eCULTURE

This discussion paper describes the review and development of a standardised moderation of assessment process in the School of Nursing and Midwifery. This initiative was the result of collaboration between two nursing course coordinators and a Centre for Learning and Development academic who provided the scholarship of moderation of assessments. A review of the current moderation processes revealed the potential for variation amongst markers especially due to the large number of new and sessional academic staff. A recommendation from the review was the need for a moderation process that provides evidence for reporting and is not difficult for academic staff …

Teaching Tools For Real Life Skills: Information Literacy For The Workplace, Alessia Zanin-Yost, Betsy Clementson

Georgia International Conference on Information Literacy

See presentation description.

From Classroom Assessment To Ials And Piaac: Disconnected Conceptions About Measuring Adult Literacy, Audrey Gardner

Adult Education Research Conference

The International Adult Literacy Survey has resulted in a reframing of the meaning of adult literacy and contributed to disconnected conceptions about literacy assessment in Canada and elsewhere. In the emerging IALS framework governments prioritize statistical measures and largely overlook the array of mostly qualitative evidence of learner progress. Programs are challenged to balance assessment methods that are meaningful to learners with policy expectations on raising literacy rates. This paper offers a brief analysis of how adult literacy assessment has been caught up in the IALS discourse that undercuts learner-centered assessment.