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Full-Text Articles in Education
A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster
A Rather Different ‘Operating System’ For Courses, Learning And Assessments — A Formative, Objectives-Mastery, Modular System (Fomms), David Schuster
Assessment Grants
This project involves a different way of running courses and assessments, in line with a very formative philosophy on learning. Being a whole system, it involves several components working together. Topics are designed as a sequence of small natural ‘learning units’, each with specific learning objectives. The aim is for all students to eventually attain high-level ‘mastery’ of all topic objectives, given the opportunity. Structured ‘learning tasks’ occur during learning, and ‘mastery assessments’ after topic completion. Both are formative rather than summative, in that students have an opportunity to learn from feedback and try again for mastery (assessment for learning). …
Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker
Graduate Student Success: Developing A Holistic Assessment Process For The Electronic Portfolio Using The Acpa/Naspa Professional Competency Areas, Ramona B. Lewis, Casey Dornhecker
Assessment Grants
The purpose of this project is to develop a holistic and sustainable assessment process for the Performance Driven Leadership electronic portfolio that is completed as part of the M.A. in Educational Leadership Higher Education and Student Affairs Leadership (HESA) concentration.
Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban
Cliftonstrengths For Students: Developing Engaged And Thriving Students Through Strengths Awareness And Development, Adrienne Fraaza, Ewa Urban
Assessment Grants
The Office of Student Transitions embarked upon its second pilot year of implementing Gallup's CliftonStrengths for Students into First-Year Seminar (FYS) courses. Strengths development focuses on improving self-awareness and well-being, giving students a tool to understand how to leverage their natural talents for success. Nearly half of the FYS instructors chose to integrate Strengths activities and development into their courses. Final data indicated an increase in self-awareness, confidence, and affirmation of major/career choices. Nearly 89% of pilot students said that Strengths should be implemented in all FYS courses.
Assessing Creative Growth In The Frostic School Of Art, William Charland
Assessing Creative Growth In The Frostic School Of Art, William Charland
Assessment Grants
This project examined the suitability of the Torrance Test of Creativity as a direct measure of determining growth in student creativity from matriculation to graduation among students enrolled in B.F.A. and B.A. programs across the areas of the Frostic School of Art (FSoA). Test takers were anonymous, representing an opportunity sample of incoming and outgoing student cohorts. This research project’s aim was to determine if creativity, as distinct from techniques and skills, increased between the first year and graduation among students in the FSoA.
Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield
Assessing The Assessors: Potential Barriers To Engaged Writing Assignments, Lisa Singleterry, Susan L. Caulfield
Assessment Grants
The aim of this project is to inform departments and schools within the College of Health and Human Services of how their faculty, in general, approach writing-related requirements with their courses. Authors adapted 3 surveys to measure faculty perceptions about writing, including faculty approaches to assigning writing, faculty comfort levels with writing and how equipped they are to assess writing. Data will be entered into SPSS for data analysis that will be used to inform needs for department and faculty support or policy development.
Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang
Collaborative Learning For High Voltage Engineering Education, Pablo Gomez, Edmund Tsang
Assessment Grants
The goal of this project is to evaluate the applicability and efficacy of a collaborative learning environment for high voltage (HV) engineering education. This environment is based on the interaction of two pedagogical approaches: computer simulation and experimental/laboratory work. Two courses on HV engineering were offered in parallel in the Fall 2018 semester – one taught at Western Michigan University focusing on computer simulation and the other one taught at Mississippi State University focusing on experimental/laboratory work.