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Full-Text Articles in Education
Predicting Teacher Value-Added Results In Non-Tested Subjects Based On Confounding Variables: A Multinomial Logistic Regression, Nathan Street
Predicting Teacher Value-Added Results In Non-Tested Subjects Based On Confounding Variables: A Multinomial Logistic Regression, Nathan Street
Doctoral Dissertations and Projects
Teacher value-added measures (VAM) are designed to provide information regarding teachers’ causal impact on the academic growth of students while controlling for exogenous variables. While some researchers contend VAMs successfully and authentically measure teacher causality on learning, others suggest VAMs cannot adequately control for exogenous influences on the classroom. Furthermore, because VAMs are primarily connected to student performance on standardized, high-stakes exams and those exams are resoundingly considered to be inadequate measures of true student learning, educators and educational leaders assert VAM results are moot. The purpose of this study was to consider the potential for student background, teacher preparation, …
Teachers' Knowledge Of Dominie Reading And Writing Assessment Portfolio Word-Level Reading, Maxine Y. Kershaw
Teachers' Knowledge Of Dominie Reading And Writing Assessment Portfolio Word-Level Reading, Maxine Y. Kershaw
Walden Dissertations and Doctoral Studies
There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using constructivism as a conceptual framework, the research questions focused on the trends in students' …
Educational Development Efforts Aligned With The Assessment Cycle, Phyllis Blumberg
Educational Development Efforts Aligned With The Assessment Cycle, Phyllis Blumberg
To Improve the Academy: A Journal of Educational Development
Using an assessment cycle as an organizing framework, this article illustrates how educational development and assessment mutually complement each other. It describes an assessment study conducted to determine if two colleges at a small university met their strategic goals to increase the adoption of learning-centered teaching. This study served the parallel function of assessing the impact of sustained educational development efforts by the Centers for Teaching and Learning (CTL) to promote learning-centered teaching. The majority of interviewed faculty reported using learning-centered approaches. The data collection method itself also served as a teachable moment for faculty who do not attend CTL …
The Aspirational Curriculum Map: A Diagnostic Model For Action-Oriented Program Review, Eric Metzler, George Rehrey, Lisa Kurz, Joan Middendorf
The Aspirational Curriculum Map: A Diagnostic Model For Action-Oriented Program Review, Eric Metzler, George Rehrey, Lisa Kurz, Joan Middendorf
To Improve the Academy: A Journal of Educational Development
When the process of curriculum mapping begins with the faculty’s articulations of the knowledge, skills, and attitudes students should master upon graduation, a curriculum map results that enables faculty to review the curriculum for effectiveness, see the workings of the whole curriculum at a glance, plan assessments, and recognize where adjustments or changes need to be made. This article explains these benefits and lays out a step by step process for building such a curriculum map that can be adapted to any institutional context. We also describe a variety of outcomes from and reactions to our process.
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
Evaluating Centers For Teaching And Learning: A Field-Tested Model, Susan R. Hines
To Improve the Academy: A Journal of Educational Development
This paper provides a program evaluation model, along with field-testing results, that was developed in response to the need for an evaluation model able to support systematic evaluation of teaching and learning centers (CTLs). The model builds upon the author’s previous studies investigating the evaluation practices and struggles experienced at 53 CTLs. Findings from these studies attribute evaluation struggles to contextual issues involving evaluation capacity, ill- structured curricula, and ill-conceived evaluation frameworks. This field-tested Four-Phase Program Evaluation Model addresses these issues by approaching evaluation in a comprehensive manner that includes an evaluation capacity analysis, curricular conceptualization, evaluation planning, and plan …
Assessment From An Educational Development Perspective, Mary C. Wright, Molly Goldwasser, Wayne Jacobson, Christopher Dakes
Assessment From An Educational Development Perspective, Mary C. Wright, Molly Goldwasser, Wayne Jacobson, Christopher Dakes
To Improve the Academy: A Journal of Educational Development
As assessment, already well established in higher education, gains attention in the field of educational development (ED), we ask: What does it mean to practice assessment from an ED perspective? In response, we examine four principles that are central to this endeavor: (a) bridging work across communities and multiple institutional levels; (b) collective, collaborative ownership; (c) action-oriented focus on student-centered learning; and (d) intentionality about inclusiveness to recognize diverse experiences of participants and stakeholders. We apply these principles to four examples of assessment practice at different institutions and offer a rationale for why this lens has utility for the improvement …