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Full-Text Articles in Education
Comparing Cognitive Theories Of Learning Transfer To Advance Cybersecurity Instruction, Assessment, And Testing, Daniel T. Hickey Ph.D., Ronald J. Kantor
Comparing Cognitive Theories Of Learning Transfer To Advance Cybersecurity Instruction, Assessment, And Testing, Daniel T. Hickey Ph.D., Ronald J. Kantor
Journal of Cybersecurity Education, Research and Practice
The cybersecurity threat landscape evolves quickly, continually, and consequentially. This means that the transfer of cybersecurity learning is crucial. We compared how different recognized “cognitive” transfer theories might help explain and synergize three aspects of cybersecurity education. These include teaching and training in diverse settings, assessing learning formatively & summatively, and testing & measuring achievement, proficiency, & readiness. We excluded newer sociocultural theories and their implications for inclusion as we explore those theories elsewhere. We first summarized the history of cybersecurity education and proficiency standards considering transfer theories. We then explored each theory and reviewed the most relevant cybersecurity education …
Teaching And Assessing With Taxonomies, Tony Shannon
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.
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Engaging First Year Students In Assessment Rubrics: Three Personal Experiences, Katherine Ashman, Kristina Turner, Dona Martin
Australian Journal of Teacher Education
In a direct effort to build a greater understanding of higher education teaching and learning opportunities, this study shares the journey of three university lecturers working to ensure best practice outcomes from criterion-referenced assessment [CRA]. The work was built on a belief that our respective higher education undergraduate students did not fully value the design structure or feedback outcomes inherent in CRA. Using a collaborative autoethnographic lens we pooled experiences, outcomes, challenges, assumptions, and accounts of unconscious biases from across our different tertiary education schools and subjects. Our examination enriched our understanding, our teaching, and our student outcomes. In sharing …
The Assessment Of Swimming And Survival Skills: Is Your Programme Fit For These Purposes?, Paolo Di Paola Ba
The Assessment Of Swimming And Survival Skills: Is Your Programme Fit For These Purposes?, Paolo Di Paola Ba
International Journal of Aquatic Research and Education
No abstract provided.
Assessment Of Higher-Education Hospitality Programs, Matt A. Casado
Assessment Of Higher-Education Hospitality Programs, Matt A. Casado
Hospitality Review
The function of assessment in higher-education hospitality programs is to improve student learning. Although the assessment process is common in higher-education institutions, examples of assessment practices in hospitality programs have not been made available to academic practitioners. This paper describes a method successful at formulating assessment in a hospitality college professional program.
Managing A Ripple In The New Wave Of Education Initiatives: Validity Of Assessment, Judson C. Faurer
Managing A Ripple In The New Wave Of Education Initiatives: Validity Of Assessment, Judson C. Faurer
Mountain Plains Journal of Business and Technology
With the increased attention to, and interest in, Distance Education/Online courses by academic institutions, students, and faculty, there is a concomitant increase in the difficulty of assessing the integrity of the assignments produced by students. Academic institutions see the opportunity for increased enrollment without an increase in campus facilities. Students appreciate the flexibility in scheduling and the self-paced opportunity while faculty may have mixed feeling about the drawn out interaction with and between students and the lack of assurance that assignments submitted are truly the work of the respective student. Personal experience and discussion with students and other faculty validates …