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Articles 1 - 5 of 5
Full-Text Articles in Education
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
The Challenge Of Providing High-Quality Feedback Online: Building A Culture Of Continuous Improvement In An Online Course For Adult Learners, Emily Hodge, Susan Chenelle
Department of Educational Leadership Scholarship and Creative Works
Scholars of online learning have acknowledged the additional challenges an online format poses to relationship building and providing effective feedback. This article describes the authors’ experiences providing feedback to adult learners in an online educational leadership course, the challenges they encountered in providing this feedback in a timeframe and manner to which students were receptive, and their research into how to build a culture of continuous improvement in an online course for adult learners. The authors conclude that effective online feedback occurs when course projects are sequenced to provide opportunities for students to receive and engage with feedback formatively, when …
Informed And Uninformed Naïve Assessment Constructors’ Strategies For Item Selection, Helenrose Fives, Nicole Barnes
Informed And Uninformed Naïve Assessment Constructors’ Strategies For Item Selection, Helenrose Fives, Nicole Barnes
Department of Educational Foundations Scholarship and Creative Works
We present a descriptive analysis of 53 naïve assessment constructors’ explanations for selecting test items to include on a summative assessment. We randomly assigned participants to an informed and uninformed condition (i.e., informed participants read an article describing a Table of Specifications). Through recursive thematic analyses of participants’ explanations, we identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. We describe the nature of the strategies and the degree to which participants used strategies with frequency and effect size analysis. Results can inform teacher education on assessment construction through explicit instruction in …
Creating A Context For Growth-Focused Assessment, Nicole Barnes, Helenrose Fives
Creating A Context For Growth-Focused Assessment, Nicole Barnes, Helenrose Fives
Department of Educational Foundations Scholarship and Creative Works
We present a naturalistic case study of one teacher’s development of a growth-centered context for classroom assessment. In-depth interviews, analysis of student work, and observations were used to identify the processes this teacher used to engage her students in the assessment process. Data were analyzed using listening guide analysis to garner a holistic perspective on the nature of teaching, learning, and community established in this classroom. Findings are described by aligning the specific techniques used by this teacher to the growth mindset supportive instructional strategies noted in the literature and then providing tips for implementation in a middle grades classroom.
Putting Assessment Into Action: Selected Projects From The First Cohort Of The Assessment In Action Grant, Darren Sweeper
Putting Assessment Into Action: Selected Projects From The First Cohort Of The Assessment In Action Grant, Darren Sweeper
Sprague Library Scholarship and Creative Works
No abstract provided.
Scaling Up “Evidence-Based” Practices For Teachers Is A Profitable But Discredited Paradigm, Gary L. Anderson, Kathryn Herr
Scaling Up “Evidence-Based” Practices For Teachers Is A Profitable But Discredited Paradigm, Gary L. Anderson, Kathryn Herr
Department of Educational Foundations Scholarship and Creative Works
This article takes issue with the notion that professional learning communities need to be more focused on teacher expertise through the use of online videos of lessons taught by expert teachers that are aligned with the Common Core State Standards. The authors argue that the use of externally developed, research-based, and standards-aligned videos violates the principles of authentic inquiry that underlie professional learning communities. They also caution that a profit-seeking education industry is increasingly behind the promotion of evidence-based products.