Education Commons^™

Factors That Influence Teachers’ Views On Standardized Tests, Christine T. Schuette, Mervyn J. Wighting, Lucinda S. Spaulding, Michael K. Ponton, Anastasia L. Betts

Lucinda S. Spaulding

The central aim of this study was to explore K-12 teachers’ (N = 183) attitudes about standardized tests as a function of experience, instructional level, student population, and type of school. The Teachers’ Views on Standardized Tests Questionnaire was developed to assess teachers’ perceptions of the impact of standardized tests on practice. All survey items were intended to measure a facet of teachers’ attitudes regarding the necessity of standardized tests and their influence on best practices. Findings from this study indicated that special education and inclusion teachers viewed standardized tests as more negatively influencing instruction than general education teachers. There …

Afa/Ebi Fraternity/Sorority Assessment: Summary Report 2010, Larry D. Long

Larry D. Long

Summary report of the 2009/2010 AFA/EBI Fraternity/Sorority Assessment.

A Multi-Step Screening Strategy For Identifying Children With Autism Spectrum Conditions In The School Setting, Lee Wilkinson

Lee A Wilkinson, PhD

No abstract provided.

An Assessment Of Influences, Positive And Negative On Educational Assessment Today, Gabrielle Matters

Dr Gabrielle Matters

Influenced by an approach used in Time magazine, Dr Matters will list the most and least influential ideas in educational assessment. She will also assert that there is little or no evidence that current assessments are assisting students to learn the "big ideas" or things that are intrinsically difficult. This state of affairs can be attributed, at least partially, to the luxury of living in a democracy, the feminisation of education, and the short length of the political cycle.

Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton

Dr Meg O'Reilly

Today’s literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer-mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University over two semesters reveals students’ perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centred social learning environment.

Case Studies Of Online Assessment, Meg O'Reilly, Sue Bennett, Michael J. Keppell

Dr Meg O'Reilly

This paper outlines the progress to date of a project to compile, analyse and share examples of innovative online assessment activities using; online testing; teamwork and collaboration; simulations and role plays, and dialogue with experts and across cultures. The aim of this research is to provide teaching academics and educational developers with examples of assessment strategies that have been successfully applied in higher education, and to derive a number of key principles about online assessment that will be useful for future research. The project involves case studies from two Australian universities, which have been used to develop an initial set …

The Impact Of Multiple Computing And Digital Arts Degrees On Undergraduate Recruitment, Amber Settle, Liz Friedman, Mary Jo Davidson

Amber Settle

Empowerment And Protection: Complementary Strategies For Digital And Media Literacy In The United States, Renee Hobbs

Renee Hobbs

Billions of dollars are being spent in the United States to make sure that children and young people have computers, data projectors and access to the Internet in elementary and secondary schools. There is robust experimentation now ongoing as teachers explore how to use technology primarily as a means to accomplish traditional content learning outcomes. Digital and media literacy education offers an alternative model that emphasizes a set of practical competencies or life skills that are necessary for full participation in a highly-mediated society. Digital and media literacy competencies are not only needed to strengthen people’s capacity to use information …

Afa/Ebi Fraternity/Sorority Assessment: Summary Report 2009, Larry D. Long

Larry D. Long

Summary report of the 2008/2009 AFA/EBI Fraternity/Sorority Assessment.

Progression And Assessment; Developmental Assessment, Margaret Forster, Geoff Masters

Prof Geoff Masters AO

No abstract provided.

Interaction Online: Above And Beyond The Requirements Of Assessment, Meg O'Reilly, Diane Newton

Dr Meg O'Reilly

Today’s literature is filled with new paradigms for learning, specifically in relation to the increasing adoption of computer-mediated techniques for interactive learning. In many cases, learning may now be enhanced through the experience of a shared online environment for critical discussion, knowledge building and the establishment of supportive social communities. Research data obtained from social science students at Southern Cross University over two semesters reveals students’ perceptions of the importance of online discussion whether these are assessable or not. This paper presents some findings and explores the impact of the emergence of a student-centred social learning environment.

Getting To The Good Stuff: A Look At Compelling Outcomes From The Afa/Ebi Assessment, Tanner Marcantel, Diana Fulkerson, Larry D. Long

Larry D. Long

A presentation on the outcomes of the fraternity/sorority experience.

School-Age Children With Autism Spectrum Disorders: Screening And Identification, Lee A. Wilkinson

Lee A Wilkinson, PhD

Epidemiological studies indicate a worldwide increase in the prevalence of autism spectrum disorders (ASDs) over the past decade. ASDs are no longer considered rare conditions. Although the reason(s) for this rise are uncertain, research indicates that specialised intervention at an early age is vital for optimising the outcomes of children with ASD. However, not all children with milder forms of autism will be identified prior to school entrance. Hence, it is essential for educators and school-based support professionals to ensure that children who have risk factors and/or warning signs of ASD are identified and provided with special educational services as …

Facilitating The Identification Of Autism Spectrum Disorders In School- Age Children, Lee A. Wilkinson

Lee A Wilkinson, PhD

Recent special education trends suggest that students with autism spectrum disorders are underrepresented in our schools’ special education programs. The increased awareness and prevalence of autism, together with the clear benefits of early intervention and special education, have created an urgent need for school-based professionals to identify children who may have an autism spectrum disorder. Screening is an important first step for securing the appropriate educational services. The aim of this article is to provide school professionals with a review of five screening instruments that hold promise for identifying school-age children in need of a more in-depth diagnostic assessment.

A Best Practice Guide To Assessment And Intervention For Autism And Asperger Syndrome In Schools, Lee Wilkinson

Lee A Wilkinson, PhD

Filling a critical void in the autism literature, this authoritative yet accessible book provides expert guidance to psychologists, advocates, consultants, support professionals, and parents. Grounded in the latest research, special features include an index to 50 evidence-based best practice recommendations and real world case examples to illustrate best practice in the field. This book is certain to become a widely used resource in the field of special education.

Diane Adreon, Associate Director of the University of Miami-Nova Southeastern University Center for Autism and Related Disabilities (CARD) comments that “Dr. Lee Wilkinson has produced a well-written, user-friendly, comprehensive guide to the …

A Three-Way Classification Of Sources Of Item Difficulty In Tests And Examinations, Gabrielle Matters

Dr Gabrielle Matters

What do test takers mean when they say ‘this item is difficult’? What do test analysts mean when they say ‘this item is difficult’? The answer to the first question comes out of experience. The answer to the second question comes out of empirics. The notion of difficulty covers a considerable diversity of sources, materials and methods. Test analysts seem obliged to collapse all senses of difficulty under one heading and so it might be useful to attempt a classification or typo logy of some of the possible sources of difficulty in test items. This presentation describes such a system …

Evaluation Of The Master Of Teaching At Mgse, Catherine Scott, Elizabeth Kleinhenz, Paul Weldon, Kate Reid, Stephen Dinham

Dr Elizabeth Kleinhenz

No abstract provided.

The Massillon Artful Living Project: Some Positive Results Are Evident, Oscar T. Mcknight, John Sikula, Gary Zoldesy

Oscar T McKnight Ph.D.

The Massillon Artful Living Project (ALP) was created to immerse developing minds in the fine arts and to enhance the creativity, social skills, and academic achievement of preschool children. The data analyses to date support program expansion. Also, feedback by teachers, parents, administrators and community arts providers are positive.