Section archive - Assessment & Evaluation
Page 3/18 177 items
This paper introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective. Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty.
Updated: Jan. 02, 2017
This study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions.
Updated: Nov. 08, 2016
“We Were Told We’re Not Teachers … It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions
In this article, the authors explore how relationships between peer facilitators and students in a Peer-Assisted Study Sessions (PASS) program impacted on education students as independent learners. The findings reveal that PASS participants discussed experiences of the program, revealing tensions between what students and facilitators felt should happen in PASS, and how they acted differently. The authors conclude that they recognize the importance of training that focuses on facilitating student-centered sessions, which address study skills and deepen understanding of course material. Facilitators could be encouraged to work collegially in generating a range of activities that promote active learning for PASS participants.
Updated: Oct. 09, 2016
Current studies indicate that the requirements of academia in recent years have been low and that students today devote significantly less time to learning than in the past. The name of the game today appears to be high grades at sale prices, making 80% the new “fail.” This disconcerting phenomenon, known as “grade inflation,” can be defined as an upward shift in grades without a demonstrated increase in the knowledge-based performance of students. The author argues that the solution is understanding the causes and effects of grade inflation requires, first and foremost, education professionals to conduct a discussion on the organizational level regarding evaluation within their respective institutions.
Updated: Sep. 18, 2016
Exploring Early Childhood Teachers’ Beliefs and Practices About Preschool Outdoor Play: A Qualitative Study
This case study examined how early childhood teachers’ beliefs and practices influence the function of preschool outdoor play. Teachers’ perceptions about outdoor play included the theme of outdoor play opportunities afforded children on the playground. Additional teachers’ perceptions included barriers to outdoor play and teacher preparation and planning for the outdoor environment.The early childhood teachers at the center believed that supervision is paramount during children’s outdoor play. The teachers viewed their primary responsibility outdoors as keeping the children safe and providing guidance, yet allowing children to play without teacher intrusion. Furthermore, teachers perceived that outdoor play opportunities were limited due to the physical space and the fixed equipment outdoors.
Updated: Aug. 22, 2016
Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework
In this study, the authors examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. For this study, they developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to science, technology, engineering, and math (STEM) practices; (c) the use of student-centered pedagogical practices; and (d) the degree of relevance to real-world contexts. The results provide evidence that the framework captures quality of technology use and point to the need for additional research on effective teacher education around technology applications.
Updated: Jun. 07, 2016
The purpose of this article is understanding the limitations of value-added measures (VAM) and the inferences that they do and do not support. These limitations fall into three categories. First, value-added measures (VAM) provide information about only one of several important dimensions of teacher preparation program quality, focusing on one outcome measure, but not addressing other program characteristics. Second, comparing programs on the average VAM scores begs the question of whether mean performance is the most appropriate way to look at program quality. Third, the measurement of program graduates’ VAM is strongly affected by the labor market for teachers, which weakens the inferences from VAM scores to the quality of preparation programs.
Updated: May. 04, 2016
This paper reports on the development of attitudes toward mathematics among pre-service elementary teachers in relation to their experiences as K-12 learners of mathematics and experiences within a teacher education program. The results indicate that significant changes in attitudes occurred over the duration of mathematics methods coursework and student teaching.
Updated: Mar. 29, 2016
This study aimed to evaluate teaching effectiveness in an elective science course, in the Early Childhood Education Department of Athens University in Greece. An enhancement and a worsening student beliefs groups were identified based on their changing beliefs.
Updated: Feb. 29, 2016
Teacher Performance Assessment (edTPA): An Instructor’s Development and Evaluation of an Embedded Signature Assessment in an Early Childhood Literacy Course
This paper describes an assignment piloted in an early childhood literacy class as an embedded signature assessment. The article has three goals: to explain the context that led to the development of the assignment, to describe how the assignment was created and piloted, and to describe the methodology and results of an action research project intended to collect data on candidates’ perceptions of the challenges and value of the assignment.
Updated: Feb. 29, 2016