Search results for: Evaluation
Page 2/6 57 items
This study aimed to add to the growing base of knowledge about teachers’ engagement with assessment data and their motivation for classroom assessment. The findings settled into four main categories: (1) teachers use for learning assessment to improve student achievement, (2) an imbalance of formative assessment – assessment as learning was not used consistently, (3) inconsistent formalization of observation into meaningful assessment data, and (4) the tension between internal and external motivators for student assessment. The author concludes with some recommendations for teacher preparation programs, professional development for teachers and school and district administration.
Updated: Jun. 07, 2015
EERA and its European Conferences on Educational Research: A Patchwork of Research on European Educational Research
In this article, the authors describe some small-scale research studies about the European Conferences on Educational Research (ECER) that have been carried out during the past ten years dealing with attendance motives and assessments of ECER.
Updated: May. 18, 2015
This article develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE). Results of three different bibliometric analyses all point to the same conclusion: REESE is an interdisciplinary research program that attracts highly productive investigators who exhibit an additional increase in their productivity rate as a result of receiving REESE funding.
Updated: Apr. 15, 2015
The purpose of this study was to investigate the impact of a required assessment course on the assessment literacy of teacher candidates. The findings showed that certain aspects of assessment literacy were present before the course. At the onset of the course, teacher candidates had the highest mean scores for Ethical Assessment, Scoring, and Choosing Assessment Methods. However, the exposure to the course potentially increased assessment literacy in some areas. For instance, the participants came into the course with low mean scores in sound design of assessments and communicating results. The results revealed that the participants increased in their mean scores for sound design of assessment and communicating results on the posttest, though these were still the lowest scores.
Updated: Mar. 29, 2015
This study identifies the influential variables for professional development as a teacher evaluation outcome from a teachers’ perspective. The findings reveal that the effect of the evaluation system on professional development is limited. The effects teachers perceive from the evaluation system on their professional development may be related to different characteristics of the evaluation system. The results of this study show that limited teaching experience, useful feedback and a positive attitude of the principal are the most important characteristics of the evaluation system. These characteristics are positively related to outcomes of the teacher evaluation system on professional development.
Updated: Feb. 09, 2015
What about Language While Equitably Assessing Science?: Case Studies of Preservice Teachers’ Evolving Expertise
The goal of this article was to explore the ways in which language played a role in the teachers’ evolving expertise and enactment of equitable science assessment. The findings revealed that the teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, the teachers did not adopt a permanent and individualized stance toward how to address language while assessing, instead straddling opposing decisions. The author referred to this straddling as a “tension.” Two tensions emerged.
Updated: Nov. 04, 2014
The Influence of (Research-Based) Teacher Training Programs on Evaluations of Central Computer Science Concepts
Based on a cross-contextual research paradigm, this study compares the combinations of content and process concepts identified as important in the context of professors with those considered relevant in the context of teachers. The authors found significant differences between computer science professors and teachers. The greatest differences were found in their evaluations of the content concepts algorithm and structure: professors and teachers differed significantly in their evaluations of these concepts’ relationships with five and four process concepts, respectively.
Updated: Oct. 07, 2014
Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. The literature has identified several characteristics that a good design thinker should possess. The authors’ overarching purpose is to identify the features and characteristics of design thinking and discuss its importance in promoting students’ problem-solving skills in the 21st century.
Updated: Jul. 20, 2014
This study investigated the impact of a redesigned educational technology course on preservice teachers’ knowledge and skills with regard to information and communications technology as defined by ISTE’s National Educational Technology Standards for Teachers (NETS-T). Results indicated that the preservice teachers made significant progress in technology knowledge in all five standard areas of the NETS-T; however, some performance indicators of the standards may not have been adequately addressed in the course. Student reflections from the observation experience provided evidence that preservice teachers found it helpful for their future teaching.
Updated: Jun. 23, 2014
This essay describes the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making.
Updated: Oct. 23, 2013