Section archive - Assessment & Evaluation
Page 16/18 179 items
Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors' experiences at Purdue University Calumet in Hammond, Indiana, as a framework.
Updated: Nov. 09, 2008
Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to Teaching Improvement in Higher Education
This article describes the development of a model for integrating student evaluation of teaching results with academic development opportunities. The model is described in new ways that take into account theoretical and practical developments in both fields.
Updated: Nov. 03, 2008
The author explores the challenges and promises of value-added assessment. Yet, value-added assessment is limited in its explanatory powers because it focuses only on certain types of knowledge and needs to be used in conjunction with other estimates. As such, the author provides a variety of perspectives to help educational stakeholders explore the assessment not just as a new test but rather as a promising and potentially damaging lever of change in school cultures.
Updated: Nov. 03, 2008
This article discusses the issues and implications of high stakes tests on English language learners (ELLs).In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.
Updated: Oct. 27, 2008
Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program
The article examines conceptions of mentoring and beginning teachers. Interviews with six mentors and six beginner teachers were held, and 379 statements were grouped into six conception. The categories were apprenticeship, personal support, and collaborative learning, and these revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring.
Updated: Oct. 06, 2008
Dispositional Statements on Student Teacher Evaluation Instruments: Commonalities across Institutions
The purpose of this study was to investigate summative student teacher evaluation instruments to determine the most common dispositions evaluated by teacher preparatory programs. Thirteen disposition categories emerged from the data: (a) Acceptance of Criticism, (b) Critical Thinking, (c) Enthusiasm, (d) Ethics, (e) Leadership, (f) Personality, (g) Professional Growth, (h) Reflectivity, (i) Relationships, (j) Respect for Learner, (k) Self-confidence, (l) Service to Student, School and Community, and (m) Work Habits.
Updated: Oct. 02, 2008
In this article the model Educational Value-Added Assessment System (EVAAS) is examined. The methodological issues with the model are presented. The author considers it the model most sophisticated value-added model.
Updated: Sep. 18, 2008
What can they say about my teaching? Teacher educators' attitudes to standardised student evaluation of teaching
The article explores attitudes towards to standardized student feedback on the quality of the teaching in a teacher education college in Israel. The article describes the way teacher educators perceive student relating to the feedback the extent to which feedback is used for professional growth. Finding indicate that differences were found between the analyses of the quantitative and qualitative data. Teacher educators were much more critical when expressing their attitudes freely.
Updated: Sep. 11, 2008
Online Mathematics Methods Course Evaluation: Student Outcomes, Generalization, and Pupil Performance
In this study, researchers examined the effects of an online mathematics methods class on preservice teachers' knowledge of instructional planning, classroom instructional planning performance; and classroom pupil outcomes in mathematics. Results are discussed in terms of participant acquisition of online course materials, classroom application of course materials, and pupil outcomes in mathematics.
Updated: Sep. 07, 2008
Special education teacher preparation programs typically require training in delivery of standardized achievement assessments. Appropriate administration of standardized assessments in eligibility and instruaional planning process are critical. To insure production of valid assessments, pre-service teachers at Utah State University must deliver a valid checkout assessment directly to course instructors. On-campus, this process is accomplished with ease.
Updated: Jul. 28, 2008