Search results for: Assessment
Page 6/10 92 items
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies.This article describes the evolution of the GeoThentic learning environment, how GeoThentic was designed using TPACK framework, and how teacher TPACK assessment models have been designed and integrated within the environment to assist social studies teaching and learning.
Updated: Jun. 13, 2010
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment.
Updated: May. 25, 2010
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, by taking a cultural-historical perspective on reading and reading instruction. The author of this critique presents evidence that challenges each of these assumptions and argues that by accepting them, the authors of the critiqued articles institute an order that values the system above relational aspects of schooling and teachers’ informed decision making.
Updated: Jan. 31, 2010
Assessing Action-Research Projects within Formal Academic Programmes: Using Elliott's Context-Related Criteria to Resolve the Rigour Versus Flexibility Dilemma
An action-research account of a successful improvement to practice presented for assessment within a taught MA in education was given a fail grade. The paper presents an extract from the original action-research account. The paper then presents the story of the assessment and notes how it exemplifies some of the key issues relating to the way action-research can and should be assessed within credentialed academic programmes. Finally, the paper suggests that Elliott's formulation of quality criteria can resolve the central dilemma of marking action-research reports within credentialed programmes of study.
Updated: Dec. 07, 2009
The article examines an assessment initiative for reviewing and developing student dispositions to address faculty concerns about the issue, as well as attend to programmatic needs. The authors created a conceptual framework which was the foundation for the development of the categories included within the dispositions model. This model is part of a collegewide initiative for gathering, reviewing, and analyzing data in a central assessment system that is used for examining measures of students' dispositions connected to an institutional conceptual framework, program goals, and external accreditation performance data.
Updated: Nov. 23, 2009
A Critical History of Research Assessment in the United Kingdom and Its Post-1992 Impact on Education
This article presents a critical overview of the way in which higher education institutions (HEIs) in the UK have had their research activity subject to review. The article provides a broad outline of the key elements of the process. It focuses on the two more recent research reviews and their impact on the subject of education.
Updated: Nov. 09, 2009
This study provides findings on assessments used to determine candidates' knowledge of pedagogy at program entry and exit. The general question this study explored was: What claims can be made about the knowledge and skills of early childhood teacher candidate graduates? Pre- and post-assessments were administered to 147 EC-4 teacher candidates to measure the growth of their knowledge from program entry to exit.
Updated: Jun. 11, 2009
Students' reactions to the intersection between ongoing experiences in the university classroom and student teaching constitute the formative component of learning assessment called self-assessment. Student reactions constituted evidence for final self-evaluation, the summative component of self-assessment. The implementation of a self-evaluation protocol in a science methods course provided the focus for a descriptive and interpretive study.
Updated: Jun. 10, 2009
This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. The most frequently mentioned assessment topics causing conflict included grading, standardized testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behavior would be helpful to teachers in developing their assessment practices.
Updated: Jun. 10, 2009
This is a theoretical paper. It will explore whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school.
Updated: May. 25, 2009