Assessment Of Student Learning Research Articles

Assessing the university student perceived learning gains in generic skills

Purpose The purpose of this paper is to report undergraduate students’ learning gains in six areas of generic skills. The paper reports on students’ responses to the First Year Experience (FYE) Survey completed at the end of their first year and Graduating Student Survey (GSS) in the final semester of their final year. Design/methodology/approach In this study, a longitudinal design was applied in data collection, analysis and reporting of assessment if student learning gains. The undergraduate students who were the first cohort of four-year curriculum students in a Hong Kong university were selected as the sample. Repeated measures of reported learning gains of a longitudinal sample based on stacking of both FYE and GSS data were analysed using the Rasch model. Findings The results showed that the scale for measuring the six areas of generic skills had high reliability and good person separation. Comparison of repeated measures from the same group of students at the two time points were examined to explore whether there is growth in the generic skills during their university studies. Research limitations/implications One limitation of the study was the relatively small sample size of 359 students in one higher education institution. Practical implications The findings of the study provide insight into conceptual understanding and measurement of university student learning gains. Originality/value Whilst several studies have investigated university student learning gains, there is limited research which explores the use Rasch modelling in assessment of student learning gains in multiple areas towards completion of their undergraduate studies.

The role of teacher educators and university supervisors to help student teachers reflect: from monological reflection toward dialogical conversation

ABSTRACTWithin the study reported here, our broad aim was to think deeply about how to support student teachers as they assessed their students’ mathematical understanding. Our experiences, as teacher educators, have been that although student teachers may recognize emerging student mathematical understanding, they are frequently unclear about how to use formative assessment for teaching decisions. Yet, increasingly, standards for teachers require them to focus on assessment. We analyzed data from one secondary mathematics student teacher, Kevin, in the form of video and transcripts of a teaching episode and his reflection which focused on his assessment of student learning. Salient issues emerged. Kevin emphasized classroom management and superficially assessed student understanding without evidence. Although time constraints pervade our profession, watching video with and posing questions that help student teachers identify the evidence of their students’ mathematical understanding is critical. We conclude that teacher educators and university supervisors need to take a dialogical conversation approach to reflection because reflection must happen with others, not in isolation. We consider other implications for our own work with student teachers to help them grapple with the complexities of assessing student learning.

Assessing Student Learning Across Delivery Modes in Chemistry

A comprehensive statistical analysis of shared assessments was conducted using student assessment data (n=152) gathered over a three-semester cycle from three general education chemistry courses taught both online and on-campus at a public, two-year community college in the upper Midwest United States. Item difficulty values, item discrimination values, difficulty ratios were used to evaluate the efficacy of the shared assessment instruments in assessing student learning toward intended course outcomes. Two-sample t-tests were conducted to determine the statistical significance of differences in assessment means by course delivery mode.

Leveraging psychometric isomorphism in assessment development

Two studies were conducted to examine ways in which isomorph item families can aid in the creation of exam forms and the assessment of student learning. Methods for selecting isomorph item families for specific uses are described. Study 1 examined the use of isomorphs on high-stakes final exam forms. Study 2 explored using isomorphs for lower-stakes comparisons between pre-tests and post-tests. Results of this work highlight the benefits of using isomorph item families and provide implications for both operational assessments in the Cisco Networking Academy Program, where this work takes place, and for the assessment community at large.

Leveraging psychometric isomorphism in assessment development

Two studies were conducted to examine ways in which isomorph item families can aid in the creation of exam forms and the assessment of student learning. Methods for selecting isomorph item families for specific uses are described. Study 1 examined the use of isomorphs on high-stakes final exam forms. Study 2 explored using isomorphs for lower-stakes comparisons between pre-tests and post-tests. Results of this work highlight the benefits of using isomorph item families and provide implications for both operational assessments in the Cisco Networking Academy Program, where this work takes place, and for the assessment community at large.

Grammaire progressive du français des affaires A2 B1 par Jean-Luc Penfornis

Reviewed by: Grammaire progressive du français des affaires A2 B1 par Jean-Luc Penfornis E. Nicole Meyer Penfornis, Jean-Luc, Grammaire progressive du français des affaires A2 B1. CLE international, 2019. ISBN 978-209-038068-2. Pp. 192. (+ CD-ROM). Focusing an intermediate grammar text on professional French has the advantage of not only providing a cohesive context to student acquisition, it increases student motivation. The organization of Penfornis's text is very clear. The twenty-nine units contain between two and six grammatical foci, starting with Les présentations (pronoms toniques; c'est vs. il est) and concluding with Savoir-Faire (participer à une réunion, écouter activement, téléphoner, rédiger un email, relier des informations, présenter des résultats). The progression of grammar, exercises, and business practices is well done. Grammatical presentations are brief with excellent examples which prove very helpful. A warning sign indicates grammar points which might challenge students or notable exceptions to patterns. On the page opposite of that presenting grammar, the exercises reinforce those grammatical structures, with further excellent support from the included CD-ROM. The latter contains dialogues and/or simple questions that accompany well-marked exercises. Visually, the volume supports the clarity of the contents. The spacing, use of colored rectangles, the warning signs, images such as emails, drawings and photos engage students and promote learning. In addition, the photos support the diversity of the business world to a certain degree: gender, age, and even race-inclusive snapshots reflect the student population better than many texts. As for evaluating student acquisition of grammar and comprehension, ten bilans provide the instructor with well-designed assessments of student learning. Suggestions for a subsequent volume would be to add models for each section of the bilans, as well as a glossary for each chapter to support the acquisition of business world vocabulary. The final Test d'évaluation would prove too confusing for my students, given the lack of instructions. Visually, the twenty sentences peppered with blanks would stymie even the best of students. This final test should be replaced by a better-structured exam featuring clear instructions, models, and the chance to highlight the student's progressive learning. Further reservations are few. The passé composé of pronominal verbs is presented with one sentence stating that they are conjugated with être. No mention or example of agreement appears with that phrase. Indeed, this detrimental brevity also applies to the presentation of the distinction between the passé composé and the imparfait. While the book cover mentions a corrigé for the volume, it is not available through the press website. An online search shows that obtaining a copy is both challenging and costly. A feature often appreciated by students is the availability of online access for both the book and the CD at no extra cost. Finally, while I have not personally seen the two volumes which complete the intermediate series, the Vocabulaire progressif du français des affaires looks to be a nice complement to this text, one I would personally consider. [End Page 291] E. Nicole Meyer Augusta University (GA) Copyright © 2020 American Association of Teachers of French

Situational demands of formative assessment of student learning during class

The paper aims at a literature-based systematization and empirical measurement of demands that characterize formative assessment of student learning during class. Drawing on a systematic literature review and statistical analysis of survey data from 150 teachers, we identify, describe and empirically measure the following dimensions before discussing the resulting framework’s scientific as well as practical utility: (1) variety of information, (2) information deficits, (3) uncertain informational basis, (4) risk of situational cognitive biases, (5) time pressure and pressure to act, (6) high decision-making responsibility, (7) lack of action rules and heuristics.

Evaluation Approach: Practice-Focused Middle School Science Modules

Advanced Manufacturing and Prototyping Integrated to Unlock Potential (AMP-IT-UP) is a National Science Foundation (NSF) funded K-12 Math & Science Partnership (MSP) project with a goal of promoting math, science, and engineering learning through STEM integration-focused curricula. As part of this project, curriculum writers developed one-week modules providing instruction on a set of STEM practices within the context of the appropriate grade-level content. These STEM practices are Experimental Design, Data Visualization, and Data-Driven Decision Making; the emphasis of each of these practices is, respectively, the collection of data, the representation of data, and the use of data to support complex decision-making. Nine of these one-week modules were created in the science domain, one focused on each practice at grade levels 6, 7, and 8. A parallel set of nine modules in the math domain were also created. In this paper, we will focus on our assessment of the implementation of these modules across four middle schools. We will present our methodology for assessing this complex instructional effort. Data sources included online implementation surveys, teachers’ on-line posts, as well as classroom observations. Findings were triangulated across these multiple data sources to provide detailed insights into curriculum functioning and teacher experiences. We will also provide some results from pre-post assessments of student learning, which were written for a subset of the science modules. Overall, the results indicate positive teacher experiences as well as significant increases in student learning in some modules. Findings from these data sources were used by curriculum developers to inform later iterations of the modules.

Assessing student competency in diversity and social justice

ABSTRACT Assessment of student learning is a major activity of all academic programs, including social work. This manuscript reports one school’s efforts to further develop assessment measures related to diversity and human rights. The program assessment committee received a grant from the university provost to further the school’s assessment activities. Activities focused on engaging key stakeholders through a series of meetings to inform creation of a tool to aid in assessment. Stakeholders included faculty, field educators, advisors, students, and members of the equity and inclusion committee. The tool has been adapted for ongoing use by the field education department. Lessons from this effort are shared in order to guide additional work in assessment.

Comparative Gamification Practices for Information Literacy Instruction in Higher Education

Due to the recent call for the need to change information literacy instruction for 21st century skills, many scholars, educators, and librarians are exploring gamification as a teaching and learning pedagogy for information literacy instruction, design, and assessment for student learning. The research literature provides an overview of various information literacy tools, teaching methods, and pedagogies suggested by scholars and educators for improving information literacy instruction and student learning. Based on results from empirical studies, to improve information literacy outcomes for undergraduate students, especially literacy gains for at-risk or underperforming students, gamification can be used as a conceptual framework for pedagogy assessment for teaching and learning. Keywords: gamification, information literacy instruction, game-based formative assessments, instructional design

Comparative Gamification Practices for Information Literacy Instruction in Higher Education

Due to the recent call for the need to change information literacy instruction for 21st century skills, many scholars, educators, and librarians are exploring gamification as a teaching and learning pedagogy for information literacy instruction, design, and assessment for student learning. The research literature provides an overview of various information literacy tools, teaching methods, and pedagogies suggested by scholars and educators for improving information literacy instruction and student learning. Based on results from empirical studies, to improve information literacy outcomes for undergraduate students, especially literacy gains for at-risk or underperforming students, gamification can be used as a conceptual framework for pedagogy assessment for teaching and learning.

Professional Knowledge for Teaching in Student Teachers’ Conversations about Field Experiences

ABSTRACTProfessional knowledge for science teaching develops over time and interplays with professional experiences in field. In the present study, we explore student teachers’ reflective conversation upon teaching experiences, with pedagogical content knowledge, PCK, as an analytical lens. The empirical data is based on nine meetings, with groups of 3–6 student teachers with an academic degree, at three different periods during their one-year short-track teacher education program. The findings show how student teachers focus on the PCK component instructional strategies in their discussion. A difference between the different sets of meetings is the increased presence of discussions regarding assessment of student learning. The findings also elicit different ways of relating components of PCK in varying contexts. The shift over time from a focus on teachers’ instructional strategies to also including students’ understanding indicates a development toward becoming a teacher. Even though a structured discussion with theoretically grounded didactic questions is established, it is challenging to deepen the discussion when the student teachers’ varying teaching experiences are present at the same time. Nevertheless, the study shows the possibilities of structured group discussions about field experiences in a collegial setting in a short-track teacher education program, regarding student teachers’ development as “becoming teachers.”

When Technology Disrupts Teaching and Learning: A Private Higher Education Students' Perceptions on the Challenges of Technology-based Teaching Tool

Higher Education Institutions (HEIs) have always been confronted by several conflicting views of whether or not online platforms are indeed efficient and effective methods of quality teaching and learning since information age renewed almost all aspects of human development. The pedagogy, curriculum, and assessment of student learning become the center of many discussions as to how online platforms recalibrate and accelerate quality education. Putting up students and teachers in the cloud accentuated debates, but this never stops HEIs to push through with the use of online platforms. To improve delivery, the online platforms must intensify co-creation among the students and teachers to maximize utilization despite of reverberating challenges. This exploratory research revealed several challenges encountered by 22 students in blended learning classes utilizing Canvas as a major platform. Course of actions are proposed to revitalize the utilization of Canvas despite of pedagogical, curricular, and learning assessment adversities. As posited, technology is a means to an end (Heidegger, 1954).

Needs analisys pedagogy project management of technology and vocational educational with the approach of project base learning in higher education

This research aims to analyze the needs of the pendagogi on the project management courses in building engineering education State University of Padang. This needs analysis look deeply the importance of project management courses in building engineering education from the aspect of the curriculum, pedagogy and learning materials based on current conditions, standard processes and priorities in learning. This type of descriptive study with survey method. With the spread of data gathering techniques questionnaires and interviews. Sample student research educator and lecturer of building engineering. Data analysis techniques was kuantitaf and interviews. Based on the results of the analysis it can be concluded that (1) there is a gap between the needs of the students and professors against the learning model of project management related methods, approaches, learning materials, assessment and evaluation of student learning (2) requires the development of a learning model that supports and meningkatakan knowledge, skills and attitudes.

Collaborative case-based learning process in research ethics

The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master and PhD students approach ethical dilemma cases through a collaborative process. The data consisted of recorded group work on ethics cases, student group reports, and post-training questionnaires. Later, the analyses considered groups as the unit of analysis. These data were analysed through content analysis utilizing the SOLO taxonomy to identify levels of understanding and assess evolvement of ethical sensitivity during a case-based training session. The results show that all groups reached the level of understanding where the groups demonstrated that concepts had been understood appropriately, but occasionally struggled to make connections between them. Students perceived working collaboratively as beneficial. The results help teachers of research ethics and integrity to make pedagogically justified choices in their teaching. Drawing on the results of this study, we propose a tool for the formative assessment of student learning of research ethics and integrity.

Integrated Behavioral Health Curriculum in Counseling Psychology Training Programs

Effective training in integrated behavioral health requires systematic, interprofessional education that is anchored in competencies. We describe core learning objectives, competencies, and strategies for assessing counseling psychology trainees in integrated health care settings. Two programs that have transformed their training to emphasize interprofessional and primary care competencies of psychological practice are presented, along with their training goals and didactic and experiential curricular activities. We describe the assessment of student learning, accompanied by program adjustments implemented to improve student outcomes. We conclude with a call for counseling psychologists to ensure student competency development as members of the interprofessional health care workforce.

PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF KOLABORATIF SECARA PERIODIK DI SMK MUHAMADIYAH 1 BERBEK NGANJUK TAHUN PELAJARAN 2014/2015

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Online and In-class Team-Based Learning in Undergraduate Immunology: a Comparative Analysis.

The goal of this study was to compare student learning outcomes and preferences using a modified team-based learning (TBL) approach in classroom-based versus online formats in an upper level undergraduate immunology course. Fifty-five students were randomly assigned to small groups and participated in four immunology case study modules either face-to-face in a classroom or synchronously online. In both comparative groups, students completed pre-test Individual Readiness Assurance Test (IRAT) at the beginning of each module in-class or online, discussed cases in-class or online with group members, and completed in-class or online post-test Group Readiness Assurance Test (GRAT) after case study group discussions. Assessment of individual student learning was performed using multiple choice exam questions that addressed concepts from each module. At the end of the course, students completed an optional survey to evaluate course satisfaction and preferences. In all four modules, students performed equally well on the IRATs, regardless of whether they performed TBL in class or online; and students performed better on the GRATs than the IRATs after using the TBL methodology, regardless of whether they performed TBL in class or online. In the application of course concepts, except for modules 2 and 3, there was no difference between a student's performance on the IRAT and the exams, regardless of whether they performed TBL in class or online. There was a significant difference in student perception but not performance when comparing in-class versus online TBL. For almost all measured outcomes, students preferred in-class TBL to online TBL.

A perspective on Councils on Chiropractic Education accreditation standards and processes from the inside: a narrative description of expert opinion, part 2: Analyses of particular responses to research findings

BackgroundThis is the second article reporting on a study that sought the views of people with extensive experience in Councils on Chiropractic Education (CCEs) on research that has raised concerns about variability in accreditation standards and processes for chiropractic programs (CPs) and chiropractic practice in general.MethodsThis qualitative study employed in-depth semi-structured interviews that consisted of open-ended questions asking experts about their thoughts and views on a range of issues surrounding accreditation, graduate competency standards and processes. The interviews were audio-recorded, and transcribed verbatim in June and July of 2018. The transcripts were reviewed to develop codes and themes. The study followed the COREQ guidelines for qualitative studies.ResultsThe interviews revealed that these CCE experts were able to discern positive and negative elements of the accreditation standards and processes. They were, in general, satisfied with CCEs accreditation standards, graduating competencies, and site inspection processes. Most respondents believed that it was not possible to implement an identical set of international accreditation standards because of cultural and jurisdictional differences. This was thought more likely to be achieved if based on the notion of equivalence. Also, they expressed positive views toward an evidence-based CP curriculum and an outcomes-based assessment of student learning. However, they expressed concerns that an evidence-based approach may result in the overlooking of the clinician’s experience. Diverse views were found on the presence of vitalism in CPs. These ranged from thinking vitalism should only be taught in an historical context, it was only a minority who held this view and therefore an insignificant issue. Finally, that CCEs should not regulate these personal beliefs, as this was potentially censorship. The notable absence was that the participants omitted any mention of the implications for patient safety, values and outcomes.ConclusionsExpert opinions lead us to conclude that CCEs should embrace and pursue the widely accepted mainstream healthcare standards of an evidence-based approach and place the interests of the patient above that of the profession. Recommendations are made to this end with the intent of improving CCE standards and processes of accreditation.

A Canvas Learning Management System Proposal for Accreditation Reporting Using Rubrics and Assignments

Institutions of higher education are increasingly required to document enhancements in the pedagogical arena. Accreditation requirements include the systematic establishment of program and student learning outcomes and assessment of the attainment of these. This process has been labor-intensive and inconsistent for most institutions. Our process is an efficient method for any institution to create and measure the attainment of program and student learning objectives. By setting up assignments and rubrics within the Canvas Learning Management System with a simple prefix tag (standardized for each school for program and student learning objectives), we can automatically report each of the accreditation-related measurements and analyze the results.