The progress test as a diagnostic tool for a new PBL curriculum.

PubMed

Al Alwan, I; Al-Moamary, M; Al-Attas, N; Al Kushi, A; AlBanyan, E; Zamakhshary, M; Al Kadri, H M F; Tamim, H; Magzoub, M; Hajeer, A; Schmidt, H

2011-12-01

The College of Medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) is running a PBL-based curriculum. A progress test was used to evaluate components of the basic medical and clinical sciences curriculum. To evaluate the performance of students at different levels of the college of medicine curriculum through USMLE-based test that focused on basic medical and clinical sciences topics. The USMLE-based basic medical and clinical sciences progress test has been conducted since 2007. It covers nine topics, including: anatomy; physiology; histology; epidemiology; biochemistry; behavioral sciences, pathology, pharmacology and immunology/microbiology. Here we analyzed results of three consecutive years of all students in years 1-4. There was a good correlation between progress test results and students' GPA. Progress test results in the clinical topics were better than basic medical sciences. In basic medical sciences, results of pharmacology, biochemistry, behavioral sciences and histology gave lower results than the other disciplines. Results of our progress test proved to be a useful indicator for both basic medical sciences and clinical sciences curriculum. Results are being utilized to help in modifying our curriculum.

The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement

ERIC Educational Resources Information Center

Cordray, David S.; Pion, Georgine M.; Brandt, Chris; Molefe, Ayrin

2013-01-01

One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four…

Coaching Doctoral Students--A Means to Enhance Progress and Support Self-Organisation in Doctoral Education

ERIC Educational Resources Information Center

Godskesen, Mirjam; Kobayashi, Sofie

2016-01-01

In this paper we focus on individual coaching carried out by an external coach as a new pedagogical element that can impact doctoral students' sense of progress in doctoral education. The study used a mixed-methods approach in that we draw on quantitative and qualitative data from the evaluation of a project on coaching doctoral students. We…

A qualitative exploration of student perceptions of the impact of progress tests on learning and emotional wellbeing.

PubMed

Yielder, Jill; Wearn, Andy; Chen, Yan; Henning, Marcus A; Weller, Jennifer; Lillis, Steven; Mogol, Vernon; Bagg, Warwick

2017-08-29

Progress testing was introduced to the MBChB programme at the University of Auckland in 2013. As there has been a focus in published literature on aspects relating to the format or function of progress tests, the purpose of this study was to explore a qualitative student perspective on the introduction of progress testing and its impact on approaches to learning and perceived stress. This article presents the qualitative aspects of a longitudinal evaluation study. The qualitative data were derived from eight focus groups of Year 2-5 medical students in the University of Auckland medical programme. Two themes, 'Impact on Learning' and 'Emotional Wellbeing' and their subthemes offered insight into student perceptions and behaviour. Students described a variety of learning responses to progress testing that clustered around the employment of a range of learning strategies based on their experience of sitting progress tests and their individualised feedback. A range of emotional responses were also expressed, with some finding progress tests stressful, while others enjoyed not needing to intensively cram before the tests. Progress tests appear to influence the approach of students to their learning. They employ a mix of learning strategies, shaped by their performance, individualised feedback and the learning environment. While students expressed some stress and anxiety with respect to sitting progress tests, this form of testing was viewed by these students as no worse, and sometimes better than traditional assessments.

45 CFR 2522.700 - How does evaluation differ from performance measurement?

Code of Federal Regulations, 2010 CFR

2010-10-01

... progress, evaluation uses scientifically-based research methods to assess the effectiveness of programs by... the reading ability of students in a program over time to a similar group of students not... example, a performance measure for a literacy program may include the percentage of students receiving...

Quantitative Evaluation of Flexibility in Undergraduate Engineering Curricula in the United Arab Emirates

ERIC Educational Resources Information Center

Darwish, Naif A.; Qasim, Muhammad

2016-01-01

In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous…

Evaluating Student Achievement in Discipline-Based Art Programs.

ERIC Educational Resources Information Center

Day, Michael D.

1985-01-01

The discipline-based view of art education requires that students progress in all of the four domains of art learning: art history, art criticism, aesthetic appreciation, and creative production. Evaluation methods in each of these domains are discussed. (RM)

An Evaluation of Supplemental Reading Instruction for At-Risk Middle School Readers

ERIC Educational Resources Information Center

Berkeley, Sheri; Lindstrom, Jennifer H.; Regan, Kelley; Nealy, Allison; Southall, Candice; Stagliano, Christina

2012-01-01

One middle school's implementation of corrective reading was evaluated for student reading outcomes and treatment fidelity. Findings indicated that sixth-, seventh-, and eighth-grade students made progress in decoding and oral reading fluency over the school year; however, students did not demonstrate greater gains during the semester enrolled in…

Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

PubMed

Islam, Mohammed A; Schweiger, Teresa A

2015-04-01

To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

Feasibility and Outcomes of Implementing a Portfolio Assessment System Alongside a Traditional Grading System.

PubMed

O'Brien, Celia Laird; Sanguino, Sandra M; Thomas, John X; Green, Marianne M

2016-11-01

Portfolios are a powerful tool to collect and evaluate evidence of medical students' competence across time. However, comprehensive portfolio assessment systems that are implemented alongside traditional graded curricula at medical schools in the United States have not been described in the literature. This study describes the development and implementation of a longitudinal competency-based electronic portfolio system alongside a graded curriculum at a relatively large U.S. medical school. In 2009, the authors developed a portfolio system that served as a repository for all student assessments organized by competency domain. Five competencies were selected for a preclerkship summative portfolio review. Students submitted reflections on their performance. In 2014, four clinical faculty members participated in standard-setting activities and used expert judgment and holistic review to rate students' competency achievement as "progressing toward competence," "progressing toward competence with some concern," or "progressing toward competence pending remediation." Follow-up surveys measured students' and faculty members' perceptions of the process. Faculty evaluated 156 portfolios and showed high levels of agreement in their ratings. The majority of students achieved the "progressing toward competence" benchmark in all competency areas. However, 31 students received at least one concerning rating, which was not reflected in their course grades. Students' perceptions of the system's ability to foster self-assessment were mixed. The portfolio review process allowed faculty to identify students with a concerning rating in a behavioral competency who would not have been identified in a traditional grading system. Identification of these students allows for intervention and early remediation.

Using a Learning Progression Framework to Assess and Evaluate Student Growth

ERIC Educational Resources Information Center

Briggs, Derek C.; Diaz-Bilello, Elena; Peck, Fred; Alzen, Jessica; Chattergoon, Rajendra; Johnson, Raymond

2015-01-01

This report describes the use of a Learning Progression Framework (LPF) to support the Student Learning Objectives (SLO) process. The report highlights a few common threats we currently see in the SLO process implemented at various states and districts, and offers the LPF as a possible solution for addressing these threats. This report was…

Educator Evaluation Policy That Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities

ERIC Educational Resources Information Center

Hewitt, Kimberly Kappler

2015-01-01

In the United States, policies in forty states and D.C. incorporate student growth measures--estimates of student progress attributed to educators--into educator evaluation. The federal government positions such policies as levers for ensuring that more students are taught by effective teachers and that effective educators are more equitably…

Teacher Performance and Student Learning: Linking Evidence from Two National Assessment Programmes

ERIC Educational Resources Information Center

Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge

2016-01-01

This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and…

The Crabapple Experience: Insights from Program Evaluations.

ERIC Educational Resources Information Center

Elmore, Randy; Wisenbaker, Joe

2000-01-01

An evaluation of a Georgia middle school's multi-age grouping program revealed significant progress regarding student self-esteem, achievement, community building, and teacher collaboration. The Crabapple experience illustrates how one model of student-centered, developmentally appropriate, and integrated learning can benefit middle-level…

A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities

ERIC Educational Resources Information Center

De La Cruz, Carrie F.

2009-01-01

Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with…

Student-Led Parent-Teacher Conferences.

ERIC Educational Resources Information Center

Borba, John A.; Olvera, Cherise M.

2001-01-01

Outlines the six-stage process used at Gustine Middle School for student-led parent-teacher conferences. Discusses how this encourages students to participate actively in evaluating their own progress, which motivates them toward personal initiatives to inspire learning, and improves student communication about learning with both parents and…

Instructor Data Reporting Procedures.

ERIC Educational Resources Information Center

Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.

The document has been compiled for reference use by instructors and others in need of information necessary to understand and implement the Mountain-Plains instructional and evaluation system. Included in detail are: (1) descriptions of the several forms used for student accounting, student progress monitoring, program evaluation, and ancillary…

Common Progress Monitoring Graph Omissions: Missing Goal and Goal Line. Progress Monitoring Brief #2

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring assessment is one of the four essential components of Response to Intervention (RTI), as defined by the National Center on Response to Intervention (NCRTI). Progress data allow teachers to evaluate the academic performance of students over time, quantify rates of improvement or responsiveness to instruction, and evaluate…

Measuring Student Progress in the Classroom: A Guide to Testing and Evaluating Progress of Students with Disabilities, 1985-1986 Edition.

ERIC Educational Resources Information Center

Hartman, Rhona C.; Redden, Martha Ross

The fact sheet focuses on considerations when testing adaptations are needed, provides some facts about disability, and identifies a variety of adaptations of testing procedures which have been developed and successfully used in schools, vocational training programs, and on college campuses. Testing adaptations are discussed in terms of disability…

Student vs Faculty Curriculum Advising

ERIC Educational Resources Information Center

Brown, Coke R.; Myers, Rosemary

1975-01-01

Attitudes toward advisers and first-year academic progress were assessed for 223 freshman students at Idaho State University. Students advised by students had more positive attitudes toward their advisers and lower drop rates than those advised by faculty. No difference was observed for achieved GPA. Bases for evaluation are discussed. (Author)

Public-Private Partnership Program Evaluation. 1988-89.

ERIC Educational Resources Information Center

Bland, June

This evaluation of the 1988-89 Public Private Partnership (PPP) program in Washington (District of Columbia) was seriously limited by the unavailability of statistical data on student progress and internship performance. PPP was designed to improve the preparation of high school students for the world of work by involving community businesses in…

Chairside Assisting Skill Evaluation (CASE). Clinical Setting. Health Manpower References.

ERIC Educational Resources Information Center

Innovative Programming Systems, Minneapolis, Minn.

These checklists are designed for use during the dental assistant student's extramural clinical experience assignment. Checklists test students on their knowledge of terminology, equipment, procedures, and patient relations. Objectives are listed outline style with columns to check progress during a first and a second evaluation. Areas included…

Tiered Evaluation in Large Ensemble Settings.

ERIC Educational Resources Information Center

Scott, David

1998-01-01

Discusses the use of a tiered evaluation system (TES) that allows students to work at different levels, enables teachers to assess progress objectively, and presents students with appropriate challenges in the music ensembles. Focuses on how TES works and its advantages, considers the challenges and flexibility of TES, and provides samples. (CMK)

The Mesa Arizona Pupil Tracking System

NASA Technical Reports Server (NTRS)

Wright, D. L.

1973-01-01

A computer-based Pupil Tracking/Teacher Monitoring System was designed for Mesa Public Schools, Mesa, Arizona. The established objectives of the system were to: (1) facilitate the economical collection and storage of student performance data necessary to objectively evaluate the relative effectiveness of teachers, instructional methods, materials, and applied concepts; and (2) identify, on a daily basis, those students requiring special attention in specific subject areas. The system encompasses computer hardware/software and integrated curricula progression/administration devices. It provides daily evaluation and monitoring of performance as students progress at class or individualized rates. In the process, it notifies the student and collects information necessary to validate or invalidate subject presentation devices, methods, materials, and measurement devices in terms of direct benefit to the students. The system utilizes a small-scale computer (e.g., IBM 1130) to assure low-cost replicability, and may be used for many subjects of instruction.

The Utility of An Evaluative Model in Judging the Relationship Between Classroom Verbal Behavior and Student Achievement in Three Selected Physics Curricula, Final Report.

ERIC Educational Resources Information Center

Smith, T. C., Jr.

The purpose of the 1968-69 investigation was to determine the applicability of a curriculum evaluation model to investigate high school students' achievement in three physics courses (traditional physics, Physical Science Study Curriculum, and Harvard Project Physics). Three tests were used to measure student progress: The Dunning-Abeles Physics…

Student Monitoring in Distance Education.

ERIC Educational Resources Information Center

Holt, Peter; And Others

1987-01-01

Reviews a computerized monitoring system for distance education students at Athabasca University designed to solve the problems of tracking student performance. A pilot project for tutors is described which includes an electronic conferencing system and electronic mail, and an evaluation currently in progress is briefly discussed. (LRW)

Real Progress in Maryland: Student Learning Objectives and Teacher and Principal Evaluation

ERIC Educational Resources Information Center

Slotnik, William J.; Bugler, Daniel; Liang, Guodong

2014-01-01

The Maryland State Department of Education (MSDE) is making significant strides in guiding and supporting the implementation of Student Learning Objectives (SLOs) as well as a teacher and principal evaluation (TPE) system statewide. MSDE support focuses on helping districts prepare for full SLO implementation by providing technical assistance with…

High School Students' Perceptions of Narrative Evaluations as Summative Assessment

ERIC Educational Resources Information Center

Bagley, Sylvia S.

2008-01-01

This study focuses on data collected at "Progressive Secondary School" in Southern California, a high school which uses narrative evaluations and other forms of alternative summative assessment on a school wide basis. Through a survey and personal interviews, students were asked to describe what they liked most and least about the use of…

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

ERIC Educational Resources Information Center

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Programs for Children with Specific Learning Disabilities. P.L. 91-230, Title VI-G Formal Final Evaluation. (Statistical Analysis of Data).

ERIC Educational Resources Information Center

Murphy, Philip J.

The paper reports the final evaluation of a program for approximately 143 learning disabled (LD) students (grades 6-to-12) from six school districts. A number of test instruments were used to evaluate student progress during the program, including the Wide Range Achievement Test (WRAT), the Durrell Analysis of Reading Difficulty, and the…

Progress in Student Academic Achievement: Evaluation of New City Charter School in 2008-09

ERIC Educational Resources Information Center

Gozali-Lee, Edith

2010-01-01

This report describes New City Charter School student achievement in the 2008-09 school year, the school's sixth operating year. The number of students enrolled in the school was 125, an increase from 60 students enrolled the first year of the school. Student academic achievement is measured using the Woodcock-Johnson III Tests of Achievement…

Assessing Progress toward Accreditation Related Objectives: Evidence regarding the Use of Self-Efficacy as an Outcome in the Advanced Concentration Research Curriculum

ERIC Educational Resources Information Center

Holden, Gary; Barker, Kathleen; Rosenberg, Gary; Onghena, Patrick

2007-01-01

Objective: Assessing the achievement of social work educational outcomes is a requirement of the Council on Social Work Education's Educational Policy and Standards (EPAS). The Evaluation Self-Efficacy Scale (ESE) was created to assess student progress in advanced concentration courses focused on evaluation and thereby provide data regarding…

Assessment of the Continuous Progress Report for the Early Learning Years (An Examination of Scale Construction).

ERIC Educational Resources Information Center

Tuck, Kathy D.

An evaluation was conducted to examine the structure and design of the Continuous Progress Report (CPR), an observation scale used to measure students' early developmental skills in the District of Columbia public schools. Item construction and the relative consistency of measurement constructs in the CPR were the specific focus of the evaluation.…

Student Performance Data in the Classroom: Measurement and Evaluation of Student Progress.

ERIC Educational Resources Information Center

Cooke, Nancy L.; And Others

1991-01-01

This survey of 510 special education teachers found that most teachers collect, record, and use data on student performance to determine instructional effectiveness, appropriate time to move students to the next skill, and which objectives have been met. Only one-third of teachers used graphs for displaying and interpreting data. (Author/JDD)

Student Perceptions of Their Autonomy at University

ERIC Educational Resources Information Center

Henri, D. C.; Morrell, L. J.; Scott, G. W.

2018-01-01

Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students' self-perceived autonomy during a period of two academic years using the Autonomous Learning Scale. Our analysis suggests…

Embedding Support for Students Transitioning into Higher Education: Evaluation of a New Model

ERIC Educational Resources Information Center

Hebdon, Sharon

2015-01-01

The Learning Academic Skills Support program was designed to improve progression and retention rates for students articulating from vocational education into the Bachelor of Hospitality Management at Holmesglen Institute. The program is scheduled around the student experience during their first semester in higher education and incorporates…

The Comprehensive, Powerful, Academic Database (CPAD): An Evaluative Study of a Predictive Tool Designed for Elementary School Personnel in Identifying At-Risk Students through Progress, Curriculum, and Performance Monitoring

ERIC Educational Resources Information Center

Chavez-Gibson, Sarah

2013-01-01

The purpose of this study is to exam in-depth, the Comprehensive, Powerful, Academic Database (CPAD), a data decision-making tool that determines and identifies students at-risk of dropping out of school, and how the CPAD assists administrators and teachers at an elementary campus to monitor progress, curriculum, and performance to improve student…

Proposing an Evaluation Framework for Interventions: Focusing on Students' Behaviours in Interactive Science Exhibitions

ERIC Educational Resources Information Center

Hauan, Nils Petter; DeWitt, Jennifer; Kolstø, Stein Dankert

2017-01-01

Materials designed for self-guided experiences such as worksheets and digital applications are widely used as tools to enable interactive science exhibitions to support students' progress towards conceptual understanding. However, there is a need to find expedient ways to evaluate the quality of educational experiences resulting from the use of…

Introducing Algebra through the Graphical Representation of Functions: A Study among LD Students

ERIC Educational Resources Information Center

Sauriol, Jennifer

2013-01-01

This longitudinal study evaluates the impact of a new Algebra 1 course at a High School for language-based learning-disabled (LD) students. The new course prioritized the teaching of relationship graphs and functions as an introduction to algebra. Across three studies, the dissertation documents and evaluates the progress made by LD high school…

Evaluation of a novel scoring and grading model for VP-based exams in postgraduate nurse education.

PubMed

Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

2015-12-01

For Virtual Patient-based exams, several scoring and grading methods have been proposed, but none have yet been validated. The aim of this study was to evaluate a new scoring and grading model for VP-based exams in postgraduate paediatric nurse education. The same student group of 19 students performed a VP-based exam in three consecutive courses. When using the scoring and grading assessment model, which contains a deduction system for unnecessary or unwanted actions, a progression was found in the three courses: 53% of the students passed the first exam, 63% the second and 84% passed the final exam. The most common reason for deduction of points was due to students asking too many interview questions or ordering too many laboratory tests. The results showed that the new scoring model made it possible to judge the students' clinical reasoning process as well as their progress. Copyright © 2015 Elsevier Ltd. All rights reserved.

Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Academies Press, 2016

2016-01-01

Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S.…

A call for change: clinical evaluation of student registered nurse anesthetists.

PubMed

Collins, Shawn; Callahan, Margaret Faut

2014-02-01

The ability to integrate theory with practice is integral to a student's success. A common reason for attrition from a nurse anesthesia program is clinical issues. To document clinical competence, students are evaluated using various tools. For use of a clinical evaluation tool as possible evidence for a student's dismissal, an important psychometric property to ensure is instrument validity. Clinical evaluation instruments of nurse anesthesia programs are not standardized among programs, which suggests a lack of instrument validity. The lack of established validity of the instruments used to evaluate students' clinical progress brings into question their ability to detect a student who is truly in jeopardy of attrition. Given this possibility, clinical instrument validity warrants research to be fair to students and improve attrition rates based on valid data. This ex post facto study evaluated a 17-item clinical instrument tool to demonstrate the need for validity of clinical evaluation tools. It also compared clinical scores with scores on the National Certification Examination.

Student Perception on a Student Response System Formed by Combining Mobile Phone and a Polling Website

ERIC Educational Resources Information Center

Wong, Adam

2016-01-01

Every teacher understands the importance of getting timely student feedback for effective and efficient teaching and learning. However, students are not always keen to answer questions in the classroom in front of their peers. There is a need for an efficient method to engage all the students in a classroom and quickly evaluate the progress of…

The Croton-Yorktown Model of Individualized Earth Science.

ERIC Educational Resources Information Center

Matthias, George F.; Snyder, Edward B.

1980-01-01

The individualized learning model, discussed in this article, uses an efficient feedback mechanism which incorporates an innovative student evaluation program and a unique system of classroom management. The design provides a model for monitoring student progress. (Author/SA)

Student Freedom in the Classroom.

ERIC Educational Resources Information Center

Rich, John Martin

1986-01-01

Analyzes the concept of freedom. Evaluates progressive, libertarian, and essentialist views of student freedom and discusses their weaknesses. Attempts to resolve the problems raised by placing freedom within the context of authority and considers implications for educational policy and practice. (AYC)

Sound and Vision: Using Progressive Rock To Teach Social Theory.

ERIC Educational Resources Information Center

Ahlkvist, Jarl A.

2001-01-01

Describes a teaching technique that utilizes progressive rock music to educate students about sociological theories in introductory sociology courses. Discusses the use of music when teaching about classical social theory and offers an evaluation of this teaching strategy. Includes references. (CMK)

Capturing Student Progress via Portfolios in the Music Classroom

ERIC Educational Resources Information Center

Mills, Melissa M.

2009-01-01

A common desire among music educators is to help students develop the ability to reflect on and evaluate their own music making. To achieve this goal, music educators often provide their students with a variety of instructional activities, such as watching their ensemble's latest concert performance and writing a critical review of it, allowing…

Is There Only One Way To Evaluate Students?

ERIC Educational Resources Information Center

Gifford, Ann Porter

2002-01-01

Suggests there are many ways to assess students' progress in understanding the elements of a story. Discusses how to stimulate students' ability to analyze how adding another character, changing the setting or twisting the plot can create new and interesting versions of a the common folktale, "The Three Little Pigs." Includes a 37-item…

The Framework for 21st Century Learning: A First-Rate Foundation for Music Education Assessment and Teacher Evaluation

ERIC Educational Resources Information Center

Gilbert, Ashley Danielle

2016-01-01

Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet…

A framework for analysis of sentinel events in medical student education.

PubMed

Cohen, Daniel M; Clinchot, Daniel M; Werman, Howard A

2013-11-01

Although previous studies have addressed student factors contributing to dismissal or withdrawal from medical school for academic reasons, little information is available regarding institutional factors that may hinder student progress. The authors describe the development and application of a framework for sentinel event (SE) root cause analysis to evaluate cases in which students are dismissed or withdraw because of failure to progress in the medical school curriculum. The SE in medical student education (MSE) framework was piloted at the Ohio State University College of Medicine (OSUCOM) during 2010-2012. Faculty presented cases using the framework during academic oversight committee discussions. Nine SEs in MSE were presented using the framework. Major institution-level findings included the need for improved communication, documentation of cognitive and noncognitive (e.g., mental health) issues, clarification of requirements for remediation and fitness for duty, and additional psychological services. Challenges related to alternative and combined programs were identified as well. The OSUCOM undertook system changes based on the action plans developed through the discussions of these SEs. An SE analysis process appears to be a useful method for making system changes in response to institutional issues identified in evaluation of cases in which students fail to progress in the medical school curriculum. The authors plan to continue to refine the SE in MSE framework and analysis process. Next steps include assessing whether analysis using this framework yields improved student outcomes with universal applications for other institutions.

Educational Evaluation and the Hartman Value Profile.

ERIC Educational Resources Information Center

Byrum, Stephen C.

1979-01-01

A tool consisting of 2 sets of 18 statements and requiring 20 minutes for administration, the Hartman Value Profile evaluates progress and maturity in areas not readily adaptable to more objective means of evaluation. Firsthand experiences with the HVP have indicated successful evaluations of postsecondary student thinking. (JC)

2015 NWEA Measures of Academic Progress Normative Data

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2015

2015-01-01

By using carefully constructed measurement scales that span grades, Measures of Academic Progress (MAP) interim assessments from Northwest Evaluation Association™ (NWEA™) offer educators efficient and very accurate estimates of student achievement status within a subject. Before achievement test scores can be useful to educators, however, they…

An Expedient Study on Back-Propagation (BPN) Neural Networks for Modeling Automated Evaluation of the Answers and Progress of Deaf Students' That Possess Basic Knowledge of the English Language and Computer Skills

NASA Astrophysics Data System (ADS)

Vrettaros, John; Vouros, George; Drigas, Athanasios S.

This article studies the expediency of using neural networks technology and the development of back-propagation networks (BPN) models for modeling automated evaluation of the answers and progress of deaf students' that possess basic knowledge of the English language and computer skills, within a virtual e-learning environment. The performance of the developed neural models is evaluated with the correlation factor between the neural networks' response values and the real value data as well as the percentage measurement of the error between the neural networks' estimate values and the real value data during its training process and afterwards with unknown data that weren't used in the training process.

An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

ERIC Educational Resources Information Center

Leh, Jayne M.; Jitendra, Asha K.; Caskie, Grace I. L.; Griffin, Cynthia C.

2007-01-01

The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

Investigating the Impacts of Previous and Current Learning Experiences on Student Teachers' Teaching Experiences

ERIC Educational Resources Information Center

Ögeyik, Muhlise Cosgun

2016-01-01

This study investigated the impacts of the previous and current learning experiences of the student teachers on their microteaching practices. The study pursued threefold research goals: to diagnose the microteaching stance, to treat it, and to explore and evaluate the progress. The participants were 24 undergraduate third year student teachers…

A Brand New World: An Evaluation and Recommendations for the New Graduate Student Connect Program at the University of Delaware

ERIC Educational Resources Information Center

Sykes, Talia

2012-01-01

Research indicates there are major academic, psychological, social, and/or cultural challenges that graduate students face as they enter graduate programs and progress toward graduation. The literature review provided information on the various characteristics, needs, and challenges of graduate students and the support systems they need while…

THE EFFECTS OF THE BOSTON EDUCATIONAL ENRICHMENT PROGRAM ON CHILDREN'S ATTITUDES, VALUES, AND CREATIVITY.

ERIC Educational Resources Information Center

VREELAND, REBECCA S.

AN EVALUATION OF A 6-WEEK SUMMER EDUCATIONAL ENRICHMENT PROGRAM FOR DISADVANTAGED STUDENTS RANGING FROM PRESCHOOL TO GRADE NINE FOUND THAT DESPITE THE SHORTNESS OF THE SESSIONS PROGRESS WAS MADE TOWARD REACHING THE GOALS OF THE PROGRAM. THE GOALS INCLUDED INCREASING STUDENTS' VERBAL AND NONVERBAL CREATIVITY, DEVELOPING STUDENT COOPERATION AND…

NWEA Recommendations for Transitioning Students from MPG to MAP 2-5

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2014

2014-01-01

In order to determine which test is more appropriate to administer to elementary grade students, it is important to consider the purpose of the test in conjunction with the ability and grade level of the students. Northwest Evaluation Association™ (NWEA™) designed Measures of Academic Progress® (MAP®) tests mindful of the amount of learning that…

Use of Authentic-Speech Technique for Teaching Sound Recognition to EFL Students

ERIC Educational Resources Information Center

Sersen, William J.

2011-01-01

The main objective of this research was to test an authentic-speech technique for improving the sound-recognition skills of EFL (English as a foreign language) students at Roi-Et Rajabhat University. The secondary objective was to determine the correlation, if any, between students' self-evaluation of sound-recognition progress and the actual…

An Evaluation of the Word Triad Method for Monitoring Spelling Progress

ERIC Educational Resources Information Center

Frisby, Craig; Wang, Ze

2018-01-01

Although spelling skill progress has typically been studied within the context of students' responses to written story starters (Deno, Marsten, & Mirkin, 1982; Fuchs & Fuchs, 2011; Hosp, Hosp, & Howell, 2007; Shinn & Shinn, 2002), there has been little research conducted within a curriculum-based measurement framework that has…

Computer Technology Standards of Learning for Virginia's Public Schools

ERIC Educational Resources Information Center

Virginia Department of Education, 2005

2005-01-01

The Computer/Technology Standards of Learning identify and define the progressive development of essential knowledge and skills necessary for students to access, evaluate, use, and create information using technology. They provide a framework for technology literacy and demonstrate a progression from physical manipulation skills for the use of…

Use of a Tier 3 Evidence-Based Intervention with Progress Monitoring, Formative Assessment, and Student Goal-Setting: An Evaluation of the Immediate and Long-Term Effects on Student Reading Achievement

ERIC Educational Resources Information Center

McMasters, Angela B.

2011-01-01

Early identification and intervention for students at risk for reading failure is essential to establish the foundational skills necessary for students to become skilled readers. The focus on evidence-based practices and data-driven decision making leads educators to consider additional instructional approaches, such as formative assessment (FA)…

McGraw-Hill Programmed Reading Evaluation.

ERIC Educational Resources Information Center

Norfolk Public Schools, VA.

One of the programs included in "Effective Reading Programs...," this program, begun in 1972, serves about 3,600 disadvantaged first through fourth grade students. The independent learning approach is featured in this program. Placement tests help teachers determine each child's needs, and diagnostic tests monitor student progress.…

Progress in Teachers' Readiness to Promote Positive Youth Development among Students during the Lions Quest Teaching Workshop

ERIC Educational Resources Information Center

Talvio, Markus; Berg, Minna; Ketonen, Elina; Komulainen, Erkki; Lonka, Kirsti

2015-01-01

Modern learning psychology places an emphasis on the ability of teachers to promote their students' social and emotional learning (SEL) and living a good life. Research on precisely how teachers promote SEL and well-being among their students, however, remains scarce. This study focused on evaluating the Lions Quest teaching workshop (LQ), which…

20 CFR 638.522 - Evaluation of student progress.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Section 638.522 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS PROGRAM UNDER TITLE IV-B OF THE JOB TRAINING PARTNERSHIP ACT Center Operations § 638.522 Evaluation of... issued by the Job Corps Director. ...

A Method to Calculate and Analyze Residents' Evaluations by Using a Microcomputer Data-Base Management System.

ERIC Educational Resources Information Center

Mills, Myron L.

1988-01-01

A system developed for more efficient evaluation of graduate medical students' progress uses numerical scoring and a microcomputer database management system as an alternative to manual methods to produce accurate, objective, and meaningful summaries of resident evaluations. (Author/MSE)

Competence in the musculoskeletal system: assessing the progression of knowledge through an undergraduate medical course.

PubMed

Basu, Subhashis; Roberts, Chris; Newble, David I; Snaith, Michael

2004-12-01

Professional bodies have expressed concerns that medical students lack appropriate knowledge in musculoskeletal medicine despite its high prevalence of use within the community. Changes in curriculum and teaching strategies may be contributing factors to this. There is little evidence to evaluate the degree to which these concerns are justified. To design and evaluate an assessment procedure that tests the progress of medical students in achieving a core level of knowledge in musculoskeletal medicine during the course. A stratified sample of 136 volunteer students from all 5 years of the medical course at Sheffield University. The progress test concept was adapted to provide a cross-sectional view of student knowledge gain during each year of the course. A test was devised which aimed to provide an assessment of competence set at the standard required of the newly qualified doctor in understanding basic and clinical sciences relevant to musculoskeletal medicine. The test was blueprinted against internal and external guidelines. It comprised 40 multiple-choice and extended matching questions administered by computer. Six musculoskeletal practitioners set the standard using a modified Angoff procedure. Test reliability was 0.6 (Cronbach's alpha). Mean scores of students increased from 41% in Year 1 to 84% by the final year. Data suggest that, from a baseline score in Year 1, there is a disparate experience of learning in Year 2 that evens out in Year 3, with knowledge progression becoming more consistent thereafter. All final year participants scored above the standard predicted by the Angoff procedure. This short computer-based test was a feasible method of estimating student knowledge acquisition in musculoskeletal medicine across the undergraduate curriculum. Tested students appear to have acquired a satisfactory knowledge base by the end of the course. Knowledge gain seemed relatively independent of specialty-specific clinical training. Proposals from specialty bodies to include long periods of disciplinary teaching may be unnecessary.

An electronic portfolio for quantitative assessment of surgical skills in undergraduate medical education.

PubMed

Sánchez Gómez, Serafín; Ostos, Elisa María Cabot; Solano, Juan Manuel Maza; Salado, Tomás Francisco Herrero

2013-05-06

We evaluated a newly designed electronic portfolio (e-Portfolio) that provided quantitative evaluation of surgical skills. Medical students at the University of Seville used the e-Portfolio on a voluntary basis for evaluation of their performance in undergraduate surgical subjects. Our new web-based e-Portfolio was designed to evaluate surgical practical knowledge and skills targets. Students recorded each activity on a form, attached evidence, and added their reflections. Students self-assessed their practical knowledge using qualitative criteria (yes/no), and graded their skills according to complexity (basic/advanced) and participation (observer/assistant/independent). A numerical value was assigned to each activity, and the values of all activities were summated to obtain the total score. The application automatically displayed quantitative feedback. We performed qualitative evaluation of the perceived usefulness of the e-Portfolio and quantitative evaluation of the targets achieved. Thirty-seven of 112 students (33%) used the e-Portfolio, of which 87% reported that they understood the methodology of the portfolio. All students reported an improved understanding of their learning objectives resulting from the numerical visualization of progress, all students reported that the quantitative feedback encouraged their learning, and 79% of students felt that their teachers were more available because they were using the e-Portfolio. Only 51.3% of students reported that the reflective aspects of learning were useful. Individual students achieved a maximum of 65% of the total targets and 87% of the skills targets. The mean total score was 345 ± 38 points. For basic skills, 92% of students achieved the maximum score for participation as an independent operator, and all achieved the maximum scores for participation as an observer and assistant. For complex skills, 62% of students achieved the maximum score for participation as an independent operator, and 98% achieved the maximum scores for participation as an observer or assistant. Medical students reported that use of an electronic portfolio that provided quantitative feedback on their progress was useful when the number and complexity of targets were appropriate, but not when the portfolio offered only formative evaluations based on reflection. Students felt that use of the e-Portfolio guided their learning process by indicating knowledge gaps to themselves and teachers.

Students Training for Academic Readiness (STAR): Year Three Evaluation Report

ERIC Educational Resources Information Center

Rainey, Katharine; Sheehan, Daniel; Maloney, Catherine

2010-01-01

This report presents findings from the Year 3 evaluation of Texas' state-level Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, grant. GEAR UP grant requirements include an evaluation component designed to assess program effectiveness and to measure progress toward project goals. To this end, the evaluation considers…

Pewaukee School District, Wisconsin. Case Study: Measures of Academic Progress

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2015

2015-01-01

For more than a decade, Pewaukee School District Superintendent JoAnn Sternke has watched her district get better and better at its mission: opening the door to each student's future. The Wisconsin district began using Measures of Academic Progress® (MAP®) computer adaptive interim assessments from Northwest Evaluation Association™ (NWEA™) in 2004…

Progress Report 2013. Turnaround Arts Initiative

ERIC Educational Resources Information Center

Stoelinga, Sara Ray; Joyce, Katie; Silk, Yael

2013-01-01

This interim progress report provides a look at Turnaround Arts schools in their first year, including: (1) a summary of the evaluation design and research questions; (2) a preliminary description of strategies used to introduce the arts in Turnaround Arts schools; and (3) a summary of school reform indicators and student achievement data at…

Orientation/Time Management Skill Training Lesson: Development and Evaluation. Final Report.

ERIC Educational Resources Information Center

Dobrovolny, Jacqueline L.; And Others

A lesson was developed containing materials designed to assist students in their adaptation to the novelties of a computer assisted or managed instructional environment, providing students with appropriate role models for increasing acceptance of their increased responsibility for learning and introducing a progress tracking approach to assist…

The Relationship between Reading Fluency and Lexile Measures

ERIC Educational Resources Information Center

Purvis, Joshua Steve

2017-01-01

With increasing emphasis being placed on teachers to show an improvement in student achievement, schools are relying on indicators such as reading fluency and reading comprehension to gauge student progress throughout the year. Since the growth on these assessments are used in calculating teachers and administrators' yearly job evaluations, the…

Methodological Concerns about the Education Value-Added Assessment System

ERIC Educational Resources Information Center

Amrein-Beardsley, Audrey

2008-01-01

Value-added models help to evaluate the knowledge that school districts, schools, and teachers add to student learning as students progress through school. In this article, the well-known Education Value-Added Assessment System (EVAAS) is examined. The author presents a practical investigation of the methodological issues associated with the…

Making the nursing curriculum more inclusive for students with specific learning difficulties (SpLD): embedding specialist study skills into a core module.

PubMed

Wray, Jane; Aspland, Jo; Taghzouit, Jayne; Pace, Kerry

2013-06-01

Wray et al. (2012) found that providing specialist 'add on' study skills sessions to students with SpLD increased the likelihood of progression and earlier identification. However, 48% of students identified as 'at risk' of having a SpLD did not pursue further assessment/support, which is of concern. OBJECTIVES/DESIGN/PARTICIPANTS/SETTINGS: The study aimed to explore the impact of embedding nine study skills sessions designed for students with SpLD into the mainstream curriculum on pre-registration nursing students in one HEI in the north of England. Two cohorts (September 2009 (n=257) and February 2010 (n=127)) took part; a total of 300 students completed a student feedback questionnaire (201 from September 2009, 99 from February 2010 (response rates of 87% and 80%)). The study used an outcome evaluation approach (Watson et al., 2008) to explore the impact of the sessions using a range of measures: (i) a student feedback questionnaire, (ii) length of time from registration to first contact with Disability Services, and (iii) progression data. Overall, the sessions were received very positively, especially those on essay writing, reflection and learning techniques. Students in the study cohorts made contact with Disability Services 4-6 weeks earlier than other cohorts; referrals were also higher. Equally, students with SpLD with access to study skills had higher rates of progression (e.g. 87% in 2009) than in years with no sessions (e.g. 62% in 2008); progression rates were comparable to their non-disabled peers. Mainstreaming what had previously been a reasonable adjustment made time- and resource-savings for the institution. Such approaches to embedding are important in encouraging and retaining talented and able students. Copyright © 2012 Elsevier Ltd. All rights reserved.

Evaluation Criteria for Nursing Student Application of Evidence-Based Practice: A Delphi Study.

PubMed

Bostwick, Lina; Linden, Lois

2016-06-01

Core clinical evaluation criteria do not exist for measuring prelicensure baccalaureate nursing students' application of evidence-based practice (EBP) during direct care assignments. The study objective was to achieve consensus among EBP nursing experts to create clinical criteria for faculty to use in evaluating students' application of EBP principles. A three-round Delphi method was used. Experts were invited to participate in Web-based surveys. Data were analyzed using qualitative coding and categorizing. Quantitative analyses were descriptive calculations for rating and ranking. Expert consensus occurred in the Delphi rounds. The study provides a set of 10 core clinical evaluation criteria for faculty evaluating students' progression toward competency in their application of EBP. A baccalaureate program curriculum requiring the use of Bostwick's EBP Core Clinical Evaluation Criteria will provide a clear definition for understanding basic core EBP competence as expected for the assessment of student learning. [J Nurs Educ. 2016;55(5):336-341.]. Copyright 2016, SLACK Incorporated.

Performance-Based Evaluation and School Librarians

ERIC Educational Resources Information Center

Church, Audrey P.

2015-01-01

Evaluation of instructional personnel is standard procedure in our Pre-K-12 public schools, and its purpose is to document educator effectiveness. With Race to the Top and No Child Left Behind waivers, states are required to implement performance-based evaluations that demonstrate student academic progress. This three-year study describes the…

The Role of Teachers' Emotional Intelligence and Self-Efficacy in Decreasing Students' Separation Anxiety Disorder

ERIC Educational Resources Information Center

Masoumparast, Shiva

2016-01-01

Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students.…

Curriculum-Based Measurement of Oral Reading: Evaluation of Growth Estimates Derived with Pre-Post Assessment Methods

ERIC Educational Resources Information Center

Christ, Theodore J.; Monaghen, Barbara D.; Zopluoglu, Cengiz; Van Norman, Ethan R.

2013-01-01

Curriculum-based measurement of oral reading (CBM-R) is used to index the level and rate of student growth across the academic year. The method is frequently used to set student goals and monitor student progress. This study examined the diagnostic accuracy and quality of growth estimates derived from pre-post measurement using CBM-R data. A…

A Progress Conference Survey: Assessment of the First Enrollment Experience of the Educational Opportunity Program (GROUPS) Students. Indiana Studies in Higher Education Number 36.

ERIC Educational Resources Information Center

Brigman, S. Leelan

A survey was conducted at Indiana University-Bloomington to provide (1) normative data for identifying common adjustment problems of the first enrollment experience of 265 of the Educational Opportunity Program (GROUPS) students, and (2) student evaluations of potential areas of the program that need administrative attention and/or redesigning. a…

Restructuring Student Support Services: Redefining the Role of the School District. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

ERIC Educational Resources Information Center

Foley, Ellen

This report describes how staff at the school, cluster, and central offices have responded to the Philadelphia district's new student support ethos. This report does not present student outcome data or measure the quantity or quality of services because the evaluation teams believed it was too early in the implementation of the initiative to…

Error Analysis Of Students Working About Word Problem Of Linear Program With NEA Procedure

NASA Astrophysics Data System (ADS)

Santoso, D. A.; Farid, A.; Ulum, B.

2017-06-01

Evaluation and assessment is an important part of learning. In evaluation process of learning, written test is still commonly used. However, the tests usually do not following-up by further evaluation. The process only up to grading stage not to evaluate the process and errors which done by students. Whereas if the student has a pattern error and process error, actions taken can be more focused on the fault and why is that happen. NEA procedure provides a way for educators to evaluate student progress more comprehensively. In this study, students’ mistakes in working on some word problem about linear programming have been analyzed. As a result, mistakes are often made students exist in the modeling phase (transformation) and process skills (process skill) with the overall percentage distribution respectively 20% and 15%. According to the observations, these errors occur most commonly due to lack of precision of students in modeling and in hastiness calculation. Error analysis with students on this matter, it is expected educators can determine or use the right way to solve it in the next lesson.

Situated peer coaching and unfolding cases in the fundamentals skills laboratory.

PubMed

Himes, Deborah O; Ravert, Patricia K

2012-09-03

Using unfolding case studies and situated peer coaching for the Fundamentals Skills Laboratory provides students with individualized feedback and creates a realistic clinical learning experience. A quasi-experimental design with pre- and post-intervention data was used to evaluate changes in student ratings of the course. An instrument was used to examine students' self-ratings and student comments about each lab. We found that students' ratings of the lab remained high with the new method and self-evaluations of their performance were higher as the semester progressed. Students appreciated the personalized feedback associated with peer coaching and demonstrated strong motivation and self-regulation in learning. By participating in unfolding case studies with situated peer coaching, students focus on safety issues, practice collaborative communication, and critical thinking in addition to performing psychomotor skills.

Impact of Self-Correction on Extrovert and Introvert Students in EFL Writing Progress

ERIC Educational Resources Information Center

Hajimohammadi, Reza; Makundan, Jayakaran

2011-01-01

To investigate the impact of self-correction method as an alternative to the traditional teacher-correction method, on the one side, and to evaluate the impact of personality traits of Extroversion/Introversion, on the other side, on the writing progress of the pre-intermediate learners three null-hypotheses were proposed. In spite of students…

Curriculum-Based Measurement of Reading: Is 6 Weeks of Daily Progress Monitoring Enough?

ERIC Educational Resources Information Center

Thornblad, Shannon C.; Christ, Theodore J.

2014-01-01

Curriculum-based measurement of reading (CBM-R) is used in research and practice to estimate the level and trend of student achievement. Although there is limited empirical or psychometric support to guide CBM-R progress monitoring practices, derived trend estimates are used to inform a variety of educational decisions including evaluations of…

When Is Melting Not Really Melting?

ERIC Educational Resources Information Center

Mangiaracina, Mike

2017-01-01

This 5E cycle of lessons takes students through a fun and thorough study of Silly Putty's properties, progressing from an initial observation of a "melting snowman" toy in the Engage phase to making and "marketing" their own homemade putty in the Evaluate phase. Along the way, students use evidence to construct their own…

A Multilevel Latent Growth Curve Approach to Predicting Student Proficiency

ERIC Educational Resources Information Center

Choi, Kilchan; Goldschmidt, Pete

2012-01-01

Value-added models and growth-based accountability aim to evaluate school's performance based on student growth in learning. The current focus is on linking the results from value-added models to the ones from growth-based accountability systems including Adequate Yearly Progress decisions mandated by No Child Left Behind. We present a new…

Evaluating the Quality of Interaction in Asynchronous Discussion Forums in Fully Online Courses

ERIC Educational Resources Information Center

Nandi, Dip; Hamilton, Margaret; Harland, James

2012-01-01

Fully online courses are becoming progressively more popular because of their "anytime anywhere" learning flexibility. One of the ways students interact with each other and with the instructors within fully online learning environments is via asynchronous discussion forums. However, student engagement in online discussion forums does not…

Teaching/Learning Guide: Level I.

ERIC Educational Resources Information Center

Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

The manual presents sequences of skills designed for use as guides to teaching/learning objectives and as a basis for evaluating and recording special education students' progress. It is explained that the goal of the first level of objectives (sequenced in this document) is to enable the student to function at a motor/psychomotor state of…

The Effects of National Board Certification on Student Achievement

ERIC Educational Resources Information Center

Clark, Shawn Berry

2012-01-01

The purpose of this study was to examine the relationship between National Board Certification and student achievement in mathematics and reading as measured by an achievement test used in South Carolina. Using the Northwest Evaluation Association's Measures of Academic Progress (MAP), the study examined the RIT (Rasch Unit) scores of third…

Capitalizing on Curriculum-Based Measurement for Reading: Collaboration within a Response to Instruction Framework

ERIC Educational Resources Information Center

Weiss, Stacy L.; Friesen, Amber

2014-01-01

Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions…

Specialized Intervention Using Tablet Devices for Communication Deficits in Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Cabielles-Hernandez, David; Pérez-Pérez, Juan-Ramón; Paule-Ruiz, MPuerto; Fernández-Fernández, Samuel

2017-01-01

New possibilities offered by mobile devices for special education students have led to the design of skill acquisition software applications. Advances in mobile technologies development have made progress possible in helping teachers with autistic students modelling and evaluation. "Chain of Words" theoretical basis is the autism…

A Program Evaluation of a Professional Learning Community

ERIC Educational Resources Information Center

Lloyd, Tracy

2012-01-01

The No Child Left Behind (NCLB) legislation of 2001 increased the stakes for all schools to increase student achievement by mandating all students meet or exceed state standards by 2014. A small rural school responded 5 years ago to their failure to make adequate yearly progress (AYP) by implementing professional learning communities (PLC) as a…

The Effectiveness of Using a Multiple Gating Approach to Discriminate among ADHD Subtypes

ERIC Educational Resources Information Center

Simonsen, Brandi M.; Bullis, Michael D.

2007-01-01

This study explored the ability of Systematically Progressive Assessment (SPA), a multiple gating approach for assessing students with attention-deficit/hyperactivity disorder (ADHD), to discriminate between subtypes of ADHD. A total of 48 students with ADHD (ages 6-11) were evaluated with three "gates" of assessment. Logistic regression analysis…

Evaluating Progression in Students' Relational Thinking While Working on Tasks with Geospatial Technologies

ERIC Educational Resources Information Center

Favier, Tim; Van Der Schee, Joop

2014-01-01

One of the facets of geographic literacy is the ability to think in a structured way about geographic relationships. Geospatial technologies offer many opportunities to stimulate students' geographic relational thinking. The question is: How can these opportunities be effectuated? This paper discusses the results of a process-oriented experiment…

Classroom Assessment: Concepts and Applications. Fourth Edition.

ERIC Educational Resources Information Center

Airasian, Peter W.

This book is designed for students taking a first course in classroom assessment and measurement. It shows how assessment principles apply to the full range of teacher decision making and not just the formal evaluation of student learning. The book is organized in a way that follows the natural progression of teachers' decision making, from…

The Relationship between Reading Fluency Intervention and the Need for Special Education Referrals

ERIC Educational Resources Information Center

Polcyn, Dawn M.

2012-01-01

Students are often referred for special education evaluations following teacher generated referrals. These referrals indicate observable poor academic progress, although often there is no indication of the cause of the poor performance as well as no indication of remediation attempts prior to a special education referral. Students who demonstrate…

Students Training for Academic Readiness (STAR): Year Three Evaluation Report. Executive Summary

ERIC Educational Resources Information Center

Texas Center for Educational Research, 2010

2010-01-01

This executive summary presents findings from the Year 3 evaluation of Texas' state-level Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, grant. GEAR UP grant requirements include an evaluation component designed to assess program effectiveness and to measure progress toward project goals. To this end, the evaluation…

Evaluation of Clinical and Communication Skills of Pharmacy Students and Pharmacists with an Objective Structured Clinical Examination.

PubMed

Urteaga, Elizabeth M; Attridge, Rebecca L; Tovar, John M; Witte, Amy P

2015-10-25

Objective. To evaluate how effectively pharmacy students and practicing pharmacists communicate and apply knowledge to simulations of commonly encountered patient scenarios using an objective structured clinical examination (OSCE). Design. Second-, third-, and fourth-year pharmacy students completed an OSCE as part of their required courses in 2012 and 2013. All students in both years completed identical OSCE cases. Licensed pharmacists were recruited to complete the OSCE and serve as controls in 2012. A survey assessed student perception and acceptance of the OSCE as well as student confidence in performance. Assessment. Licensed pharmacists had significantly higher clinical and communication skills scores than did pharmacy students. Student progression in communication and clinical skills improved significantly over time. Survey results indicated that students felt the OSCE was well-structured and assessed clinical skills taught in pharmacy school; 86% of students felt confident they could provide these skills. Conclusion. Objective structured clinical examinations can evaluate clinical competence and communication skills among professional students. Implementation of OSCEs may be an effective tool for assessment of the Center for the Advancement of Pharmacy Education domains.

From Data to Bonuses: A Case Study of the Issues Related to Awarding Teachers Pay on the Basis of Their Students' Progress. Working Paper 2008-14

ERIC Educational Resources Information Center

McCaffrey, Daniel F.; Han, Bing; Lockwood, J. R.

2008-01-01

A key component to the new wave of performance-based pay initiatives is the use of student achievement data to evaluate teacher performance. As greater amounts of student achievement data are being collected, researchers have been developing and applying innovative statistical and econometric models to longitudinal data to develop measures of an…

A systematic review and summarization of the recommendations and research surrounding Curriculum-Based Measurement of oral reading fluency (CBM-R) decision rules.

PubMed

Ardoin, Scott P; Christ, Theodore J; Morena, Laura S; Cormier, Damien C; Klingbeil, David A

2013-02-01

Research and policy have established that data are necessary to guide decisions within education. Many of these decisions are made within problem solving and response to intervention frameworks for service delivery. Curriculum-Based Measurement in Reading (CBM-R) is a widely used data collection procedure within those models of service delivery. Although the evidence for CBM-R as a screening and benchmarking procedure has been summarized multiple times in the literature, there is no comprehensive review of the evidence for its application to monitor and evaluate individual student progress. The purpose of this study was to identify and summarize the psychometric and empirical evidence for CBM-R as it is used to monitor and evaluate student progress. There was an emphasis on the recommended number of data points collected during progress monitoring and interpretive guidelines. The review identified 171 journal articles, chapters, and instructional manuals using online search engines and research databases. Recommendations and evidence from 102 documents that met the study criteria were evaluated and summarized. Results indicate that most decision-making practices are based on expert opinion and that there is very limited psychometric or empirical support for such practices. There is a lack of published evidence to support program evaluation and progress monitoring with CBM-R. More research is required to inform data collection procedures and interpretive guidelines. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

ERIC Educational Resources Information Center

Balboni, Giulia; Naglieri, Jack A.; Cubelli, Roberto

2010-01-01

The concurrent and predictive validities of the Naglieri Nonverbal Ability Test (NNAT) and Raven's Colored Progressive Matrices (CPM) were investigated in a large group of Italian third-and fifth-grade students with different sociocultural levels evaluated at the beginning and end of the school year. CPM and NNAT scores were related to math and…

Curriculum-Based Measurement of Reading: An Evaluation of Frequentist and Bayesian Methods to Model Progress Monitoring Data

ERIC Educational Resources Information Center

Christ, Theodore J.; Desjardins, Christopher David

2018-01-01

Curriculum-Based Measurement of Oral Reading (CBM-R) is often used to monitor student progress and guide educational decisions. Ordinary least squares regression (OLSR) is the most widely used method to estimate the slope, or rate of improvement (ROI), even though published research demonstrates OLSR's lack of validity and reliability, and…

Opening the Door on Triangular Numbers

ERIC Educational Resources Information Center

McMartin, Kimberley; McMaster, Heather

2016-01-01

As an alternative to looking solely at linear functions, a three-lesson learning progression developed for Year 6 students that incorporates triangular numbers to develop children's algebraic thinking is described and evaluated.

A Resource Bulletin for Teachers of English--Grade 10: The Worlds of Discourse.

ERIC Educational Resources Information Center

Baltimore County Board of Education, Towson, MD.

This sequential curriculum guide for grade ten uses a sequence which encourages the teacher to begin with student experience and language and to progress to a variety of learning experiences which integrate all elements of the language arts and which permit students to discover their own generalizations and periodically evaluate their own…

Changes in Approaches to Learning over Three Years of University Undergraduate Study

ERIC Educational Resources Information Center

McDonald, Fiona J.; Reynolds, John N. J.; Bixley, Ann; Spronken-Smith, Rachel A.

2017-01-01

This study aimed to evaluate and compare approaches to learning by a longitudinal cohort of undergraduate students as they progressed from their first to third years of study in anatomy and physiology. "The Approaches and Study Skills Inventory for Students" (ASSIST) was completed at the beginning and end of their first year of…

The Assessment and Instructional Management System: An Innovative Approach To Evaluating the Progress of Students with Disabilities.

ERIC Educational Resources Information Center

Bennett, Deborah E.

2000-01-01

AIMS, the Assessment and Instructional Management System is a computer-based rating and documentation system designed to include students with disabilities in educational accountability systems. Describes AIMS, illustrates some of the components of the system, and highlights teacher training efforts. Two tables present the AIMS rating rubric and…

EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates

ERIC Educational Resources Information Center

Summers, Mindi M.; Couch, Brian A.; Knight, Jennifer K.; Brownell, Sara E.; Crowe, Alison J.; Semsar, Katharine; Wright, Christian D.; Smith, Michelle K.

2018-01-01

A new assessment tool, Ecology and Evolution--Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of…

The Influence of Reading Literacy on Mathematics and Science Achievement

ERIC Educational Resources Information Center

Caponera, Elisa; Sestito, Paolo; Russo, Paolo M.

2016-01-01

The aim of this study was to evaluate the influence of students' reading literacy, measured by the PIRLS (Progress in International Reading Literacy Study) test, on their performance in the TIMSS (Trends in International Mathematics and Science Study) mathematics and science tests. The data on 4,125 Italian students from 199 schools were analyzed:…

EFFECTS OF BRANCHING IN A COMPUTER-CONTROLLED AUTO-INSTRUCTIONAL DEVICE.

ERIC Educational Resources Information Center

COULSON, JOHN E.; AND OTHERS

A STUDY ON THE EFFECTIVENESS OF USING BOTH THE STUDENT'S ERRORS ON TRAINING ITEMS AND HIS OWN EVALUATION OF HIS LEARNING PROGRESS WAS PRESENTED. TWO GROUPS OF 15 HIGH SCHOOL STUDENTS WERE GIVEN AUTOMATED INSTRUCTION ON LOGIC BY MEANS OF A FLEXIBLE SEQUENCE, COMPUTER-CONTROLLED AUTO-INSTRUCTIONAL DEVICE. ONE GROUP WAS DESIGNATED THE FIXED-SEQUENCE…

Qatar's K-12 Education Reform Has Achieved Success in Its Early Years. Research Brief

ERIC Educational Resources Information Center

Larson, Judy

2009-01-01

To evaluate progress made in the first years of Qatar's implementation of K-12 education reform, RAND analyzed data from school-level observations, national surveys, and national student assessments. The study found that students in the new, Independent schools were performing better than those in Ministry schools, and there was greater student…

Assessment of Learners' Attention to E-Learning by Monitoring Facial Expressions for Computer Network Courses

ERIC Educational Resources Information Center

Chen, Hong-Ren

2012-01-01

Recognition of students' facial expressions can be used to understand their level of attention. In a traditional classroom setting, teachers guide the classes and continuously monitor and engage the students to evaluate their understanding and progress. Given the current popularity of e-learning environments, it has become important to assess the…

Assessment in Gifted Education: A Review of the Literature from 2005 to 2016

ERIC Educational Resources Information Center

Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun

2017-01-01

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…

Darkness and near work: myopia and its progression in third-year law students.

PubMed

Loman, Jane; Quinn, Graham E; Kamoun, Layla; Ying, Gui-Shuang; Maguire, Maureen G; Hudesman, David; Stone, Richard A

2002-05-01

To evaluate myopia prevalence, myopia progression, and various potential myopia risk factors in third-year law students. Cross-sectional study and survey. One hundred seventy-nine third-year law students at the University of Pennsylvania. We administered a questionnaire to assess the prevalence of myopia, myopia progression, and risk factors, including near work, family history, and daily light/dark exposure. We conducted a screening eye examination to ascertain myopia status. Myopia was defined as the mean spherical equivalent of the two eyes of 5.6 hours of darkness per day (95% vs. 80%, P = 0.07). To account for possible confounding effects of risk factors with myopia progression, logistic regression with categorization of the continuous exposure variables (hours of near work, sleep, and darkness) above or below median values weakened the near work association (odds ratio 1.8, 95% confidence interval 0.5-6.7, P = 0.35) but continued to identify darkness association with daily hours of darkness (odds ratio 4.8, 95% confidence interval 1.0 >/= 23.3, P < 0.05). Among the 77 students with myopia onset before college, those with

Data Analysis and Statistics across the Curriculum. Curriculum and Evaluation Standards for School Mathematics Addenda Series. Grades 9-12.

ERIC Educational Resources Information Center

Burrill, Gail; And Others

The 1989 document, "Curriculum and Evaluation Standards for School Mathematics" (the "Standards"), provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. When completed, it is expected…

A 10-year retrospective study of teaching nursing diagnosis to baccalaureate students in Italy.

PubMed

Palese, Alvisa; De Silvestre, Daniele; Valoppi, Graziella; Tomietto, Marco

2009-01-01

The aim of this 10-year retrospective study was to evaluate the impact of teaching nursing process to students at different levels of baccalaureate education, using the North American Nursing Diagnosis Association International (NANDA-I) Taxonomy. Nursing care plans written between 1996 and 2006 by 3,784 students who had completed a baccalaureate course in nursing process at a university in northern Italy were evaluated. At least three of the four steps of the nursing process were included in the evaluation: assessing, planning, intervening, and evaluating. An average of 6.3 (range 0-31; +/-3.9; median 6) problems were identified in each care plan. Of these, 5.1 (range 0-29; +/-3.06; median 5) were related to nursing diagnoses concerning either an actual problem or the risk of developing a problem; the remaining 1.2 (range 0-20; +/-1.9; median 0) diagnoses were concerned either with collaborative problems or with potential complications. The students demonstrated significant improvement in accurately identifying 75 diagnostic titles from the NANDA-I Taxonomy as they progressed through their first, second, and third years of baccalaureate study. These findings suggest that the ability to use the NANDA-I Taxonomy accurately is acquired over time. Thus, the theory and practice of using nursing process should be introduced in a formal course during the first year of baccalaureate nursing education and should be reinforced throughout the remaining courses. Students can then progressively improve their knowledge, critical thinking abilities, and use of the NANDA-I Taxonomy during their second and third years of study. Teaching strategies to reinforce students' learning are recommended.

Doctoral Students at the University of Manitoba: Factors Affecting Completion Rates and Time to Degree by Gender and by Field of Study.

ERIC Educational Resources Information Center

Lussier, Thelma G.

The completion rate and median time to degree of three doctoral cohorts at the University of Manitoba were analyzed by gender and by field of study and the results were compared to studies elsewhere. To evaluate factors affecting students' progress, a mail questionnaire was sent in the fall of 1993 to all students (N=105) first admitted to the…

Computer-Assisted Learning in Elementary Reading: A Randomized Control Trial

ERIC Educational Resources Information Center

Shannon, Lisa Cassidy; Styers, Mary Koenig; Wilkerson, Stephanie Baird; Peery, Elizabeth

2015-01-01

This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344…

The Evaluation of English Education Policies. CEE DP 131

ERIC Educational Resources Information Center

Machin, Stephen; McNally, Sandra

2011-01-01

Educational inequalities are evident even before children start school. Some educational achievement gaps widen out as individuals progress further through the education sequence and into the labour market, especially those connected to disadvantaged students. Thus, there is a significant need for careful evaluation of educational policies that…

A multidimensional evaluation of a nursing information-literacy program.

PubMed Central

Fox, L M; Richter, J M; White, N E

1996-01-01

The goal of an information-literacy program is to develop student skills in locating, evaluating, and applying information for use in critical thinking and problem solving. This paper describes a multidimensional evaluation process for determining nursing students' growth in cognitive and affective domains. Results indicate improvement in student skills as a result of a nursing information-literacy program. Multidimensional evaluation produces a well-rounded picture of student progress based on formal measurement as well as informal feedback. Developing new educational programs can be a time-consuming challenge. It is important, when expending so much effort, to ensure that the goals of the new program are achieved and benefits to students demonstrated. A multidimensional approach to evaluation can help to accomplish those ends. In 1988, The University of Northern Colorado School of Nursing began working with a librarian to integrate an information-literacy component, entitled Pathways to Information Literacy, into the curriculum. This article describes the program and discusses how a multidimensional evaluation process was used to assess program effectiveness. The evaluation process not only helped to measure the effectiveness of the program but also allowed the instructors to use several different approaches to evaluation. PMID:8826621

Self-report measures of executive functioning are a determinant of academic performance in first-year students at a university of applied sciences

PubMed Central

Baars, Maria A. E.; Nije Bijvank, Marije; Tonnaer, Geertje H.; Jolles, Jelle

2015-01-01

Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17–20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control, planning, and self-control/self-monitoring can be expected to have a problem in study planning and study progress monitoring and hence study progress. The findings imply that interventions directed at the training of these (executive) functions should be developed and used in higher education in order to improve academic achievement, learning attitude, and motivation. PMID:26300823

Self-report measures of executive functioning are a determinant of academic performance in first-year students at a university of applied sciences.

PubMed

Baars, Maria A E; Nije Bijvank, Marije; Tonnaer, Geertje H; Jolles, Jelle

2015-01-01

Recent studies in late adolescents (age 17+) show that brain development may proceed till around the 25th year of age. This implies that study performance in higher education could be dependent upon the stage of brain maturation and neuropsychological development. Individual differences in development of neuropsychological skills may thus have a substantial influence on the outcome of the educational process. This hypothesis was evaluated in a large survey of 1760 first-year students at a University of Applied Sciences, of which 1332 are included in the current analyses. This was because of their fit within the age range we pre-set (17-20 years' old at start of studies). Student characteristics and three behavioral ratings of executive functioning (EF) were evaluated with regard to their influence on academic performance. Self-report measures were used: self-reported attention, planning, and self-control and self-monitoring. Results showed that students with better self-reported EF at the start of the first year of their studies obtained more study credits at the end of that year than students with a lower EF self-rating. The correlation between self-control and self-monitoring on the one hand, and study progress on the other, appeared to differ for male and female students and to be influenced by the level of prior education. The results of this large-scale study could have practical relevance. The profound individual differences between students may at least partly be a consequence of their stage of development as an adolescent. Students who show lower levels of attention control, planning, and self-control/self-monitoring can be expected to have a problem in study planning and study progress monitoring and hence study progress. The findings imply that interventions directed at the training of these (executive) functions should be developed and used in higher education in order to improve academic achievement, learning attitude, and motivation.

Student and faculty perceptions of problem-based learning on a family medicine clerkship.

PubMed

McGrew, M C; Skipper, B; Palley, T; Kaufman, A

1999-03-01

The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

Improving Evaluation of Dental Hygiene Students' Cultural Competence with a Mixed-Methods Approach.

PubMed

Flynn, Priscilla; Sarkarati, Nassim

2018-02-01

Most dental hygiene educational programs include cultural competence education, but may not evaluate student outcomes. The aim of this study was to design and implement a mixed-methods evaluation to measure dental hygiene students' progression toward cultural competence. Two cohorts consisting of consecutive classes in one U.S. dental hygiene program participated in the study. A total of 47 dental hygiene students (100% response rate) completed self-assessments to measure their attitudes and knowledge at three time points between 2014 and 2016. Mean scores were calculated for three domains: Physical Environment, Communication, and Values. Qualitative analysis of the students' cultural diversity papers was also conducted to further evaluate students' knowledge and skills. Bennett's five-level conceptual framework was used to code phrases or sentences to place students in the general categories of ethnocentric or ethno-relative. The quantitative and qualitative results yielded different outcomes for Cohort 1, but not for Cohort 2. The Cohort 1 students assessed themselves statistically significantly lower over time in one of the three measured domains. However, the Cohort 2 students assessed themselves as statistically significantly more culturally competent in all three domains. Qualitative results placed 72% of Cohort 1 students and 83% of Cohort 2 students in the more desirable ethno-relative category. Since quantitative methods consisting of student self-assessments may not adequately measure students' cultural competence, adding qualitative methods to measure skills specific to patient care in this study added a robust dimension to evaluating this complex dental hygiene student competence.

Refining a learning progression of energy

NASA Astrophysics Data System (ADS)

Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

2017-11-01

This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies - key ideas about energy and levels of conceptual development. To assess students understanding with respect to the revised learning progression, we created a specific instrument, the Energy Concept Progression Assessment (ECPA) based on previous work on assessing students' understanding of energy. After iteratively refining the instrument in two pilot studies, the ECPA was administered to a total of 4550 students (Grades 8-12) from schools in two districts in a major city in Mainland China. Rasch analysis was used to examine the validity of the revised learning progression and explore factors explaining different progressions. Our results confirm the validity of the four conceptual development levels. In addition, we found that although following a similar progression pattern, students' progression rate was significantly influenced by environmental factors such as school type. In the discussion of our findings, we address the non-linear and complex nature of students' progression in understanding energy. We conclude with illuminating our research's implication for curriculum design and energy teaching.

Measuring Learning Outcomes in Higher Education Using the Measure of Academic Proficiency and Progress (MAPP). Research Report. ETS RR-08-47

ERIC Educational Resources Information Center

Liu, Ou Lydia

2008-01-01

The Secretary of Education's Commission on the Future of Higher Education emphasizes accountability in higher education as one of the key areas of interest. The Voluntary System of Accountability (VSA) was developed to evaluate the effectiveness of general public college education. This study examines how student progress in college, indicated by…

Student Achievement and Efficiency in Missouri Schools and the No Child Left Behind Act

ERIC Educational Resources Information Center

Primont, Diane F.; Domazlicky, Bruce

2006-01-01

The 2001 No Child Left Behind Act requires that schools make ''annual yearly progress'' in raising student achievement, or face possible sanctions. The No Child Left Behind Act places added emphasis on test scores, such as scores from the Missouri Assessment Program (MAP), to evaluate the performance of schools. In this paper, we investigate…

State Growth Models for School Accountability: Progress on Development and Reporting Measures of Student Growth

ERIC Educational Resources Information Center

Blank, Rolf K.

2010-01-01

The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a…

Teacher Expectations of Students: A Self-Fulfilling Prophecy? The Progress of Education Reform. Volume 13, Number 6

ERIC Educational Resources Information Center

Workman, Emily

2012-01-01

Teachers are the single most important in-school factor that affects student achievement. As a result, over the last decade state leaders have taken aim at increasing educator effectiveness, including requiring the implementation of new teacher evaluation systems. A growing body of research suggests that the expectations a teacher sets for an…

Concurrent Validity and Sensitivity to Change of Direct Behavior Rating Single-Item Scales (DBR-SIS) within an Elementary Sample

ERIC Educational Resources Information Center

Smith, Rhonda L.; Eklund, Katie; Kilgus, Stephen P.

2018-01-01

The purpose of this study was to evaluate the concurrent validity, sensitivity to change, and teacher acceptability of Direct Behavior Rating single-item scales (DBR-SIS), a brief progress monitoring measure designed to assess student behavioral change in response to intervention. Twenty-four elementary teacher-student dyads implemented a daily…

Pilot of a System for Collecting Daily Classroom Data on Learning by Using Microcomputers.

ERIC Educational Resources Information Center

Mayer, Victor J.; Raudebaugh, William

This report describes a microcomputer system which collects data from students in classrooms on a daily basis and is then used to evaluate concept achievement and attitude changes through a time series analysis. Two pilot studies in two junior high schools in Ohio are detailed, where eighth grade students' progress in an earth science study unit…

Just Checking In: The Effect of an Office Hour Meeting and Learning Reflection in an Introductory Statistics Course

ERIC Educational Resources Information Center

McGrath, April L.

2014-01-01

Office hours provide time outside of class for students to consult with instructors about course material, progress, and evaluation. Yet office hours, at times, remain an untapped source of academic support. The current study examined whether office hour attendance in combination with a learning reflection would help students learn material in an…

Progress Monitoring Instrument Development: Silent Reading Fluency, Vocabulary, and Reading Comprehension. Technical Report #1110

ERIC Educational Resources Information Center

Nese, Joseph F. T.; Anderson, Daniel; Hoelscher, Kyle; Tindal, Gerald; Alonzo, Julie

2011-01-01

Curriculum-based measurement (CBM) is designed to measure students' academic status and growth so the effectiveness of instruction may be evaluated. In the most popular forms of reading CBM, the student's oral reading fluency is assessed. This behavior is difficult to sample in a computer-based format, a limitation that may be a function of the…

Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Bruno, Paula

This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5…

Student Financial Aid Systems: Absence of Guiding Architecture Reduces Efficiency, Ease of Use. Testimony before the Subcommittee on Postsecondary Education, Training, and Life-Long Learning, House Committee on Education and the Workforce.

ERIC Educational Resources Information Center

Willemssen, Joel C.

This testimony is an evaluation of the U.S. Department of Education's progress in integrating its National Student Loan Data System (NSLDS) with other student financial aid systems, as required by law. NSLDS was authorized under the 1986 Higher Education Act amendments as a means to improve compliance with repayment and loan-limitation provisions,…

A Core Curriculum: Making Mathematics Count for Everyone. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades 9-12.

ERIC Educational Resources Information Center

Meiring, Steven P.; And Others

The 1989 document, "Curriculum and Evaluation Standards for School Mathematics," provides a vision and a framework for revising and strengthening the K-12 mathematics curriculum in North American schools and for evaluating both the mathematics curriculum and students' progress. When completed, it is expected that the Addenda Series will…

Progress Report on Reactivity Analyses (October-December Test Data). Beginning Teacher Evaluation Study. Technical Note Series. Technical Note III-5.

ERIC Educational Resources Information Center

Filby, Nikola N.

The development and refinement of the measures of student achievement in reading and mathematics for the Beginning Teacher Evaluation Study are described. The concept of reactivity to instruction is introduced: the tests used to evaluate instructional processes must be sensitive indicators of classroom learning overtime. Data collection activities…

Supervising undergraduate research: a collective approach utilising groupwork and peer support.

PubMed

Baker, Mary-Jane; Cluett, Elizabeth; Ireland, Lorraine; Reading, Sheila; Rourke, Susan

2014-04-01

Nursing education now requires graduate entry for professional registration. The challenge is to ensure that students develop independence and team working in a resource effective manner. The dissertation is one opportunity for this. To evaluate changing from individual dissertation supervision to group peer supervision. Group supervision was implemented for one cohort. Dissertation outcomes were compared with two previous cohorts. Student evaluative data was assessed. Group supervision did not adversely affect dissertation outcomes (p=0.85). 88% of students reported peer supervision to be helpful, with themes being 'support and sharing', and 'progress and moving forward'. Peer group support provided consistent supervision harnessing the energy and resources of the students and Faculty, without adversely affecting outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

78 FR 59727 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-27

... descriptive and may include, for example, the characteristics of personnel and students; sources of financial...: NSF will use the information to continue funding of PREMs, and to evaluate the progress of the program...

Young Children's Understandings of Length Measurement: Evaluating a Learning Trajectory

ERIC Educational Resources Information Center

Szilagyi, Janka; Clements, Douglas H.; Sarama, Julie

2013-01-01

This study investigated the development of length measurement ideas in students from prekindergarten through 2nd grade. The main purpose was to evaluate and elaborate the developmental progression, or levels of thinking, of a hypothesized learning trajectory for length measurement to ensure that the sequence of levels of thinking is consistent…

KIPP DIAMOND Academy Year Three (2004-2005) Evaluation Report

ERIC Educational Resources Information Center

Thompson, Susan; McDonald, Aaron; Sterbinsky, Allan

2005-01-01

The purpose of the present evaluation study was to examine the progress made in program implementation, school climate, and student achievement by the KIPP (Knowledge Is Power Program) DIAMOND (Daring Individual Achievers Making Outstanding New Dreams) Academy (KIPP:DA) housed in Cypress Junior High School in Memphis, Tennessee. The school began…

Area III Valley Intercultural Report; 1970-71 Final Evaluation Report.

ERIC Educational Resources Information Center

Ayala, Armando; Vatsula, John

Evaluation of a bilingual-bicultural education program indicates that significant progress was made in enabling all students to function equally well in both Spanish and English, in providing basic coping skills, and in developing the basis for a pluralistic society. The program included 210 kindergarten and first-grade children consisting of…

Cultural, Social, and Economic Capital Constructs in International Assessments: An Evaluation Using Exploratory Structural Equation Modeling

ERIC Educational Resources Information Center

Caro, Daniel H.; Sandoval-Hernández, Andrés; Lüdtke, Oliver

2014-01-01

The article employs exploratory structural equation modeling (ESEM) to evaluate constructs of economic, cultural, and social capital in international large-scale assessment (LSA) data from the Progress in International Reading Literacy Study (PIRLS) 2006 and the Programme for International Student Assessment (PISA) 2009. ESEM integrates the…

Sacramento START: An Evaluation Report, September, 1996-May, 1997.

ERIC Educational Resources Information Center

Lamare, Judith

This report provides an assessment of the progress of Sacramento START, an after-school learning program, for the period from September 1996 through May 1997. Evaluation instruments included standardized test scores for students in grades three through six and interviews with 18 principals from 20 START schools and teachers from 18 schools. Test…

Steps for Evaluating a Fifth Grade Science Collection

ERIC Educational Resources Information Center

Griffin, Gail Guidry

2011-01-01

A well balanced curriculum is an area of great concern in a school. With an enhanced collection, the library media specialist can further educational progress on all levels. Through accessing a good science collection in the library, students can achieve their learning goals. This article describes a process used to evaluate a science collection…

Evaluation of a Two-Phase Experimental Study of a Small Group ("MultiLit") Reading Intervention for Older Low-Progress Readers

ERIC Educational Resources Information Center

Buckingham, Jennifer; Beaman-Wheldall, Robyn; Wheldall, Kevin

2014-01-01

The study reported here examined the efficacy of a small group (Tier 2 in a three-tier Response to Intervention model) literacy intervention for older low-progress readers (in Years 3-6). This article focuses on the second phase of a two-phase, crossover randomized control trial involving 26 students. In Phase 1, the experimental group (E1)…

What's New in Software? Computer Programs for Unobtrusive, Informal Evaluation.

ERIC Educational Resources Information Center

Hedley, Carolyn

1985-01-01

Teachers can use microcomputers in informal assessment of learning disabled students' academic achievement, math and science progress, reading comprehension, cognitive processes, motivation and social interaction. Selected software for unobtrusive, informal assessment is listed. (CL)

EVALUATION OF AN INDIVIDUALLY PACED COURSE FOR AIRBORNE RADIO CODE OPERATORS. FINAL REPORT.

ERIC Educational Resources Information Center

BALDWIN, ROBERT O.; JOHNSON, KIRK A.

IN THIS STUDY COMPARISONS WERE MADE BETWEEN AN INDIVIDUALLY PACED VERSION OF THE AIRBORNE RADIO CODE OPERATOR (ARCO) COURSE AND TWO VERSIONS OF THE COURSE IN WHICH THE STUDENTS PROGRESSED AT A FIXED PACE. THE ARCO COURSE IS A CLASS C SCHOOL IN WHICH THE STUDENT LEARNS TO SEND AND RECEIVE MILITARY MESSAGES USING THE INTERNATIONAL MORSE CODE. THE…

Using Student Growth to Evaluate Teachers: A Comparison of Three Methods. Research Brief. Volume 1502

ERIC Educational Resources Information Center

Shneyderman, Aleksandr; Froman, Terry

2015-01-01

In accordance with the federal No Child Left Behind (NCLB) law of 2001, 100% of students were expected to become proficient on state assessments of reading and mathematics by the end of 2013-2014 academic year. Schools that consistently failed to meet the NCLB's Adequate Yearly Progress requirements were subject to penalties. In 2011, the U.S.…

Interactional Patterns Among Dental School Students and the Influence of Building Design. Final Progress Report on the Planning Study: Behavioral Factors in Dental School Design.

ERIC Educational Resources Information Center

Myrick, Richard; Marx, Barbara S.

The relationship of architecture to human behavior is a topic of increasing concern both to designers and behavioral scientists. To further evaluate the extent of the relationship a series of preliminary investigations has been undertaken. The primary means of measurement was informal conversations of dental students as related to the…

The Impact of the Fountas and Pinnell Benchmark Assessment System on Third Grade South Carolina Ready English Language Arts Scores

ERIC Educational Resources Information Center

Harrington, Shanika

2017-01-01

The purpose of this research study was to evaluate the impact of the district's use of the Fountas and Pinnell Benchmark Assessment System on 3rd grade students' reading achievement as measured by the SC READY ELA test. Educators are increasingly using assessment data in determining students' knowledge and progress. Brady, 2011 stated that…

Assessment of microbiology students' progress with an audience response system.

PubMed

Chaudhry, M Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today's classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student's understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning.

Preparation for an online asynchronous university doctoral course. Lessons learned.

PubMed

Milstead, J A; Nelson, R

1998-01-01

This article addresses the development of the initial course in the first completely online doctoral program in nursing. Synchronous and asynchronous methods of distance education were assessed. Planning focused at the university, school, and course levels. University planning involved the technical infrastructure, registration, student services, and library services. School planning examined administrative commitment and faculty commitment and willingness. Course planning focused on marketing, precourse information, time frame, modular design, planned interaction, and professor availability and support. Implementation issues centered on getting students connected, learning the software, changing instructional methods, and managing chats. Traditional methods of evaluating student learning and course evaluation were supplemented with the development of qualitative and quantitative tools to gather data for making administrative decisions. The Dean and faculty agreed that the internet was an effective method of delivering content in the initial Health Policy course. The Dean and faculty agreed to continue the PhD program online for one cohort and continue to evaluate student progress and faculty and student satisfaction.

Students' Progression in Understanding the Matter Concept

ERIC Educational Resources Information Center

Hadenfeldt, Jan Christoph; Neumann, Knut; Bernholt, Sascha; Liu, Xiufeng; Parchmann, Ilka

2016-01-01

This study presents our attempt to elicit students' progression in understanding the matter concept. Past work has identified the big ideas about matter students need to understand, the many everyday understandings students hold about these ideas, and levels of understanding through which students progress in developing understanding of the big…

How accurate are interpretations of curriculum-based measurement progress monitoring data? Visual analysis versus decision rules.

PubMed

Van Norman, Ethan R; Christ, Theodore J

2016-10-01

Curriculum based measurement of oral reading (CBM-R) is used to monitor the effects of academic interventions for individual students. Decisions to continue, modify, or terminate these interventions are made by interpreting time series CBM-R data. Such interpretation is founded upon visual analysis or the application of decision rules. The purpose of this study was to compare the accuracy of visual analysis and decision rules. Visual analysts interpreted 108 CBM-R progress monitoring graphs one of three ways: (a) without graphic aids, (b) with a goal line, or (c) with a goal line and a trend line. Graphs differed along three dimensions, including trend magnitude, variability of observations, and duration of data collection. Automated trend line and data point decision rules were also applied to each graph. Inferential analyses permitted the estimation of the probability of a correct decision (i.e., the student is improving - continue the intervention, or the student is not improving - discontinue the intervention) for each evaluation method as a function of trend magnitude, variability of observations, and duration of data collection. All evaluation methods performed better when students made adequate progress. Visual analysis and decision rules performed similarly when observations were less variable. Results suggest that educators should collect data for more than six weeks, take steps to control measurement error, and visually analyze graphs when data are variable. Implications for practice and research are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Evaluating and comparing Singaporean and Taiwanese eighth graders' conceptions of science assessment

NASA Astrophysics Data System (ADS)

Lin, Tzung-Jin; Tan, Aik-Ling; Lee, Min-Hsien; Tsai, Chin-Chung

2017-10-01

Background: Researchers have indicated that assessment practices and methods should support learners' construction of meaningful understanding of knowledge. Understanding students' conceptions of assessment will enable us to construct more realistic, valid and fair assessments. Learners' conceptualization of assessment would be imperative to serve as an essential reference to evaluate their learning progress.

The Response in Response to Intervention: Evaluating the Utility of Assessing Maintenance of Intervention Effects

ERIC Educational Resources Information Center

Ardoin, Scott P.

2006-01-01

Extensive evidence exists demonstrating the utility of Curriculum-Based Measurement in reading (R-CBM) for progress-monitoring purposes; however, most studies have evaluated R-CBM from a traditional psychometric perspective, which allows for variability in individual student's data that is not a function of increased skills (i.e., measurement…

Using the Advanced Progressive Matrices (Set I) to Assess Fluid Ability in a Short Time Frame: An Item Response Theory-Based Analysis

ERIC Educational Resources Information Center

Chiesi, Francesca; Ciancaleoni, Matteo; Galli, Silvia; Primi, Caterina

2012-01-01

This article is aimed at evaluating the possibility that Set I of the Advanced Progressive Matrices (APM-Set I) can be employed to assess fluid ability in a short time frame. The APM-Set I was administered to a sample of 1,389 primary and secondary school students. Confirmatory factor analysis attested to the unidimensionality of the scale. Item…

A Review of the Methods of Delivering HE Programmes in an FE College and an Evaluation of the Impact This Will Have on Learning Outcomes and Student Progression

ERIC Educational Resources Information Center

Lloyd, Mary Golding; Griffiths, Colin

2008-01-01

Recent government policy has focused on creating a culture of lifetime learning and increasing participation in higher education, thus encouraging higher education institutions to expand the range of courses they offer. Widening access initiatives support this and encourage non-traditional students to enrol on higher education courses. One of the…

Curriculum-Based Measurement of Oral Reading: An Evaluation of Growth Rates and Seasonal Effects among Students Served in General and Special Education

ERIC Educational Resources Information Center

Christ, Theodore J.; Silberglitt, Benjamin; Yeo, Seungsoo; Cormier, Damien

2010-01-01

Curriculum-based measurement of oral reading (CBM-R) is often used to benchmark growth in the fall, winter, and spring. CBM-R is also used to set goals and monitor student progress between benchmarking occasions. The results of previous research establish an expectation that weekly growth on CBM-R tasks is consistently linear throughout the…

Student Progress to Graduation in New York City High Schools. Part II: Student Achievement as "Stock" and "Flow"--Reimagining Early Warning Systems for At-Risk Students

ERIC Educational Resources Information Center

Fairchild, Susan; Carrino, Gerard; Gunton, Brad; Soderquist, Chris; Hsiao, Andrew; Donohue, Beverly; Farrell, Timothy

2012-01-01

New Visions for Public Schools has leveraged student-level data to help schools identify at-risk students, designed metrics to capture student progress toward graduation, developed data tools and reports that visualize student progress at different levels of aggregation for different audiences, and implemented real-time data systems for educators.…

Strategies against burnout and anxiety in medical education--implementation and evaluation of a new course on relaxation techniques (Relacs) for medical students.

PubMed

Wild, Katharina; Scholz, Michael; Ropohl, Axel; Bräuer, Lars; Paulsen, Friedrich; Burger, Pascal H M

2014-01-01

Burnout and stress-related mental disorders (depression, anxiety) occur in medical students and physicians with a significantly higher prevalence than in the general population. At the same time, the learning of coping mechanisms against stress is still not an integral part of medical education. In this pilot study we developed an elective course for learning relaxation techniques and examined the condition of the students before and after the course. 42 students participated in the semester courses in 2012 and 2013 as well as in a survey at the start and end of each course. The students were instructed in autogenic training (AT) and progressive muscle relaxation according to Jacobsen (PMR) with the goal of independent and regular exercising. At the beginning and the end of the semester/course the students were interviewed using standardized, validated questionnaires on burnout (BOSS-II) and anxiety (STAI-G), depression (BDI), quality of life (SF-12) and sense of coherence (SOC-L9). We compared the results of our students participating in Relacs with results from eight semester medical students (n = 88), assessed with the same questionnaires at similar points of time within their semester. Participating students showed a significant decline in cognitive and emotional burnout stress and in trait anxiety. Furthermore, they showed a reduction in state anxiety and a conspicuous decrease in mean depression. The sense of coherence increased at the same time. A comparative cohort of medical students of 8th semester students, showed lower values for the specified measurement parameters at the beginning, but showed no progressive changes. Our course introducing AT and PMR led to a significant reduction of burnout and anxiety within the participating group of medical students. Even the course attendance for just one semester resulted in significant improvements in the evaluated parameters in contrast to those students who did not attend the course.

Strategies against Burnout and Anxiety in Medical Education – Implementation and Evaluation of a New Course on Relaxation Techniques (Relacs) for Medical Students

PubMed Central

Ropohl, Axel; Bräuer, Lars; Paulsen, Friedrich; Burger, Pascal H. M.

2014-01-01

Burnout and stress-related mental disorders (depression, anxiety) occur in medical students and physicians with a significantly higher prevalence than in the general population. At the same time, the learning of coping mechanisms against stress is still not an integral part of medical education. In this pilot study we developed an elective course for learning relaxation techniques and examined the condition of the students before and after the course. 42 students participated in the semester courses in 2012 and 2013 as well as in a survey at the start and end of each course. The students were instructed in autogenic training (AT) and progressive muscle relaxation according to Jacobsen (PMR) with the goal of independent and regular exercising. At the beginning and the end of the semester/course the students were interviewed using standardized, validated questionnaires on burnout (BOSS-II) and anxiety (STAI-G), depression (BDI), quality of life (SF-12) and sense of coherence (SOC-L9). We compared the results of our students participating in Relacs with results from eight semester medical students (n = 88), assessed with the same questionnaires at similar points of time within their semester. Participating students showed a significant decline in cognitive and emotional burnout stress and in trait anxiety. Furthermore, they showed a reduction in state anxiety and a conspicuous decrease in mean depression. The sense of coherence increased at the same time. A comparative cohort of medical students of 8th semester students, showed lower values for the specified measurement parameters at the beginning, but showed no progressive changes. Our course introducing AT and PMR led to a significant reduction of burnout and anxiety within the participating group of medical students. Even the course attendance for just one semester resulted in significant improvements in the evaluated parameters in contrast to those students who did not attend the course. PMID:25517399

Tracking Student Progression through the Core Curriculum. CCRC Analytics

ERIC Educational Resources Information Center

Hodara, Michelle; Rodriguez, Olga

2013-01-01

This report demonstrates useful methods for examining student progression through the core curriculum. The authors carry out analyses at two colleges in two different states, illustrating students' overall progression through the core curriculum and the relationship of this "core" progression to their college outcomes. By means of this analysis,…

What Is Scientifically-Based Research on Progress Monitoring?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Fuchs, Douglas

2001-01-01

When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring…

Latent class analysis of diagnostic science assessment data using Bayesian networks

NASA Astrophysics Data System (ADS)

Steedle, Jeffrey Thomas

2008-10-01

Diagnostic science assessments seek to draw inferences about student understanding by eliciting evidence about the mental models that underlie students' reasoning about physical systems. Measurement techniques for analyzing data from such assessments embody one of two contrasting assessment programs: learning progressions and facet-based assessments. Learning progressions assume that students have coherent theories that they apply systematically across different problem contexts. In contrast, the facet approach makes no such assumption, so students should not be expected to reason systematically across different problem contexts. A systematic comparison of these two approaches is of great practical value to assessment programs such as the National Assessment of Educational Progress as they seek to incorporate small clusters of related items in their tests for the purpose of measuring depth of understanding. This dissertation describes an investigation comparing learning progression and facet models. Data comprised student responses to small clusters of multiple-choice diagnostic science items focusing on narrow aspects of understanding of Newtonian mechanics. Latent class analysis was employed using Bayesian networks in order to model the relationship between students' science understanding and item responses. Separate models reflecting the assumptions of the learning progression and facet approaches were fit to the data. The technical qualities of inferences about student understanding resulting from the two models were compared in order to determine if either modeling approach was more appropriate. Specifically, models were compared on model-data fit, diagnostic reliability, diagnostic certainty, and predictive accuracy. In addition, the effects of test length were evaluated for both models in order to inform the number of items required to obtain adequately reliable latent class diagnoses. Lastly, changes in student understanding over time were studied with a longitudinal model in order to provide educators and curriculum developers with a sense of how students advance in understanding over the course of instruction. Results indicated that expected student response patterns rarely reflected the assumptions of the learning progression approach. That is, students tended not to systematically apply a coherent set of ideas across different problem contexts. Even those students expected to express scientifically-accurate understanding had substantial probabilities of reporting certain problematic ideas. The learning progression models failed to make as many substantively-meaningful distinctions among students as the facet models. In statistical comparisons, model-data fit was better for the facet model, but the models were quite comparable on all other statistical criteria. Studying the effects of test length revealed that approximately 8 items are needed to obtain adequate diagnostic certainty, but more items are needed to obtain adequate diagnostic reliability. The longitudinal analysis demonstrated that students either advance in their understanding (i.e., switch to the more advanced latent class) over a short period of instruction or stay at the same level. There was no significant relationship between the probability of changing latent classes and time between testing occasions. In all, this study is valuable because it provides evidence informing decisions about modeling and reporting on student understanding, it assesses the quality of measurement available from short clusters of diagnostic multiple-choice items, and it provides educators with knowledge of the paths that student may take as they advance from novice to expert understanding over the course of instruction.

Centers for Professional Development and Technology (CPDT) State-Wide Evaluation Study. Final Summary Report.

ERIC Educational Resources Information Center

Macy Research Associates, Wills Point, TX.

The Texas Centers for Professional Development and Technology (CPDT) study gathered evaluative data about the progress and contribution of the centers toward their goal of systematic change in teacher preparation and student learning during four years of funding (1992-93 through 1995-96). The 21 centers in the sample included 35 universities, 15…

Winning Public Support of a Desegregated School System. Title III ESEA Progress Report, School District 151 (South Holland, Illinois).

ERIC Educational Resources Information Center

South Holland School District 151, IL.

Thirteen objectives of the program and analyses of each in terms of procedure, evaluation, the status of procedure, and status of the evaluation are listed in this report. The objectives are: the establishment of a community relations program to promote two-way communication between school board, administration, teachers, students, and parents;…

Special Education Teacher Evaluation: Why It Matters, What Makes It Challenging, and How to Address These Challenges

ERIC Educational Resources Information Center

Johnson, Evelyn; Semmelroth, Carrie Lisa

2014-01-01

There is currently little consensus on how special education teachers should be evaluated. The lack of consensus may be due to several reasons. Special education teachers work under a variety of complex conditions, with a very heterogeneous population, and support student progress toward a very individualized set of goals. In addition, special…

Behind the Scenes: Measuring Student Progress in the Arts and Beyond. Evaluation and Research Report 95E.06.

ERIC Educational Resources Information Center

Willoughby, Meg; And Others

This report presents the findings of a collaboration between the Evaluation and Research Departments and the Arts Education Department of the Wake County (North Carolina) Public School System with teachers of the district to pilot performance assessments in art programs. In an effort to accurately assess the arts, various alternative…

An experimental evaluation of patient decision aid design to communicate the effects of medications on the rate of progression of structural joint damage in rheumatoid arthritis.

PubMed

Martin, Richard W; Brower, Matthew E; Geralds, Alexander; Gallagher, Patience J; Tellinghuisen, Donald J

2012-03-01

To explore how effectively information presentation formats used in a patient decision aid communicated the ability of a disease modifying anti-rheumatic drug to slow the rate of progression of rheumatoid arthritis related structural joint damage (SJD). 91 first year psychology students and 91 RA patients participated in a prospective randomized, single blind, factorial experimental design evaluating the effect of four information formats on: satisfaction with risk communication, verbatim and gist recall of a hypothetical anti-rheumatic drug's ability to slow the rate of progression of SJD. Both groups underestimated the hypothetical drug's ability to slow SJD. Formats that supported the narrative statement with a reinforcing graphic element resulted in recall closer to the true value. Comparison of the results from testing of RA patients and college students were remarkably similar across formats. Rate of progression as communicated by narrative statement plus a graphic element (i.e. speedometer metaphor or pictograph) aided recall better than a narrative statement alone. Our results suggest that testing decision aid components with non-patients may provide data generalizable to patient populations. Graphics must be used carefully in patient decision aids as they can enhance recall, but may also introduce unintended recall bias. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Orientation/Time Management Skill Training Lesson: Development and Evaluation

DTIC Science & Technology

1979-07-01

instructional environment. This Orientation/ Time Management lesson provides students with appropriate role models for increasing acceptance of their...time savings can be obtained by a combination of this type of orientation and time management skill training with a computer-based progress targeting

High School Students' Meta-Modeling Knowledge

NASA Astrophysics Data System (ADS)

Fortus, David; Shwartz, Yael; Rosenfeld, Sherman

2016-12-01

Modeling is a core scientific practice. This study probed the meta-modeling knowledge (MMK) of high school students who study science but had not had any explicit prior exposure to modeling as part of their formal schooling. Our goals were to (A) evaluate the degree to which MMK is dependent on content knowledge and (B) assess whether the upper levels of the modeling learning progression defined by Schwarz et al. (2009) are attainable by Israeli K-12 students. Nine Israeli high school students studying physics, chemistry, biology, or general science were interviewed individually, once using a context related to the science subject that they were learning and once using an unfamiliar context. All the interviewees displayed MMK superior to that of elementary and middle school students, despite the lack of formal instruction on the practice. Their MMK was independent of content area, but their ability to engage in the practice of modeling was content dependent. This study indicates that, given proper support, the upper levels of the learning progression described by Schwarz et al. (2009) may be attainable by K-12 science students. The value of explicitly focusing on MMK as a learning goal in science education is considered.

Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis

NASA Astrophysics Data System (ADS)

Gao, Yizhu; Zhai, Xiaoming; Andersson, Björn; Zeng, Pingfei; Xin, Tao

2018-06-01

We applied latent class analysis and the rule space model to verify the cumulative characteristic of conceptual change by developing a learning progression for buoyancy. For this study, we first abstracted seven attributes of buoyancy and then developed a hypothesized learning progression for buoyancy. A 14-item buoyancy instrument was administered to 1089 8th grade students to verify and refine the learning progression. The results suggest four levels of progression during conceptual change when 8th grade students understand buoyancy. Students at level 0 can only master Density. When students progress to level 1, they can grasp Direction, Identification, Submerged volume, and Relative density on the basis of the prior level. Then, students gradually master Archimedes' theory as they reach level 2. The most advanced students can further grasp Relation with motion and arrive at level 3. In addition, this four-level learning progression can be accounted for by the Qualitative-Quantitative-Integrative explanatory model.

Personalized Progress Charts: An Effective Motivation for Reluctant Readers.

ERIC Educational Resources Information Center

Webre, Elizabeth C.

Progress charts are an effective means of dramatizing student effort and improvement in reading and are especially important for remedial reading students, who need concrete evidence of progress. Remedial reading students often need extrinsic reward, and since reading is a complex act, progress charts lend themselves to the element of reward and…

Self-Test: A student Evaluates the Change in His Academic Progress after Receiving a PDA--And Then Tests His Peers

ERIC Educational Resources Information Center

Bick, Alex

2005-01-01

Several years ago, upon entering eighth grade, a student was given a Microsoft iPaq Pocket PC as a birthday present. After using it for several months, he noticed a distinct improvement in my grades. During the rest of the school year, he noticed that the improved academic achievement continued. He wondered if his experience was a mere fluke or…

A three-year reflective writing program as part of introductory pharmacy practice experiences.

PubMed

Nuffer, Wesley; Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J

2013-06-12

To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Reflective writing was integrated into 6 IPPE courses to develop students' lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor's opinions regarding the student's achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. A 3-year reflective writing program improved pharmacy students' reflection and reflective writing skills.

Students Perception on the Use of Computer Based Test

NASA Astrophysics Data System (ADS)

Nugroho, R. A.; Kusumawati, N. S.; Ambarwati, O. C.

2018-02-01

Teaching nowadays might use technology in order to disseminate science and knowledge. As part of teaching, the way evaluating study progress and result has also benefited from this IT rapid progress. The computer-based test (CBT) has been introduced to replace the more conventional Paper and Pencil Test (PPT). CBT are considered more advantageous than PPT. It is considered as more efficient, transparent, and has the ability of minimising fraud in cognitive evaluation. Current studies have indicated the debate of CBT vs PPT usage. Most of the current research compares the two methods without exploring the students’ perception about the test. This study will fill the gap in the literature by providing students’ perception on the two tests method. Survey approach is conducted to obtain the data. The sample is collected in two identical classes with similar subject in a public university in Indonesia. Mann-Whitney U test used to analyse the data. The result indicates that there is a significant difference between two groups of students regarding CBT usage. Student with different test method prefers to have test other than what they were having. Further discussion and research implication is discussed in the paper.

Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale.

PubMed

Tobbell, Jane; Boduszek, Daniel; Kola-Palmer, Susanna; Vaughan, Joanne; Hargreaves, Janet

2018-04-01

There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. Construction and validation of a new scale. 365 undergraduate students from health and social care departments in two universities. A two correlated factor scale. Factor 1 - perceived presence of service users in the taught curriculum and factor 2 - professionals and service users working together (correlation between factor 1 and factor 2 - r = 0.32). The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on their shifting professional identities as they progress through their studies. Copyright © 2018 Elsevier Ltd. All rights reserved.

Progress Feedback Effects on Students' Writing Mastery Goal, Self-Efficacy Beliefs, and Performance

ERIC Educational Resources Information Center

Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M.

2010-01-01

The effects of progress feedback on university students' writing mastery goal, self-efficacy beliefs, and writing performance were examined in this experiment. Students in the experimental condition (n = 42) received progress feedback on their writing assignment, whereas students in the control condition (n = 44) received feedback without progress…

How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions

NASA Astrophysics Data System (ADS)

Dyer, Brian Jay

This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.

Refining a Learning Progression of Energy

ERIC Educational Resources Information Center

Yao, Jian-Xin; Guo, Yu-Ying; Neumann, Knut

2017-01-01

This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies--key ideas about…

Proficiency Guidance on New State Summative Assessments from NWEA

ERIC Educational Resources Information Center

Northwest Evaluation Association, 2015

2015-01-01

Measures of Academic Progress® (MAP®) computer adaptive interim assessments serve many purposes, from informing instruction to identifying students for intervention to projecting proficiency on state accountability assessments. To make sure its flagship product does the latter, Northwest Evaluation Association™ (NWEA™) routinely conducts studies…

Appraising Reading Achievement.

ERIC Educational Resources Information Center

Ediger, Marlow

To determine quality sequence in pupil progress, evaluation approaches need to be used which guide the teacher to assist learners to attain optimally. Teachers must use a variety of procedures to appraise student achievement in reading, because no one approach is adequate. Appraisal approaches might include: (1) observation and subsequent…

Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

ERIC Educational Resources Information Center

Chen, J.; Anderson, C. W.

2015-01-01

Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that…

Evaluation of the implementation and impact of an integrated prevention model on the academic progress of students with disabilities.

PubMed

Barlow, Alexandra; Humphrey, Neil; Lendrum, Ann; Wigelsworth, Michael; Squires, Garry

2014-11-12

In this paper we report on the implementation and impact of an integrated prevention model (Achievement for All - AfA) to improve the educational experiences and outcomes of students with disabilities. It comprises three inter-related strands: assessment, tracking and intervention; structured conversations with parents; and, developing provision for wider outcomes. Participants were 12,038 students with disabilities from 431 mainstream primary and secondary schools across 10 Local Authorities in England involved in the two-year AfA pilot. Pre- and post-test data on academic attainment in English and Maths were compared with national data on academic progress for students with and without disabilities over an equivalent period of time. School-level contextual and implementation data and student-level socio-demographic and psychosocial data were also collected. Four hypotheses were tested regarding the impact of AfA on academic attainment in English (H1) and Maths (H2); the influence of aspects of the implementation context and processes (H3); and individual differences between students (H4). Our findings are discussed in relation to the identification and validation of critical intervention components and standards for assessing the practical significance of attempts to improve outcomes for students. Copyright © 2014 Elsevier Ltd. All rights reserved.

A WEB based approach in biomedical engineering design education.

PubMed

Enderle, J D; Browne, A F; Hallowell, M B

1997-01-01

As part of the accreditation process for university engineering programs, students are required to complete a minimum number of design credits in their course of study, typically at the senior level. Many call this the capstone course. Engineering design is a course or series of courses that bring together concepts and principles that students learn in their field of study--it involves the integration and extension of material learned in their major toward a specific project. Most often, the student is exposed to system-wide analysis, critique and evaluation for the first time. Design is an iterative, decision making process in which the student optimally applies previously learned material to meet a stated objective. At the University of Connecticut, students work in teams of 3-4 members and work on externally sponsored projects. To facilitate working with sponsors, a WEB based approach is used for reporting the progress on projects. Students are responsible for creating their own WEB sites that support both html and pdf formats. Students provide the following deliverables: weekly progress reports, project statement, specifications, project proposal, interim report, and final report. A senior design homepage also provides links to data books and other resources for use by students. We are also planning distance learning experiences between two campuses so students can work on projects that involve the use of video conferencing.

Reviewing Reliability and Validity of Information for University Educational Evaluation

NASA Astrophysics Data System (ADS)

Otsuka, Yusaku

To better utilize evaluations in higher education, it is necessary to share the methods of reviewing reliability and validity of examination scores and grades, and to accumulate and share data for confirming results. Before the GPA system is first introduced into a university or college, the reliability of examination scores and grades, especially for essay examinations, must be assured. Validity is a complicated concept, so should be assured in various ways, including using professional audits, theoretical models, and statistical data analysis. Because individual students and teachers are continually improving, using evaluations to appraise their progress is not always compatible with using evaluations in appraising the implementation of accountability in various departments or the university overall. To better utilize evaluations and improve higher education, evaluations should be integrated into the current system by sharing the vision of an academic learning community and promoting interaction between students and teachers based on sufficiently reliable and validated evaluation tools.

Assessment of Microbiology Students’ Progress With an Audience Response System

PubMed Central

Chaudhry, M. Ahmad

2011-01-01

The development of new approaches to teaching of large lecture courses is needed. Today’s classroom has a wide range of students including high-achieving motivated learners, students struggling to understand basic concepts, and learning-challenged students. Many of these students can be lost in large classes under the shadow of the high-achieving extroverted students who dominate classroom question-and-answer sessions. Measuring a student’s understanding and achievement of content standards becomes difficult until an assessment has been done. To close this gap, an audience response system was introduced in an introductory Principles of Microbiology course. This technology specifically addressed the goal of individualizing instruction to the needs of the students. The evaluation of this project indicated an overall positive impact on student learning. PMID:23653765

Development of a longitudinal integrated clerkship at an academic medical center.

PubMed

Poncelet, Ann; Bokser, Seth; Calton, Brook; Hauer, Karen E; Kirsch, Heidi; Jones, Tracey; Lai, Cindy J; Mazotti, Lindsay; Shore, William; Teherani, Arianne; Tong, Lowell; Wamsley, Maria; Robertson, Patricia

2011-04-04

In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and exposure to undiagnosed illness in acute and chronic care settings. Innovative elements included quarterly student evaluation sessions with all preceptors together, peer-to-peer evaluation, and oversight advising with an assigned faculty member. PISCES launched with eight medical students for the 2007/2008 academic year and expanded to 15 students for 2008/2009. Compared to UCSF's traditional core clerkships, evaluations from PISCES indicated significantly higher student satisfaction with faculty teaching, formal didactics, direct observation of clinical skills, and feedback. Student performance on discipline-specific examinations and United States Medical Licensing Examination step 2 CK was equivalent to and on standardized patient examinations was slightly superior to that of traditional peers. Participants' career interests ranged from primary care to surgical subspecialties. These results demonstrate that a longitudinal integrated clerkship can be implemented successfully at a tertiary care academic medical center.

Development of a longitudinal integrated clerkship at an academic medical center

PubMed Central

Poncelet, Ann; Bokser, Seth; Calton, Brook; Hauer, Karen E.; Kirsch, Heidi; Jones, Tracey; Lai, Cindy J.; Mazotti, Lindsay; Shore, William; Teherani, Arianne; Tong, Lowell; Wamsley, Maria; Robertson, Patricia

2011-01-01

In 2005, medical educators at the University of California, San Francisco (UCSF), began developing the Parnassus Integrated Student Clinical Experiences (PISCES) program, a year-long longitudinal integrated clerkship at its academic medical center. The principles guiding this new clerkship were continuity with faculty preceptors, patients, and peers; a developmentally progressive curriculum with an emphasis on interdisciplinary teaching; and exposure to undiagnosed illness in acute and chronic care settings. Innovative elements included quarterly student evaluation sessions with all preceptors together, peer-to-peer evaluation, and oversight advising with an assigned faculty member. PISCES launched with eight medical students for the 2007/2008 academic year and expanded to 15 students for 2008/2009. Compared to UCSF's traditional core clerkships, evaluations from PISCES indicated significantly higher student satisfaction with faculty teaching, formal didactics, direct observation of clinical skills, and feedback. Student performance on discipline-specific examinations and United States Medical Licensing Examination step 2 CK was equivalent to and on standardized patient examinations was slightly superior to that of traditional peers. Participants' career interests ranged from primary care to surgical subspecialties. These results demonstrate that a longitudinal integrated clerkship can be implemented successfully at a tertiary care academic medical center. PMID:21475642

Starting SOLO: A multi-pronged scaffolding approach for developing critical climate literacies

NASA Astrophysics Data System (ADS)

Hartman, K.; Goodkin, N.

2016-12-01

As part of Nanyang Technological University's general education requirement, all science and math students must complete a multidisciplinary environmental sustainability course during the spring term. In addition to foundational earth sciences material, the course of 600 students heavily emphasizes the development of multidisciplinary problem solving and communication strategies. Assessments conducted with previous iterations of the course found students had greater facility recalling facts and summarizing the course materials than they did evaluating climate change arguments, critically reasoning through sustainability issues, or thinking scientifically. To address this shortfall, we introduced the use of a rubric for peer review as one would treat acquiring expertise with any scientific tool—provide learners multiple opportunities for use in different contexts while providing interpretable and actionable feedback. In the most recent version of the course, we introduced a common rubric based on Biggs' (2014) SOLO taxonomy. We used the taxonomy to place the components of student learning along continuums signifying increasing levels of complexity. Our particular rubric highlighted five areas of importance when evaluating any written argument: clarity, argument structure, contextualization, use of evidence, and evidence sourcing. More important than the rubric itself was the iterative cycle of rubric use and expert feedback students received. For eight weeks, students used the rubric to evaluate articles on sustainability and were given feedback about how well their evaluations agreed with an "expert panel." As the semester progressed, the level of agreement between the students and the panel improved. Students used the rubric as a base for evaluating their peers' work at the end of the semester. We coded how constructive the comments students gave each other were and analyzed the weekly reading evaluations. Students whose evaluations aligned with the panel during the second half of the semester also provided more constructive feedback to their peers. The relationship did not hold for the first half of the semester—implying learning occurred. Overall, students from the most recent iteration of the course provided more constructive feedback than the previous semester.

Tech Prep Compendium of Models. [Revised].

ERIC Educational Resources Information Center

Delaware Technical and Community Coll., Dover.

This publication discusses four models for technical preparation (tech prep): program organization; student progress; tech prep data collection and evaluation model; and school/community. The program organization model is divided into four sections. Section I, the business industry, and labor section, shows the flow from craft committee and…

PIRLS 2016: International Results in Reading

ERIC Educational Resources Information Center

Mullis, Ina V. S.; Martin, Michael O.; Foy, Pierre; Hooper, Martin

2017-01-01

PIRLS (Progress in International Reading Literacy Study) was inaugurated in 2001 as a follow-up to International Association for the Evaluation of Educational Achievement's 1991 Reading Literacy Study. Conducted every five years, PIRLS assesses the reading achievement of young students in their fourth year of schooling--an important transition…

14 CFR 91.1095 - Initial and transition training and checking: Flight instructors (aircraft), flight instructors...

Code of Federal Regulations, 2013 CFR

2013-01-01

... methods, procedures, and techniques for conducting flight instruction. (4) Proper evaluation of student... unsatisfactory training progress. (6) The approved methods, procedures, and limitations for performing the... instructor certificate— (i) The fundamental principles of the teaching-learning process; (ii) Teaching...

14 CFR 91.1095 - Initial and transition training and checking: Flight instructors (aircraft), flight instructors...

Code of Federal Regulations, 2014 CFR

2014-01-01

... methods, procedures, and techniques for conducting flight instruction. (4) Proper evaluation of student... unsatisfactory training progress. (6) The approved methods, procedures, and limitations for performing the... instructor certificate— (i) The fundamental principles of the teaching-learning process; (ii) Teaching...

14 CFR 91.1095 - Initial and transition training and checking: Flight instructors (aircraft), flight instructors...

Code of Federal Regulations, 2011 CFR

2011-01-01

... methods, procedures, and techniques for conducting flight instruction. (4) Proper evaluation of student... unsatisfactory training progress. (6) The approved methods, procedures, and limitations for performing the... instructor certificate— (i) The fundamental principles of the teaching-learning process; (ii) Teaching...

14 CFR 91.1095 - Initial and transition training and checking: Flight instructors (aircraft), flight instructors...

Code of Federal Regulations, 2012 CFR

2012-01-01

... methods, procedures, and techniques for conducting flight instruction. (4) Proper evaluation of student... unsatisfactory training progress. (6) The approved methods, procedures, and limitations for performing the... instructor certificate— (i) The fundamental principles of the teaching-learning process; (ii) Teaching...

Feel the Progress: Second-Year Students' Reflections on Their First-Year Experience

ERIC Educational Resources Information Center

Hailikari, Telle; Kordts-Freudinger, Robert; Postareff, Liisa

2016-01-01

The aim of the present study was to explore first-year students' academic emotions and how they relate to their study progress. A mixed-method approach was used. The data consisted of deep interviews with 43 students. The number of their study credits was used as an indicator of their study progress. The results revealed that students expressed a…

Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

The machine intelligence Hex project

NASA Astrophysics Data System (ADS)

Chalup, Stephan K.; Mellor, Drew; Rosamond, Fran

2005-12-01

Hex is a challenging strategy board game for two players. To enhance students’ progress in acquiring understanding and practical experience with complex machine intelligence and programming concepts we developed the Machine Intelligence Hex (MIHex) project. The associated undergraduate student assignment is about designing and implementing Hex players and evaluating them in an automated tournament of all programs developed by the class. This article surveys educational aspects of the MIHex project. Additionally, fundamental techniques for game programming as well as specific concepts for Hex board evaluation are reviewed. The MIHex game server and possibilities of tournament organisation are described. We summarise and discuss our experiences from running the MIHex project assignment over four consecutive years. The impact on student motivation and learning benefits are evaluated using questionnaires and interviews.

Educational Effects of Practical Education Using a Debate Exercise on Engineering Ethics

NASA Astrophysics Data System (ADS)

Takanokura, Masato; Hayashi, Shigeo

The educational effects of practical education using a debate exercise are investigated using questionnaires. For the group-work composed of discussion and debate, students understand thoroughly various engineering ethical topics, such as factors preventing ethical decision-making. Students enhance their abilities to make a rational and logical decision by themselves such as a judgment based on correct information. Mutual evaluation by students through group interaction elevates positive educational effects. However, students answer fewer questions related to the understanding of professional duties and cooperate social responsibility because of the group-work using failure cases. Students also show less progress in their abilities to communicate with others and to express their opinions to audiences. A more suitable number of group members solves the latter problem.

Students' understanding of direct current resistive electrical circuits

NASA Astrophysics Data System (ADS)

Engelhardt, Paula Vetter; Beichner, Robert J.

2004-01-01

Both high school and university students' reasoning regarding direct current resistive electric circuits often differ from the accepted explanations. At present, there are no standard diagnostic tests on electric circuits. Two versions of a diagnostic instrument were developed, each consisting of 29 questions. The information provided by this test can provide instructors with a way of evaluating the progress and conceptual difficulties of their students. The analysis indicates that students, especially females, tend to hold multiple misconceptions, even after instruction. During interviews, the idea that the battery is a constant source of current was used most often in answering the questions. Students tended to focus on the current in solving problems and to confuse terms, often assigning the properties of current to voltage and/or resistance.

Teaching autonomy: turning the teaching evaluation of the Applied Optics course from impart knowledge to the new intelligent thinking

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Chen, Yu; Liu, Dongmei

2017-08-01

There is a saying that "The teacher, proselytizes instructs dispels doubt." Traditional teaching methods, constantly let the students learn the knowledge in order to pursue the knowledge of a solid grasp, then assess the teaching result by evaluating of the degree of knowledge and memory. This approach cannot mobilize the enthusiasm of students to learn, and hinders the development of innovative thinking of students. And this assessment results have no practical significance, decoupling from practical application. As we all know, the course of Applied Optics is based on abstract theory. If the same teaching methods using for this course by such a "duck", it is unable to mobilize students' learning initiative, and then students' study results will be affected by passive acceptance of knowledge. How to take the initiative to acquire knowledge in the class to the students, and fully mobilize the initiative of students and to explore the potential of students, finally evaluation contents more research on the practical significance? Scholars continue to innovate teaching methods, as well as teaching evaluation indicators, the best teaching effect to promote the development of students. Therefore, this paper puts forward a set of teaching evaluation model of teaching autonomy. This so-called "autonomous teaching" is that teachers put forward the request or arrange the task and students complete the learning content in the form of a group to discuss learning before the lesson, and to complete the task of the layout, then teachers accept of students' learning achievements and answer questions. Every task is designed to evaluate the effectiveness of teaching. Every lesson should be combined with the progress of science and technology frontier of Applied Optics, let students understand the relationship between research and application in the future, mobilize the students interest in learning, training ability, learn to take the initiative to explore, team cooperation ability. As well, it has practical significance to every evaluation, making the teaching to active learning in teaching, cultivating students' creative potential, deep, solid foundation for the day after learning work.

Quantitative Assessment of Medical Student Learning through Effective Cognitive Bayesian Representation

ERIC Educational Resources Information Center

Zhang, Zhidong; Lu, Jingyan

2014-01-01

The changes of learning environments and the advancement of learning theories have increasingly demanded for feedback that can describe learning progress trajectories. Effective assessment should be able to evaluate how learners acquire knowledge and develop problem solving skills. Additionally, it should identify what issues these learners have…

Schools, Technology, and Educational Leadership: A Framework for Change.

ERIC Educational Resources Information Center

Bennett, Christene K.

1996-01-01

If technology is to be integrated into the school curriculum, the meaning of educational leadership and the role of principals within a technical paradigm must be redefined. Principals are responsible for defining and communicating a mission, managing curriculum and instruction, training and evaluating teachers, monitoring student progress,…

The 2006 Brown Center Report on American Education

ERIC Educational Resources Information Center

Loveless, Tom

2006-01-01

The 2006 Brown Center Report on American Education uses the latest and best evidence available to evaluate student achievement in America's schools. This year's report analyzes test scores from the National Assessment of Educational Progress (NAEP), assesses the validity of popular press accounts linking self-esteem and real world-relevance with…

THE ELECTRONIC CLASSROOM--A GUIDE FOR PLANNING.

ERIC Educational Resources Information Center

CROSSMAN, DAVID M.

GUIDES TO AID ADMINISTRATORS IN THE SELECTION AND INSTALLATION OF ELECTRONIC CLASSROOMS ARE PRESENTED. ADVANTAGES OF AN ELECTRONIC CLASSROOM ARE THAT A VARIETY OF MATERIALS CAN BE USED, SPEECH PATTERNS CAN BE RECORDED FOR SUBSEQUENT EVALUATION, RECORDED LESSONS CAN BE USED AGAIN AND AGAIN, PROGRESS OF INDIVIDUAL STUDENTS CAN BE MONITORED WITHOUT…

Not Playing the Game: Student Assessment Resistance as a Form of Agency

ERIC Educational Resources Information Center

Harris, Lois R.; Brown, Gavin T. L.; Dargusch, Joanne

2018-01-01

Within self-regulated learning, learners exercise agency by setting targets, formatively monitoring progress, and evaluating results in ways which inform their own goal attainment. However, in real-world classroom situations, assessment processes can elicit behaviours that are more ego-protective than growth-oriented. Resistance to teacher…

Commentary on New Metrics, Measures, and Uses for Fluency Data

ERIC Educational Resources Information Center

Christ, Theodore J.; Ardoin, Scott P.

2015-01-01

Fluency and rate-based assessments, such as curriculum-based measurement, are frequently used to screen and evaluate student progress. The application of such measures are especially prevalent within special education and response to intervention models of prevention and early intervention. Although there is an extensive research and professional…

Current Issues in English Language Teacher-Based Assessment

ERIC Educational Resources Information Center

Davison, Chris; Leung, Constant

2009-01-01

Teacher-based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English…

Using Curriculum-Based Measurement for Struggling Beginning Writers

ERIC Educational Resources Information Center

McMaster, Kristen L.; Du, Xiaoqing; Parker, David C.; Pinto, Viveca

2011-01-01

Many students struggle with writing, which impacts their school and lifelong success, but early identification and intervention can help prevent long-term writing problems. Reliable and valid assessment tools are needed for early identification of struggling writers, as well as to monitor their progress and evaluate the effects of early…

No Pain, No Gain: The Learning Curve in Assessing Collaboratives.

ERIC Educational Resources Information Center

Rendon, Laura I.; Gans, Wendy L.; Calleroz, Mistalene D.

1998-01-01

Presents a case study of an assessment project designed to evaluate the Ford Foundation's Urban Partnership Program (UPP). Discusses UPP's assessment model and theory, and documents the project's yearly progress since its inception in 1992. Details UPP's goals and outcomes in assisting at-risk students. (EMH)

Pathways Theory of Progression through Higher Education

ERIC Educational Resources Information Center

Robinson, Rosalie A.; Bornholt, Laurel J.

2007-01-01

This paper is concerned with the pathways students take through their studies at university. A critique of current research demands a fresh approach to explaining student progression, in particular within Australian higher education. To date, theories of student progression commonly consider the fit of the person to the university environment…

[Interest of complex tasks on laparoscopic virtual reality simulator].

PubMed

Valentin, L; Rabischong, B; Compan, C; Botchorichvili, R; Pereira, B; Avan, P

2016-03-01

The purpose of this study was to assess the contribution of complex tasks on virtual reality simulator (VRS) for novice surgeons in laparoscopy learning. Fifty-five medical students were prospectively randomized in two groups (A: basic skills, n=28 and B: basic and complex skills, n=27) and then trained during two sessions on VRS. Evaluations took place before and after each training. These evaluations consisted of the achievement of an intracorporeal suture, recorded on video, with the left then with the right hand. Two independent experts evaluated those gestures blindly. A significant progression in terms of times and technical scores was observed in both groups between the first and the last evaluations (P between 0.001 and 0.04). Students in group B improved slower and longer than those in group A. However, left and right hands results confused did not highlight significant differences between the two groups. At the third session, the first hand to train is significantly faster in group B than in group A (P=0.04). This study found only a late and minimal impact of complex skills to reduce the execution time of intracorporeal suture. It also showed an slower and longer overall progression for those who use them compared to subjects using basic skills only. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Irish nursing students' changing self-esteem and fear of negative evaluation during their preregistration programme.

PubMed

Begley, Cecily M; White, Patricia

2003-05-01

Studies on Irish nursing and midwifery professions have demonstrated that stress and bullying are frequent problems that may lead to depression and low self-esteem. Self-esteem is linked to social anxiety and is therefore related to fear of negative evaluation. It is important to study nursing students' feelings about self-esteem and negative evaluation, and to assess whether or not both these constructs change as students progress through their preregistration education programme. This study explored nursing students' perceived levels of self-esteem and their fear of negative evaluation prior to, and nearing the completion of, their 3-year preregistration programme. A descriptive, quantitative, comparative survey design was used. All students in the first intake of 1995 in two general nursing schools in Southern Ireland agreed to take part (n = 72). A questionnaire developed from the Rosenberg Self-esteem Scale and the Watson and Friend Fear of Negative Evaluation Scale was used to collect data at the start of their programme and again 2 months before completion. In general, students' reported self-esteem rose as they neared the end of their education programme and their fear of negative evaluation decreased; however, their overall self-esteem levels at their highest were only average. Many of the studies examining self-esteem have produced contradictory results. An examination of the organizational factors that contribute to self-esteem may increase our understanding of the phenomenon. Self-esteem is a complex, multifaceted phenomenon. While there is no single factor that can increase or decrease a person's self-esteem, this study has explored the potential impact of the fear of negative evaluation on self-esteem. Nursing students' self-esteem might be increased by expansion of intrinsic job characteristics, improving their job satisfaction and providing frequent positive feedback.

Acoustic analysis of the singing and speaking voice in singing students.

PubMed

Lundy, D S; Roy, S; Casiano, R R; Xue, J W; Evans, J

2000-12-01

The singing power ratio (SPR) is an objective means of quantifying the singer's formant. SPR has been shown to differentiate trained singers from nonsingers and sung from spoken tones. This study was designed to evaluate SPR and acoustic parameters in singing students to determine if the singer-in-training has an identifiable difference between sung and spoken voices. Digital audio recordings were made of both sung and spoken vowel sounds in 55 singing students for acoustic analysis. SPR values were not significantly different between the sung and spoken samples. Shimmer and noise-to-harmonic ratio were significantly higher in spoken samples. SPR analysis may provide an objective tool for monitoring the student's progress.

Integration of a Low-Cost Introductory Ultrasound Curriculum Into Existing Procedural Skills Education for Preclinical Medical Students.

PubMed

Maloney, Lauren; Zach, Kristen; Page, Christopher; Tewari, Neera; Tito, Matthew; Seidman, Peggy

2017-02-01

We evaluated integration of an introductory ultrasound curriculum into our existing mandatory procedural skills program for preclinical medical students. Phantoms consisting of olives, pimento olives, and grapes embedded in opaque gelatin were developed. Four classes encouraged progressive refinement of phantom-scanning and object identification skills. Students improved their ability to identify hidden objects, although each object type achieved a statistically significant improvement in correct identification at different time points. The total phantom cost per student was $0.76. Our results suggest that short repeated experiences scanning simple, low-cost ultrasound phantoms confer basic ultrasound skills. © 2016 by the American Institute of Ultrasound in Medicine.

Student and Tutor Variables Related to Student Progress in a Reading Tutorial Program.

ERIC Educational Resources Information Center

Willey, Diane L.

This study was conducted to identify student and tutor variables related to student progress in a structured summer reading tutorial program. High school and college students and adults tutored individually 121 elementary and junior high school students for six weeks. Criterion variables were number of tutoring books completed, residual gain…

Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.

PubMed

Wagener, Stefan; Möltner, Andreas; Tımbıl, Sevgi; Gornostayeva, Maryna; Schultz, Jobst-Hendrik; Brüstle, Peter; Mohr, Daniela; Vander Beken, Anna; Better, Julian; Fries, Martin; Gottschalk, Marc; Günther, Janine; Herrmann, Laura; Kreisel, Christian; Moczko, Tobias; Illg, Claudius; Jassowicz, Adam; Müller, Andreas; Niesert, Moritz; Strübing, Felix; Jünger, Jana

2015-01-01

Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education. In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test. A two-dimensional blueprint for 144 multiple-choice questions (MCQs) covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS). This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas. A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the academic years were compared, the progress test mapped out over the course of study not only by the overall test but also in terms of the subject groups and competency areas. Further development in cooperation with students will be continued. Focus will be on compiling additional questions and test formats that can represent competency at a higher skill level, such as key feature questions, situational judgement test questions and OSCE. In addition, the feedback formats will be successively expanded. The intention is also to offer the formative competency-based progress test online.

Less chalk more action

NASA Astrophysics Data System (ADS)

Mitriceski Andelkovic, Bojana; Jovic, Sladjana

2016-04-01

Less chalk more action Education should not be a mechanical system that operates according to the principles of the orders and implementation. Education should respect the basic laws of the develop and progress. Curiosity is the engine of achievement and children spontaneously and happily learn only if they get interested, if teacher wake up and stimulate their creativity and individuality. We would like to present classes that are realized as thematic teaching with several subjects involved: chemistry, geography, math, art and biology. Classes were organized for students at age from 10 to 13 years, every month during autumn and winter 2015. Better students identified themselves as teachers and presented peer education .Teachers were monitoring the process of teaching and help to develop links between younger and older students, where older students were educators to younger students. Also one student with special needs was involved in this activities and was supported by other students during the workshops The benefit from this project will be represented with evaluation marks. Evaluation table shows that group of ten students(age 10 to13 years) which are selected in October as children with lack of motivation for learning, got better marks, at the end of January , then they had it in the beginning of the semester.

Student Experiences of High-Stakes Testing for Progression in One Undergraduate Nursing Program

ERIC Educational Resources Information Center

McClenny, Tammy

2016-01-01

High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…

Does Missing Classes Decelerate Student Exam Performance Progress? Empirical Evidence and Policy Implications

ERIC Educational Resources Information Center

Lin, Tin-Chun

2014-01-01

A total of 389 business students in undergraduate introductory microeconomics classes in spring 2007, 2009, and 2011, and fall 2012 participated in an exam performance progress study. Empirical evidence suggested that missing classes decelerates and hampers high-performing students' exam performance progress. Nevertheless, the evidence does…

Evaluating Secondary Students' Scientific Reasoning in Genetics Using a Two-Tier Diagnostic Instrument

NASA Astrophysics Data System (ADS)

Tsui, Chi-Yan; Treagust, David

2010-05-01

While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two-tier multiple-choice instrument for diagnosing grades 10 and 12 students' understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students' understanding of genetics in a case-based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two-tier diagnostic instrument is useful in probing students' understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach's alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two-tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed.

Examining participant perceptions of an interprofessional simulation-based trauma team training for medical and nursing students.

PubMed

Jakobsen, Rune Bruhn; Gran, Sarah Frandsen; Grimsmo, Bergsvein; Arntzen, Kari; Fosse, Erik; Frich, Jan C; Hjortdahl, Per

2018-01-01

High quality care relies on interprofessional teamwork. We developed a short simulation-based course for final year medical, nursing and nursing anaesthesia students, using scenarios from emergency medicine. The aim of this paper is to describe the adaptation of an interprofessional simulation course in an undergraduate setting and to report participants' experiences with the course and students' learning outcomes. We evaluated the course collecting responses from students through questionnaires with both closed-ended and open-ended questions, supplemented by the facilitators' assessment of students' performance. Our data is based on responses from 310 students and 16 facilitators who contributed through three evaluation phases. In the analysis, we found that students reported emotional activation and learning outcomes within the domains self-insight and stress management, understanding of the leadership role, insight into teamwork, and skills in team communication. In subsequent questionnaire studies students reported having gained insights about communication, teamwork and leadership, and they believed they would be better leaders of teams and/or team members after having completed the course. Facilitators' observations suggested a progress in students' non-technical skills during the course. The facilitators observed that nursing anaesthesia students seemed to be more comfortable in finding their role in the team than the two other groups. In conclusion, we found that an interprofessional simulation-based emergency team training course with a focus on leadership, communication and teamwork, was feasible to run on a regular basis for large groups of students. The course improved the students' team skills and received a favourable evaluation from both students and faculty.

A Self-paced Course in Pharmaceutical Mathematics Using Web-based Databases

PubMed Central

Bourne, David W.A.; Davison, A. Machelle

2006-01-01

Objective To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. Design The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Assessment Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Conclusions Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence. PMID:17149445

A self-paced course in pharmaceutical mathematics using web-based databases.

PubMed

Bourne, David W A; Davison, A Machelle

2006-10-15

To transform a pharmaceutical mathematics course to a self-paced instructional format using Web-accessed databases for student practice and examination preparation. The existing pharmaceutical mathematics course was modified from a lecture style with midsemester and final examinations to a self-paced format in which students had multiple opportunities to complete online, nongraded self-assessments as well as in-class module examinations. Grades and course evaluations were compared between students taking the class in lecture format with midsemester and final examinations and students taking the class in the self-paced instructional format. The number of times it took students to pass examinations was also analyzed. Based on instructor assessment and student feedback, the course succeeded in giving students who were proficient in pharmaceutical mathematics a chance to progress quickly and students who were less skillful the opportunity to receive instruction at their own pace and develop mathematical competence.

Might Progress Assessments Hinder Equitable Progress? Evidence from England

ERIC Educational Resources Information Center

Alcott, Benjamin

2017-01-01

Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different…

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression

NASA Astrophysics Data System (ADS)

JW, Schramm; Jin, H.; Keeling, EG; Johnson, M.; Shin, HJ

2017-05-01

This paper reports on our use of a fine-grained learning progression to assess secondary students' reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th-12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.

Medical students in their final six months of training: progress in self-perceived clinical competence, and relationship between experience and confidence in practical skills.

PubMed

Lai, N M; Sivalingam, N; Ramesh, J C

2007-11-01

We evaluated the progress in the self-perceived competence of medical students in a range of common clinical, practical and personal skills, in their final six months of training. The study was conducted on 65 final-year medical students undertaking their senior clerkship training at International Medical University, Malaysia. Questionnaire surveys were conducted at the beginning and the end of the six-month period, with 44 items covering clinical, practical, personal skills and readiness to work. Correlations were performed for experience and self-perceived competence, with the respective skills. 64 students returned the first survey and 63 returned the second survey. When the two survey results were compared, significant increases were found in self-perceived competence for the majority of the skills examined. The items with no significant improvement were divided into those which the students were already proficient in before senior clerkship, and those in which experience and confidence remained poor at the end of training. There were significant, but moderate, correlations between the experience and confidence of all common practical skills (correlation coefficients: 0.348-0.522, p-value is less than 0.001 for all items). At the end of training, students were, in general, more prepared to work as house officers (mean rating in the first survey: 3.05, second survey: 3.97, p-value is less than 0.001). Significant progresses in clinical experience and confidence can be observed in the final stages of medical training. The findings of inadequate improvements in some skills call for dedicated training sessions and strengthening of on-site supervision.

Applying Item Response Theory Methods to Design a Learning Progression-Based Science Assessment

ERIC Educational Resources Information Center

Chen, Jing

2012-01-01

Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1)…

Pre-admission criteria and pre-clinical achievement: Can they predict medical students performance in the clinical phase?

PubMed

Salem, Raneem O; Al-Mously, Najwa; AlFadil, Sara; Baalash, Amal

2016-01-01

Various factors affect medical students' performance during clinical phase. Identifying these factors would help in mentoring weak students and help in selection process for residency programmes. Our study objective is to evaluate the impact of pre-admission criteria, and pre-clinical grade point average (GPA) on undergraduate medical students' performance during clinical phase. This study has a cross-sectional design that includes fifth- and sixth-year female medical students (71). Data of clinical and pre-clinical GPA in medical school and pre-admission to medical school tests scores were collected. A significant correlation between clinical GPA with the pre-clinical GPA was observed (p < 0.05). Such significant correlation was not seen with other variables under study. A regression analysis was performed, and the only significant predictor of students clinical performance was the pre-clinical GPA (p < 0.001). However, no significant difference between students' clinical and pre-clinical GPA for both cohorts was observed (p > 0.05). Pre-clinical GPA is strongly correlated with and can predict medical students' performance during clinical years. Our study highlighted the importance of evaluating the academic performances of students in pre-clinical years before they move into clinical years in order to identify weak students to mentor them and monitor their progress.

Cross-cultural medical education: conceptual approaches and frameworks for evaluation.

PubMed

Betancourt, Joseph R

2003-06-01

Given that understanding the sociocultural dimensions underlying a patient's health values, beliefs, and behaviors is critical to a successful clinical encounter, cross-cultural curricula have been incorporated into undergraduate medical education. The goal of these curricula is to prepare students to care for patients from diverse social and cultural backgrounds, and to recognize and appropriately address racial, cultural, and gender biases in health care delivery. Despite progress in the field of cross-cultural medical education, several challenges exist. Foremost among these is the need to develop strategies to evaluate the impact of these curricular interventions. This article provides conceptual approaches for cross-cultural medical education, and describes a framework for student evaluation that focuses on strategies to assess attitudes, knowledge, and skills, and the impact of curricular interventions on health outcomes.

A Learning Progression for Elementary Students' Functional Thinking

ERIC Educational Resources Information Center

Stephens, Ana C.; Fonger, Nicole; Strachota, Susanne; Isler, Isil; Blanton, Maria; Knuth, Eric; Murphy Gardiner, Angela

2017-01-01

In this article we advance characterizations of and supports for elementary students' progress in generalizing and representing functional relationships as part of a comprehensive approach to early algebra. Our learning progressions approach to early algebra research involves the coordination of a curricular framework and progression, an…

Implant overdentures: dental students' performance in fabrication, denture quality, and patient satisfaction.

PubMed

Aragon, Cecilia E; Cornacchio, Angelica Lee Petrina; Ibarra, Lilia Marcela; Saad, Muhammed N; Zibrowski, Elaine

2010-09-01

The purpose of this study was to evaluate dental students' performance when fabricating a mandibular two-implant overdenture (OD) as compared to conventional dentures (CD) and to determine if these prostheses were successful. Twenty students and twenty patients were divided into two groups: complete denture group (CDG) and maxillary denture and two-implant OD group (ODG). Students' progress was evaluated at each appointment as they were given a clinical assessment score (CAS), which varied from 1 (unacceptable, needs to repeat procedure) to 4 (acceptable, no errors). The success of the prosthesis was evaluated by the patients using a visual analog scale (VAS) and an expert (a prosthodontist) using a denture quality assessment (DQA) form. Performance for both groups was not statistically different across all eight appointments (CDG 3.16 versus ODG 3.25; p=0.46). Patients with ODs reported greater stability with their dentures (p=0.048) and greater ability to chew than patients with CDs (p=0.03). There were no differences between the groups in terms of expert appraisal (ODG 71.1 versus CDG 67.5; p=0.59). The performance of dental students when fabricating a two-implant OD is thus not different from that of a CD. Students can successfully fabricate a two-implant OD as perceived by both patients and prosthodontists.

Assessing Student Achievement in the States. The First Report of the National Academy of Education Panel on the Evaluation of the NAEP Trial State Assessment: 1990 Trial State Assessment.

ERIC Educational Resources Information Center

National Academy of Education, Stanford, CA.

This report presents findings of the National Academy of Education Panel on the Evaluation of the Trial State Assessment (TSA) concerning the 1990 National Assessment of Educational Progress (NAEP) mathematics TSA program. The Panel's recommendations regarding the continuation of TSAs for review by the Congress, states, and Executive Branch of the…

Teaching Methods Associated with Student Progress in General Education Courses. IDEA Research Report #9

ERIC Educational Resources Information Center

Benton, Stephen L.; Li, Dan

2015-01-01

This study examined which teaching methods are most highly correlated with student progress on relevant course objectives in first- and second-year (lower-level) general education courses. We specifically sought to identify teaching methods that distinguish progress made by students taking a general education course from that made by students…

[Individual Progress Program for the Extremely Gifted Student in the Greater Seattle Area.

ERIC Educational Resources Information Center

Norsen, Barbara G.; Wick, Christine

The Individual Progress Program (IPP) is an approach designed to serve extremely advanced gifted students (grades 1 through 9) in the Seattle area. IPP is intended to meet students' unmet educational needs by allowing them to progress at their own accelerated pace through a broadly based curriculum while also pursuing interest areas. The program…

A Study of Factors Related to Dissertation Progress among Doctoral Candidates: Focus on Students' Research Self-Efficacy as a Result of Their Research Training and Experiences.

ERIC Educational Resources Information Center

Faghihi, Forooz; Rakow, Ernest A.; Ethington, Corinna

This study examined relationships among doctoral candidates' background characteristics, research preparation, research environment, research involvement, student-advisor relationship, research self-efficacy, and dissertation progress. The study focused on differences in research self-efficacy and dissertation progress among students from the…

What's in a Label? Judgments of Feminist Men and Feminist Women

ERIC Educational Resources Information Center

Anderson, Veanne N.

2009-01-01

Although significant progress has been made on research concerning stereotypes of feminist women, very little is known about the stereotypes of feminist men. College students rated one of four terms--"feminist man," "feminist woman," "man," or "woman." Compared to "feminist woman,""feminist man" was evaluated more positively, but as less potent…

Progress Report for Student Research: Fire Safety Skills for Mentally Retarded Children.

ERIC Educational Resources Information Center

Hayden, Mary F.; Lefcowitz, M. Jack

A comprehensive fire safety skills program was evaluated with 32 moderately to mildly retarded adolescents. The program used a fire safety program manual and lessons in basic preventive fire skills, fire safety procedures, and fire escape skills. Across-group comparisons indicated differences in performance between males and females. Fire safety…

An Evaluation of Causal Modeling Applied to Educational Productivity in Mathematics.

ERIC Educational Resources Information Center

Harnisch, Delwyn L.; Dunbar, Stephen B.

To probe a psychological theory of educational productivity, background measures along with mathematics test scores and motivational measures of over 7,000 students (9-, 13- and 17-year olds from National Assessment of Educational Progress samples) were statistically related to each other and to indicators of constructs that prior research shows…

Use of Longitudinal Regression in Quality Control. Research Report. ETS RR-14-31

ERIC Educational Resources Information Center

Lu, Ying; Yen, Wendy M.

2014-01-01

This article explores the use of longitudinal regression as a tool for identifying scoring inaccuracies. Student progression patterns, as evaluated through longitudinal regressions, typically are more stable from year to year than are scale score distributions and statistics, which require representative samples to conduct credibility checks.…

Assessing Autonomous Learning in Research Methods Courses: Implementing the Student-Driven Research Project

ERIC Educational Resources Information Center

Vandiver, Donna M.; Walsh, Jeffrey A.

2010-01-01

As empirical assessments of teaching strategies increase in many disciplines and across many different courses, a paucity of such assessment seems to exist in courses devoted to social science research methods. This lack of assessment and evaluation impedes progress in developing successful teaching pedagogy. The teaching-learning issue addressed…

Evaluating Procedures for Reducing Measurement Error in Math Curriculum-Based Measurement Probes

ERIC Educational Resources Information Center

Methe, Scott A.; Briesch, Amy M.; Hulac, David

2015-01-01

At present, it is unclear whether math curriculum-based measurement (M-CBM) procedures provide a dependable measure of student progress in math computation because support for its technical properties is based largely upon a body of correlational research. Recent investigations into the dependability of M-CBM scores have found that evaluating…

How Database Management Systems Can Be Used To Evaluate Program Effectiveness in Small School Districts.

ERIC Educational Resources Information Center

Hoffman, Tony

Sophisticated database management systems (DBMS) for microcomputers are becoming increasingly easy to use, allowing small school districts to develop their own autonomous databases for tracking enrollment and student progress in special education. DBMS applications can be designed for maintenance by district personnel with little technical…

Formative Evaluation of the Early Development Instrument: Progress and Prospects

ERIC Educational Resources Information Center

Keating, Daniel P.

2007-01-01

This article is a commentary for the special issue on the Early Development Instrument (EDI), a community tool to assess children's school readiness and developmental outcomes at a group level. The EDI is administered by kindergarten teachers, who assess their kindergarten students on 5 developmental domains: physical health and well-being, social…

Evaluation of the Accelerated Reader Program in Chesapeake, VA, Public Schools

ERIC Educational Resources Information Center

Chase, Elaine; Goodin, Penny; Nichols, W. Randolph

2010-01-01

The Accelerated Reader program from Renaissance Learning Inc. is a popular program implemented in elementary and middle schools across the country that encourages students to read and monitors their progress in the program. Despite its widespread use and popularity, there have been some questions about the program's effectiveness at increasing…

The Use of Minimum Objectives in Curriculum Research and Development, 1975-1976. Technical Report #45.

ERIC Educational Resources Information Center

Crowell, Doris

This report describes a curriculum, based on stated performance objectives, which was developed and implemented by the Kamehameha Early Education Program (KEEP). The structure of the mathematics and reading curriculum is described briefly and the use of performance objectives in evaluating student progress is discussed. Advantages of the…

"Split and Fit": A Faculty Subgroup Self-Organizes and Creates a Different Culture.

ERIC Educational Resources Information Center

Furtwengler, Willis J.; Furtwengler, Carol B.; Owens, Melva; Turk, Randall

A team of graduate students and educational administration professors, as part of a field-based doctoral program, discovered the "split and fit" culture during an evaluation of the school's Continuous Progress Primary Program (CPPP). According to Pascale (1990), "split and fit" can work to an organization's benefit. Fit…

A Critical Analysis of the Design and Implementation of Formative Assessment

ERIC Educational Resources Information Center

Green, Rhiannon

2017-01-01

The objectives of this article are to critically analyse the impact of formative and summative assessment in an informal secondary school environment. The informality reflects the work of The Anne Frank Trust UK and their practices in evaluating student progress through a two-week workshop programme. The preference for formative assessment is…

Evaluating and Developing Vocational Potential of Institutionalized Retarded Adolescents.

ERIC Educational Resources Information Center

Parnicky, Joseph J., Ed.; Kahn, Harris, Ed.

Vocational performance predictors were tested with 437 mildly retarded students (mean age 18 1/2, mean IQ 64) in a five-stage training situation progressing from half to full day and from on to off campus. Findings demonstrated considerable overlap as well as some independence among measures. High degrees of reliability and intercorrelation were…

[The supervisor has a crucial role in the medical student's degree projects. Experiences from seven semesters at Karolinska Institutet].

PubMed

Möller, Riitta; Shoshan, Maria; Ponzer, Sari

2015-01-13

In Sweden degree projects have a central role in evaluation of higher education, wherefore significant resources are spent on developing students' research competence. The undergraduate medical program at Karolinska Institutet introduced its degree project course in 2010. This paper gives an overview of the course and summarizes experiences from the first seven terms. In order to finalize their projects within one term, most students need substantial support. A highly structured course and frequent progress monitoring are advantageous. Other crucial factors are the quality of the supervision and students' verbal skills as well as support in scientific writing. In addition, increased awareness of the learning outcomes already at the beginning of the course may help students to achieve the expected results. Finally, students need to recognize their own responsibility for learning. 

Students' Experiences of the Factors Affecting Their Study Progress: Differences in Study Profiles

ERIC Educational Resources Information Center

Hailikari, Telle; Tuononen, Tarja; Parpala, Anna

2018-01-01

Many factors influence students' progress in higher education. However, the students' own voices are seldom heard. Using a qualitative approach, the study explored students' own experiences of the factors that have influenced their studying. Research has indicated that students' experiences are often related to their approaches to learning.…

Students' Knowledge Progression: Sustainable Learning in Higher Education

ERIC Educational Resources Information Center

Rovio-Johansson, Airi

2016-01-01

The purpose of this phenomenographic study is to examine students' knowledge progression in a three-year Bachelor program in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the program. The students were interviewed on three occasions: Year 1, after their Management…

Teaching Veterinary Anesthesia: A Survey-Based Evaluation of Two High-Fidelity Models and Live-Animal Experience for Undergraduate Veterinary Students.

PubMed

Musk, Gabrielle C; Collins, Teresa; Hosgood, Giselle

In veterinary medical education, reduction, replacement, and refinement (the three Rs) must be considered. Three clinical skills in anesthesia were identified as challenging to students: endotracheal intubation, intravenous catheterization, and drug dose calculations. The aims of this project were to evaluate students' perception of their level of confidence in performing these three clinical skills in veterinary anesthesia, to document the extent of students' previous experience in performing these three tasks, and to describe students' emotional states during this training. Veterinary students completed a series of four surveys over the period of their pre-clinical training to evaluate the usefulness of high-fidelity models for skill acquisition in endotracheal intubation and intravenous catheterization. In addition, practice and ongoing assessment in drug dose calculations were performed. The curriculum during this period of training progressed from lectures and non-animal training, to anesthesia of pigs undergoing surgery from which they did not recover, and finally to anesthesia of dogs and cats in a neutering clinic. The level of confidence for each of the three clinical skills increased over the study period. For each skill, the number of students with no confidence decreased to zero and the proportion of students with higher levels of confidence increased. The high-fidelity models for endotracheal intubation and intravenous catheterization used to complement the live-animal teaching were considered a useful adjunct to the teaching of clinical skills in veterinary anesthesia. With practice, students became more confident performing drug dose calculations.

Development and evaluation of a computer program to grade student performance on peripheral blood smears

NASA Astrophysics Data System (ADS)

Lehman, Donald Clifford

Today's medical laboratories are dealing with cost containment health care policies and unfilled laboratory positions. Because there may be fewer experienced clinical laboratory scientists, students graduating from clinical laboratory science (CLS) programs are expected by their employers to perform accurately in entry-level positions with minimal training. Information in the CLS field is increasing at a dramatic rate, and instructors are expected to teach more content in the same amount of time with the same resources. With this increase in teaching obligations, instructors could use a tool to facilitate grading. The research question was, "Can computer-assisted assessment evaluate students in an accurate and time efficient way?" A computer program was developed to assess CLS students' ability to evaluate peripheral blood smears. Automated grading permits students to get results quicker and allows the laboratory instructor to devote less time to grading. This computer program could improve instruction by providing more time to students and instructors for other activities. To be valuable, the program should provide the same quality of grading as the instructor. These benefits must outweigh potential problems such as the time necessary to develop and maintain the program, monitoring of student progress by the instructor, and the financial cost of the computer software and hardware. In this study, surveys of students and an interview with the laboratory instructor were performed to provide a formative evaluation of the computer program. In addition, the grading accuracy of the computer program was examined. These results will be used to improve the program for use in future courses.

Validation of the Learning Progression-based Assessment of Modern Genetics in a college context

NASA Astrophysics Data System (ADS)

Todd, Amber; Romine, William L.

2016-07-01

Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students' knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students' ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain.

Being reasonable: supporting disabled nursing students in practice.

PubMed

Tee, Steve R; Owens, Kathy; Plowright, Sharon; Ramnath, Paro; Rourke, Sue; James, Claire; Bayliss, Jane

2010-07-01

To analyse recurring adjustments made in practice settings and the support strategies put in place to enable disabled students to achieve the levels of proficiency required on pre-registration nursing programmes. Legislative and regulatory changes in the UK require higher education institutions to make reasonable adjustments for disabled students whose needs must be considered and adjustments made before their programmes of study begin. The student practice learning advisor's (SPLA) primary role is to support disabled students and to operationalise recommended adjustments in practice. An evaluative case study design was employed to analyse the work of the SPLA over 12 months using progression data, individual interviews and reflective accounts. The evaluation illustrates the need for support throughout the student's programme which appears to reach a peak in the final year. Disabled students required 20% more contact time than their non-disabled peers. Operationalising adjustments requires attention to inter-disciplinary, practical and communication considerations. Implementing adjustments in practice requires a multi-disciplinary approach in order to support disabled students, and their mentors and to enable the development and application of coping strategies to overcome potential restrictions. The SPLA provides an essential role in ensuring opportunities for the disabled student to succeed are maximised. Copyright 2009 Elsevier Ltd. All rights reserved.

Student Success in University Education: A Multi-Measurement Study of the Impact of Student and Faculty Factors on Study Progress

ERIC Educational Resources Information Center

Van Den Berg, M. N.; Hofman, W. H. A.

2005-01-01

This study focuses on the factors that determine study progress and numerical success rate in higher education. Study progress is influenced at three levels, namely the student level, course/institute level and government level. It is expected that various groups of economic, social, psychological and organisational factors will together influence…

An innovative program for multihandicapped deaf students using the FSSI.

PubMed

Garner, D; Becker, H; Schur, S; Hammer, E

1991-07-01

Teachers in public schools now have more students with more severe disabilities than they did in the past. Unfortunately, efforts to provide them with a quality education have been hampered by a lack of focused instructional planning. This article describes an innovative program developed for deaf multihandicapped students that has created an integrated focus for instruction. The organizing framework for the program incorporates the Functional Skills Screening Inventory, a domain referenced assessment of living and working skills. This structured approach enables teachers to identify current functional levels, develop meaningful short- and long-term objectives, and monitor student progress throughout their educational programs. It also facilitates long-range planning and evaluation of the instructional program on an ongoing basis.

Using a modified Learning Potential Assessment Device and Mediated Learning Experiences to Assess Minority Student Progress and Program Goals in an Undergraduate Research Based Geoscience Program Serving American Indians

NASA Astrophysics Data System (ADS)

Mitchell, L. W.

2002-12-01

During the initiation of a new program at the University of North Dakota designed to promote American Indians to engage in geoscience research and complete geoscience related degrees, an evaluation procedure utilizing a modified Learning Potential Assessment Device (LPAD) and Mediated Learning Experiences (MLE) to assess minority student progress was implemented. The program, called Indians Into Geosciences (INGEOS), utilized a modified form of the Learning Potential Assessment Device first to assess cultural factors, determination, and other baseline information, and second, utilized a series of Mediated Learning Experiences to enhance minority students' opportunities in a culturally appropriate, culturally diverse, and scientifically challenging manner in an effort to prepare students for competitive research careers in the geosciences. All of the LPADs and MLEs corresponded directly to the three goals or eight objectives of INGEOS. The three goals of the INGEOS program are: 1) increasing the number of American Indians earning degrees at all levels, 2) engaging American Indians in challenging and technically based scientific research, and 3) preparing American Indians for successful geoscience careers through multicultural community involvement. The eight objectives of the INGEOS program, called the Eight Points of Success, are: 1) spiritual health, 2) social health, 3) physical health, 4) mental health, 5) financial management, 6) research involvement, 7) technical exposure, and 8) multicultural community education. The INGEOS program goals were evaluated strictly quantitatively utilizing a variety of data sources such as grade point averages, number of credits earned, research project information, and developed products. The INGEOS Program goals reflected a combined quantitative score of all participants, whereas the objectives reflected qualitative measures and are specific for each INGEOS participant. Initial results indicate that those participants which show progress through Mediated Learning Experiences within all of the Eight Points of Success, have a higher likelihood of contributing to all three of the INGEOS programs goals.

Academic Progress of Students across Inclusive and Traditional Settings

ERIC Educational Resources Information Center

Cole, Cassandra M.; Waldron, Nancy; Majd, Massoumeh

2004-01-01

Effects of inclusive school settings for students in six Indiana school corporations were investigated. Results reveal that students without disabilities educated in inclusive settings made significantly greater academic progress in mathematics and reading. For students with disabilities, there were no significant differences in reading and math…

Pharmacy curriculum outcomes assessment for individual student assessment and curricular evaluation.

PubMed

Scott, Day M; Bennett, Lunawati L; Ferrill, Mary J; Brown, Daniel L

2010-12-15

The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark.

Pharmacy Curriculum Outcomes Assessment for Individual Student Assessment and Curricular Evaluation

PubMed Central

Bennett, Lunawati L.; Ferrill, Mary J.; Brown, Daniel L.

2010-01-01

The Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized examination for assessing academic progress of pharmacy students. Although no other national benchmarking tool is available on a national level, the PCOA has not been adopted by all colleges and schools of pharmacy. Palm Beach Atlantic University (PBAU) compared 2008-2010 PCOA results of its P1, P2, and P3 students to their current grade point average (GPA) and to results of a national cohort. The reliability coefficient of PCOA was 0.91, 0.90, and 0.93 for the 3 years, respectively. PBAU results showed a positive correlation between GPA and PCOA scale score. A comparison of subtopic results helped to identify areas of strengths and weaknesses of the curriculum. PCOA provides useful comparative data that can facilitate individual student assessment as well as programmatic evaluation. There are no other standardized assessment tools available. Despite limitations, PCOA warrants consideration by colleges and schools of pharmacy. Expanded participation could enhance its utility as a meaningful benchmark. PMID:21436924

Accounting for test reliability in student progression: the reliable change index.

PubMed

Zahra, Daniel; Hedge, Craig; Pesola, Francesca; Burr, Steven

2016-07-01

Developed by Jacobson and Truax, the reliable change index (RCI) provides a measure of whether the change in an individual's score over time is within or beyond that which might be accounted for by measurement variability. In combination with measures of whether an individual's final score is closer to those of one population or another, this provides useful individual-level information that can be used to supplement traditional analyses. This article aims to highlight the potential of the RCI for use within medical education, particularly as a novel means of monitoring progress at the student level across successive test occasions or academic years. We provide an example of how the RCI can be applied informatively to assessment evaluation, and discuss its wider usage. The RCI approach can be used to identify and support failing students, as well as to determine best teaching and learning practices by identifying high-performing students. Furthermore, the individual-level nature of the RCI makes it well suited for educational research with small cohorts, as well as for tracking individual profiles within a larger cohort or addressing questions about individual performance that may be unanswerable at group level. © 2016 John Wiley & Sons Ltd.

How Do Undergraduate Students Conceptualize Acid-Base Chemistry? Measurement of a Concept Progression

ERIC Educational Resources Information Center

Romine, William L.; Todd, Amber N.; Clark, Travis B.

2016-01-01

We developed and validated a new instrument, called "Measuring Concept progressions in Acid-Base chemistry" (MCAB) and used it to better understand the progression of undergraduate students' understandings about acid-base chemistry. Items were developed based on an existing learning progression for acid-base chemistry. We used the Rasch…

[Life style and monitoring of the dietary intake of students at the Melilla campus of the University of Granada].

PubMed

Navarro-Prado, Silvia; González-Jiménez, Emilio; Montero-Alonso, Miguel A; López-Bueno, Marta; Schmidt-RioValle, Jacqueline

2015-06-01

University students represent a social group at risk, from the nutrionally point of view because they usually have inappropiate nutritional habits and lifestyle. Analize the students' lifestyle from the Campus of University of Granada in Melilla. Analize the evolution of the eating habits of these students during the academic year 2013-2014. A longitudinal study was carried out during the academic year 2013-2014, the lifestyle was evaluated and, in a ongoing way, the eating habits in a representative sample of 257 students, 90 men (35%) and 167 women (65%), all of them from the campus of University of Granada in Melilla. The results get worst as the academic year progresses and they are characterized by a significant reduction (p < 0.001) of carbohydrates intake as well as a significant increase (p < 0.001) of the lipido and proteína intake, especially, rich in saturated fat and a low-fiber diet. The population studied shows a sedentary lifestyle. As the academic year progresses, the students' eating habits get worst distance from the Mediterranian Diet pattern with the consequent risk at the development of cardiovascular diseases and metabolism disorder. So, it is necesary to get into these results in order to identify the influential factors in their eating habits and take the appropiate actions. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

Evaluating and redesigning teaching learning sequences at the introductory physics level

NASA Astrophysics Data System (ADS)

Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

2017-12-01

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.

Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

PubMed

Cecilio-Fernandes, Dario; Kerdijk, Wouter; Jaarsma, A D Debbie C; Tio, René A

2016-11-01

Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.

Accelerated Math®. Primary Mathematics. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"Accelerated Math®," published by Renaissance Learning, is a software tool that provides practice problems for students in grades K-12 and provides teachers with reports to monitor student progress. "Accelerated Math®" creates individualized student assignments, scores the assignments, and generates reports on student progress.…

Mapping of Students’ Learning Progression Based on Mental Model in Magnetic Induction Concepts

NASA Astrophysics Data System (ADS)

Hamid, R.; Pabunga, D. B.

2017-09-01

The progress of student learning in a learning process has not been fully optimally observed by the teacher. The concept being taught is judged only at the end of learning as a product of thinking, and does not assess the mental processes that occur in students’ thinking. Facilitating students’ thinking through new phenomena can reveal students’ variation in thinking as a mental model of a concept, so that students who are assimilative and or accommodative can be identified in achieving their equilibrium of thought as well as an indicator of progressiveness in the students’ thinking stages. This research data is obtained from the written documents and interviews of students who were learned about the concept of magnetic induction through Constructivist Teaching Sequences (CTS) models. The results of this study indicate that facilitating the students’ thinking processes on the concept of magnetic induction contributes to increasing the number of students thinking within the "progressive change" category, and it can be said that the progress of student learning is more progressive after their mental models were facilitated through a new phenomena by teacher.

Medical Students’ Perception of Their Educational Environment

PubMed Central

Pai, Preethi G; Menezes, Vishma; Srikanth; Subramanian, Atreya M.; Shenoy, Jnaneshwara P.

2014-01-01

Background: Students’ perception of the environment within which they study has shown to have a significant impact on their behavior, academic progress and sense of well-being. This study was undertaken to evaluate the students’ perception of their learning environment in an Indian medical school following traditional curricula and to study differences, if any, between the students according to the stages of medical education, i.e., the pre-clinical and clinical stages. Methodology: In the present study, the Dundee Ready Education Environment Measure (DREEM) inventory was administered to undergraduate medical students of first (n = 227), third (n = 175), fifth (n = 171) and seventh (n = 123) semesters. Scores obtained were expressed as mean ± Standard Deviation (SD) and analyzed using one-way ANOVA and Dunnett’s test. P-value < 0.05 was considered as significant. Results: The mean DREEM score for our medical school was 123/200.The first-year students were found to be more satisfied with learning environment (indicated by their higher DREEM score) compared to other semester students. Progressive decline in scores with each successive semester was observed. Evaluating the sub-domains of perception, the registrars in all semesters had a more positive perception of learning (Average mean score: 29.44), their perception of course organizers moved in the right direction (Average mean score: 26.86), their academic self-perception was more on the positive side (Average mean score: 20.14), they had a more positive perception of atmosphere (Average mean score: 29.07) and their social self-perception could be graded as not too bad (Average mean score: 17.02). Conclusion: The present study revealed that all the groups of students perceived their learning environment positively. However, a few problematic areas of learning environment were perceived such as: students were stressed more often; they felt that the course organizers were authoritarian and emphasized factual learning. Implementing more problem-based learning, student counseling and workshops on teaching-learning for educators might enable us to remedy and enrich our learning environment. PMID:24596737

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

PubMed

Corbett, Eugene C; Payne, Nancy J; Bradley, Elizabeth B; Maughan, Karen L; Heald, Evan B; Wang, Xin Qun

2007-07-01

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.

Role of non-government organizations in engaging medical students in research.

PubMed

Manoranjan, Branavan; Dey, Ayan K; Wang, Xin; Kuzyk, Alexandra; Petticrew, Karen; Carruthers, Chris; Arnold, Ian

2017-03-01

The continued decline in medical trainees entering the workforce as clinician-scientists has elevated the need to engage medical students in research. While past studies have shown early exposure to generate interest among medical students for research and academic careers, financial constraints have limited the number of such formal research training programs. In light of recent government budget cuts to support research training for medical students, non-government organizations (NGOs) may play a progressively larger role in supporting the development of clinician-scientists. Since 2005, the Mach-Gaensslen Foundation has sponsored 621 Canadian medical student research projects, which represents the largest longitudinal data set of Canadian medical students engaged in research. We present the results of the pre- and post-research studentship questionnaires, program evaluation survey and the 5-year and 10-year follow-up questionnaires of past recipients. This paper provides insight into the role of NGOs as stakeholders in the training of clinician-scientists and evaluates the impact of such programs on the attitudes and career trajectory of medical students. While the problem of too few physicians entering academic and research-oriented careers continues to grow, alternative-funding strategies from NGOs may prove to be an effective approach in developing and maintaining medical student interest in research. Copyright © 2017 American Federation for Medical Research.

ACER Physics Unit Tests: Unit Tests, Diagnostic Aids, [and] Teachers Handbook.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The Physics Unit Tests are designed to assist in the diagnostic evaluation of students' progress in the study of physics during the last two years of secondary schooling. They consist of a collection of 21 separate tests, each related to a different topic, and 21 diagnostic aids corresponding to the tests. The topics covered are: physical…

Success for All in Acre, Israel: Effects on Hebrew and Arabic Reading and Writing. (First Year).

ERIC Educational Resources Information Center

Hertz-Lazarowitz, Rachel; Schaedel, Bruria

A study investigated the effectiveness of the Success for All (SFA) program developed at Johns Hopkins University. The program emphasizes prevention of failure, personal tutoring, family-school program, and regular evaluation of student progress. In 1996, the program involved schools in northern Israel--Arabic and Jewish, religious and secular.…

Computerized Placement Management Software (CPMS): User Manual, Version 3.0.

ERIC Educational Resources Information Center

College Entrance Examination Board, Princeton, NJ.

This guide is designed to enable the beginner, as well as the advanced user, to understand and use the Computerized Placement Management Software (CPMS). The CPMS is a system for evaluating information about students and recommending their placement into courses best suited for them. It also tracks their progress and maintains their records. The…

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

ERIC Educational Resources Information Center

Chang, Wen-Chih; Yang, Hsuan-Che; Shih, Timothy K.; Chao, Louis R.

2009-01-01

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning…

Designing Scholarships to Improve College Success: Final Report on the Performance-Based Scholarship Demonstration

ERIC Educational Resources Information Center

Mayer, Alexander K.; Patel, Reshma; Rudd, Timothy; Ratledge, Alyssa

2015-01-01

Performance-based scholarships have two main goals: (1) to give students more money for college; and (2) to provide incentives for academic progress. MDRC launched the Performance-Based Scholarship (PBS) Demonstration in 2008 to evaluate the effectiveness of these scholarships in a diverse set of states, institutions, and low-income student…

An Evaluation of the Chicago Public Schools' Efforts To Relieve Student Overcrowding at Elementary Schools. Progress Report.

ERIC Educational Resources Information Center

Valdez, Virginia

To address the inadequate condition of school buildings across the city, the Chicago Public Schools (CPS) established a Capital Improvement Program (CIP) in 1996, an ongoing plan for reviewing and upgrading CPS infrastructure over 5 years. Capital projects include additions, annexes, new replacement schools, and new area schools. This report…

Mathvision: A Mobile Video Application for Math Teacher Noticing of Learning Progressions

ERIC Educational Resources Information Center

Lewis, Stephen T.; Chao, Theodore; Battista, Michael

2017-01-01

We report on the development and evaluation of MathVision, a mobile-application designed to develop Virtual Professional Learning Communities through asynchronous discussion about 2nd, 3rd, 4th, and 5th grade students' mathematical thinking. MathVision allows teachers to upload videos of problems solving sessions using Cognition Based Assessment…

Instructional Practices: An Evaluation of a K4-8 School's Writing Program

ERIC Educational Resources Information Center

MacCudden, Renae Marie

2010-01-01

Teaching children to write successfully is an area of great concern to educators in the 21 st century. According to the National Assessment of Educational Progress (NAEP) data, the writing skills of two-thirds of the students in elementary, middle, and high school are below grade level proficiency (Persky, Daane, & Jin, 2003). In 2003, the…

Positive Biases in Self-Assessment of Mathematics Competence, Achievement Goals, and Mathematics Performance

ERIC Educational Resources Information Center

Dupeyrat, Caroline; Escribe, Christian; Huet, Nathalie; Regner, Isabelle

2011-01-01

The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math…

A Primer-Test Centered Equating Method for Setting Cut-Off Scores

ERIC Educational Resources Information Center

Zhu, Weimo; Plowman, Sharon Ann; Park, Youngsik

2010-01-01

This study evaluated the use of a new primary field test method based on test equating to address inconsistent classification among field tests. We analyzed students' information on the Progressive Aerobic Cardiovascular Endurance Run (PACER), mile run (MR), and VO[subscript 2]max from three data sets (college: n = 94; middle school: n = 39;…

Identify in a Canadian Urban Community. A Process Report of the Brunskill Subproject. Project Canada West.

ERIC Educational Resources Information Center

Burke, M.; And Others

The purpose of this subproject is to guide students to meet and interact with individuals from the many subcultures in a community (see ED 055 011). This progress report of the second year's activities includes information on the process of curriculum development, the materials developed, evaluation, roles of supporting agencies, behavioral…

Effects of Instruction on Chinese College Students' Use of Thematic Progression in English Essays

ERIC Educational Resources Information Center

Wei, Jing

2017-01-01

Thematic progression (TP) patterns used in English leaner essays provide clues as to how they organize information and develop important concepts in their essays. This quasi-experimental research proved that instruction in TP produced positive effects on Chinese college students' use of linear progressions, constant progressions and new Themes.…

Curriculum-Based Measurement of Oral Reading: Quality of Progress Monitoring Outcomes

ERIC Educational Resources Information Center

Christ, Theodore J.; Zopluoglu, Cengiz; Long, Jeffery D.; Monaghen, Barbara D.

2012-01-01

Curriculum-based measurement of oral reading (CBM-R) is frequently used to set student goals and monitor student progress. This study examined the quality of growth estimates derived from CBM-R progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for multiple levels of…

Applying Item Response Theory methods to design a learning progression-based science assessment

NASA Astrophysics Data System (ADS)

Chen, Jing

Learning progressions are used to describe how students' understanding of a topic progresses over time and to classify the progress of students into steps or levels. This study applies Item Response Theory (IRT) based methods to investigate how to design learning progression-based science assessments. The research questions of this study are: (1) how to use items in different formats to classify students into levels on the learning progression, (2) how to design a test to give good information about students' progress through the learning progression of a particular construct and (3) what characteristics of test items support their use for assessing students' levels. Data used for this study were collected from 1500 elementary and secondary school students during 2009--2010. The written assessment was developed in several formats such as the Constructed Response (CR) items, Ordered Multiple Choice (OMC) and Multiple True or False (MTF) items. The followings are the main findings from this study. The OMC, MTF and CR items might measure different components of the construct. A single construct explained most of the variance in students' performances. However, additional dimensions in terms of item format can explain certain amount of the variance in student performance. So additional dimensions need to be considered when we want to capture the differences in students' performances on different types of items targeting the understanding of the same underlying progression. Items in each item format need to be improved in certain ways to classify students more accurately into the learning progression levels. This study establishes some general steps that can be followed to design other learning progression-based tests as well. For example, first, the boundaries between levels on the IRT scale can be defined by using the means of the item thresholds across a set of good items. Second, items in multiple formats can be selected to achieve the information criterion at all the defined boundaries. This ensures the accuracy of the classification. Third, when item threshold parameters vary a bit, the scoring rubrics and the items need to be reviewed to make the threshold parameters similar across items. This is because one important design criterion of the learning progression-based items is that ideally, a student should be at the same level across items, which means that the item threshold parameters (d1, d 2 and d3) should be similar across items. To design a learning progression-based science assessment, we need to understand whether the assessment measures a single construct or several constructs and how items are associated with the constructs being measured. Results from dimension analyses indicate that items of different carbon transforming processes measure different aspects of the carbon cycle construct. However, items of different practices assess the same construct. In general, there are high correlations among different processes or practices. It is not clear whether the strong correlations are due to the inherent links among these process/practice dimensions or due to the fact that the student sample does not show much variation in these process/practice dimensions. Future data are needed to examine the dimensionalities in terms of process/practice in detail. Finally, based on item characteristics analysis, recommendations are made to write more discriminative CR items and better OMC, MTF options. Item writers can follow these recommendations to write better learning progression-based items.

A Further Characterization of Empirical Research Related to Learning Outcome Achievement in Remote and Virtual Science Labs

NASA Astrophysics Data System (ADS)

Brinson, James R.

2017-10-01

This paper further characterizes recently reviewed literature related to student learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) science labs, as well as factors to consider when evaluating the state and progress of research in this field as a whole. Current research is characterized according to (1) participant nationality and culture, (2) participant education level, (3) participant demography, (4) scientific discipline, and (5) research methodology, which could provide avenues for further research and useful dialog regarding the measurement and interpretation of data related to student learning outcome achievement in, and thus the efficacy of, non-traditional versus traditional science labs. Current research is also characterized by (6) research publication media and (7) availability of non-traditional labs used, which demonstrate some of the obstacles to progress and consensus in this research field.

The 1993/1994 NASA Graduate Student Researchers Program

NASA Technical Reports Server (NTRS)

1992-01-01

The NASA Graduate Student Researchers Program (GSRP) attempts to reach a culturally diverse group of promising U.S. graduate students whose research interests are compatible with NASA's programs in space science and aerospace technology. Each year we select approximately 100 new awardees based on competitive evaluation of their academic qualifications, their proposed research plan and/or plan of study, and their planned utilization of NASA research facilities. Fellowships of up to $22,000 are awarded for one year and are renewable, based on satisfactory progress, for a total of three years. Approximately 300 graduate students are, thus, supported by this program at any one time. Students may apply any time during their graduate career or prior to receiving their baccalaureate degree. An applicant must be sponsored by his/her graduate department chair or faculty advisor; this book discusses the GSRP in great detail.

Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

ERIC Educational Resources Information Center

Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

2002-01-01

Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…

Using Primary Literature to Teach Science Literacy to Introductory Biology Students

PubMed Central

Krontiris-Litowitz, Johanna

2013-01-01

Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives aligned with Bloom’s taxonomy, and developed a set of homework assignments that used peer-reviewed articles to teach science literacy. In the second year of the project the effectiveness of the assignments and the learning objectives were evaluated. Summative student learning was evaluated in the second year on a final exam. The mean score was 83.5% (±20.3%) and there were significant learning gains (p < 0.05) in seven of nine of science literacy skills. Project data indicated that even though students achieved course-targeted lower-order science literacy objectives, many were deficient in higher-order literacy skills. Results of this project suggest that building scientific literacy is a continuing process which begins in first-year science courses with a set of fundamental skills that can serve the progressive development of literacy skills throughout the undergraduate curriculum. PMID:23858355

Joining the dots: conditional pass and programmatic assessment enhances recognition of problems with professionalism and factors hampering student progress.

PubMed

Wilkinson, Tim J; Tweed, Mike J; Egan, Tony G; Ali, Anthony N; McKenzie, Jan M; Moore, MaryLeigh; Rudland, Joy R

2011-06-07

Programmatic assessment that looks across a whole year may contribute to better decisions compared with those made from isolated assessments alone. The aim of this study is to describe and evaluate a programmatic system to handle student assessment results that is aligned not only with learning and remediation, but also with defensibility. The key components are standards based assessments, use of "Conditional Pass", and regular progress meetings. The new assessment system is described. The evaluation is based on years 4-6 of a 6-year medical course. The types of concerns staff had about students were clustered into themes alongside any interventions and outcomes for the students concerned. The likelihoods of passing the year according to type of problem were compared before and after phasing in of the new assessment system. The new system was phased in over four years. In the fourth year of implementation 701 students had 3539 assessment results, of which 4.1% were Conditional Pass. More in-depth analysis for 1516 results available from 447 students revealed the odds ratio (95% confidence intervals) for failure was highest for students with problems identified in more than one part of the course (18.8 (7.7-46.2) p < 0.0001) or with problems with professionalism (17.2 (9.1-33.3) p < 0.0001). The odds ratio for failure was lowest for problems with assignments (0.7 (0.1-5.2) NS). Compared with the previous system, more students failed the year under the new system on the basis of performance during the year (20 or 4.5% compared with four or 1.1% under the previous system (p < 0.01)). The new system detects more students in difficulty and has resulted in less "failure to fail". The requirement to state conditions required to pass has contributed to a paper trail that should improve defensibility. Most importantly it has helped detect and act on some of the more difficult areas to assess such as professionalism.

A six step approach for developing computer based assessment in medical education.

PubMed

Hassanien, Mohammed Ahmed; Al-Hayani, Abdulmoneam; Abu-Kamer, Rasha; Almazrooa, Adnan

2013-01-01

Assessment, which entails the systematic evaluation of student learning, is an integral part of any educational process. Computer-based assessment (CBA) techniques provide a valuable resource to students seeking to evaluate their academic progress through instantaneous, personalized feedback. CBA reduces examination, grading and reviewing workloads and facilitates training. This paper describes a six step approach for developing CBA in higher education and evaluates student perceptions of computer-based summative assessment at the College of Medicine, King Abdulaziz University. A set of questionnaires were distributed to 341 third year medical students (161 female and 180 male) immediately after examinations in order to assess the adequacy of the system for the exam program. The respondents expressed high satisfaction with the first Saudi experience of CBA for final examinations. However, about 50% of them preferred the use of a pilot CBA before its formal application; hence, many did not recommend its use for future examinations. Both male and female respondents reported that the range of advantages offered by CBA outweighed any disadvantages. Further studies are required to monitor the extended employment of CBA technology for larger classes and for a variety of subjects at universities.

Excellence in Physics Education Award Talk: The Role of Physics Education Research in the Design and Assessment of Active Learning Curricula and Tools

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-02-01

For the Activity Based Physics Group (APB), research in student learning has been a cornerstone, for the past 22 years, of the development of activity-based curricula supported by real-time data collection, analysis, and modeling. This presentation, the first of three related talks, will focus on student learning, Priscilla Laws will describe the curriculum and tools developed, and David Sokoloff will describe dissemination efforts. One of the earliest examples of seminal research, done as part of the early MBL development for middle school at TERC, showed that delaying the display of a position-time graph by 10 seconds instead of displaying it in real-time resulted in a substantial learning decrease. This result assured the use of real-time data collection in our curricula. As we developed our early kinematics and dynamics curricula for college and high school, we interviewed many students before and after instruction, to understand where they started and what they had learned. We used the results of these interviews and written student explanations of their thinking to develop robust multiple-choice evaluations that were easy to give and allowed us to understand student thinking using both ``right and wrong'' responses. Work such as this resulted in Questions on Linear Motion, Force and Motion Conceptual Evaluation (FMCE), Heat and Temperature Conceptual Evaluation (HTCE), Electrical Circuit Conceptual Evaluation (ECCE), Light and Optics Conceptual Evaluation (LOCE) and others which guided our curriculum development and convinced many that standard instruction in physics did not result in substantial conceptual learning. Other evaluations measured mathematical understandings.evaluations also allowed us to look at a progression of student ideas as they learned (``Conceptual Dynamics''), study the behavior of students who did and did not learn conceptually (``Uncommon Knowledge''), study the efficacy of peer groups, and finally identify some of factors that led to conceptual learning for both women and men. (e.g. increases in spatial ability). )

Following the Mobile Student: Can We Develop the Capacity for a Comprehensive Database To Assess Student Progression? Research Report.

ERIC Educational Resources Information Center

Ewell, Peter T.; Schild, Paula R.; Paulson, Karen

A major problem in measuring student success in postsecondary education is the difficulty in tracking students' progress as they transfer from one institution to another. National studies have shown that more than half of students attend more than one institution in their pursuit of a bachelor's degree. This study examined existing state-level…

Senior nursing students' self-reported college experiences and gains toward liberal education goals.

PubMed

Zaborowska, R

1995-04-01

The purpose of this descriptive study is to assess baccalaureate nursing students' self-reported achievements toward liberal education goals in college and university settings and compare them to norms for the general college population by measuring their perceived involvement in campus life and activities. At the end of the spring semester, senior nursing students from 11 nursing programs in the Midwest filled out the College Student Experience Questionnaire, developed by Pace (1984), which measures the effort students put into liberal education goals. Nursing students reported high involvement in academic activities, but little involvement in other types of experiences in the college; they reported significant progress toward academic goals like intellectual skills, but less progress toward liberal education goals like art, literature, and music. Nursing students were very similar to other college students (except for students in selective liberal arts colleges) in reported involvement in activities and made similar progress toward liberal education goals.

[Computerized ranking test in three French universities: Staff experience and students' feedback].

PubMed

Roux, D; Meyer, G; Cymbalista, F; Bouaziz, J-D; Falgarone, G; Tesniere, A; Gervais, J; Cariou, A; Peffault de Latour, R; Marat, M; Moenaert, E; Guebli, T; Rodriguez, O; Lefort, A; Dreyfuss, D; Hajage, D; Ricard, J-D

2016-03-01

The year 2016 will be pivotal for the evaluation of French medical students with the introduction of the first computerized National Ranking Test (ECNi). The SIDES, online electronic system for medical student evaluation, was created for this purpose. All the universities have already organized faculty exams but few a joint computerized ranking test at several universities simultaneously. We report our experience on the organization of a mock ECNi by universities Paris Descartes, Paris Diderot and Paris 13. Docimological, administrative and technical working groups were created to organize this ECNi. Students in their fifth year of medical studies, who will be the first students to sit for the official ECNi in 2016, were invited to attend this mock exam that represented more than 50% of what will be proposed in 2016. A final electronic questionnaire allowed a docimological and organizational evaluation by students. An analysis of ratings and rankings and their distribution on a 1000-point scale were performed. Sixty-four percent of enrolled students (i.e., 654) attended the three half-day exams. No difference in total score and ranking between the three universities was observed. Students' feedback was extremely positive. Normalized over 1000 points, 99% of students were scored on 300 points only. Progressive clinical cases were the most discriminating test. The organization of a mock ECNi involving multiple universities was a docimological and technical success but required an important administrative, technical and teaching investment. Copyright © 2016 Société nationale française de médecine interne (SNFMI). Published by Elsevier SAS. All rights reserved.

The use of Twitter to facilitate engagement and reflection in a constructionist learning environment.

PubMed

Desselle, Shane P

Determine students' self-reported use of Twitter in a health systems course and gauge their perceptions of its value and utility for self-guided supplementation of course material, and evaluate the quality of students' reflections from information they found on Twitter. Students in a health systems course create a Twitter account to remain abreast of current developments in pharmacy and health systems. They were afforded the autonomy to follow organizations/individuals they chose and write reflective mini-papers on selected tweets from their Twitter feed prior to each course session. A self-administered survey solicited students' favor toward various aspects of the Twitter reflection assignment. An examination of students' reflections as the course progressed was also undertaken. Approximately 2/3 of the students enrolled in the course responded to the survey. Student perceptions of the Twitter assignment were quite favorable, with highest favor related to facets regarding the construction of their own learning and continuation of engagement throughout the course. Responses to open-ended questions corroborated students' perceptions of their own learning, as did the content and quality of their reflections during progression of the course. The course design reinforced previous claims outside of pharmacy that Twitter can be a useful tool to reinforce or create new learning paradigms, but especially under the auspices of established theory, such as a constructivist environment employing constructionism pedagogy. A course like health systems in programs of academic pharmacy might especially benefit from use of Twitter and such course design. Copyright © 2017 Elsevier Inc. All rights reserved.

Prevalence of smoking and other smoking-related behaviors reported by the Global Youth Tobacco Survey (GYTS) in Thailand

PubMed Central

Sirichotiratana, Nithat; Techatraisakdi, Chairat; Rahman, Khalillur; Warren, Charles W; Jones, Nathan R; Asma, Samira; Lee, Juliette

2008-01-01

Introduction Thailand ratified the World Health Organization (WHO) Framework Convention on Tobacco Control (FCTC) on November 8, 2004. The WHO FCTC requires all parties to inform all persons of the health consequences of tobacco consumption and exposure to tobacco smoke. Each party has agreed to develop, implement and evaluate effective tobacco control programs to measure progress in reaching the goals of the WHO FCTC. Methods The Global Youth Tobacco Survey (GYTS) was developed to provide data on youth tobacco use to countries for their development of youth-based tobacco control programs. Data in this report can be used as baseline measures for future evaluation of the tobacco control programs implemented by the Ministry of Public Health. Results Overall, about 1 in 10 Thai students are current smokers, this number including 4 times more boys than girls (17% versus 3.9%). Almost 2 in 10 Thai students start smoking before the age of 10, and almost 7 in 10 students are reported to have been exposed to smoke from others in public places. About 4 in 10 students are reported to have an object with a cigarette brand logo on it. Conclusion The key for Thailand is to implement and enforce the provisions on indirect tobacco advertising, smoking in public places, selling tobacco to youths under 18 years of age, and to use the data from the GYTS to monitor progress toward achieving the goals of the WHO FCTC. When these goals are met, tobacco consumption and exposure in Thailand will have declined substantially. PMID:19091046

Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools.

PubMed

Moser Opitz, Elisabeth; Freesemann, Okka; Prediger, Susanne; Grob, Urs; Matull, Ina; Hußmann, Stephan

As empirical studies have consistently shown, low achievement in mathematics at the secondary level can often be traced to deficits in the understanding of certain basic arithmetic concepts taught in primary school. The present intervention study in middle schools evaluated whether such learning deficits can be reduced effectively and whether the type of instruction influences students' progress. The sample consisted of 123 students in 34 classes, split among one control group and two intervention groups: (a) small group instruction and (b) independent work partially integrated into regular classrooms. Over a period of 14 weeks, students were taught basic concepts, such as place value and basic operations. In addition, they practiced fact retrieval and counting (in groups). Multilevel regression analyses demonstrated that the interventions can be used to reduce given deficits.

Is High School Graduation an Illusion? A Study to Determine the Academic and Graduation Progression between Students with Disabilities and Their Non-Disabled Peers in Georgia Public High Schools

ERIC Educational Resources Information Center

Thinguri, Ruth W.

2010-01-01

The study examined the academic and graduation progression of students with disabilities compared to their non-disabled students in Georgia public high schools. Specifically, the Georgia High School Graduation Tests (GHSGT) in math and English and graduation rates were analyzed for their progression since the enactment of the No Child Left Behind…

Combining the Use of Progressive Writing Techniques and Popular Movies in Introductory Psychology.

ERIC Educational Resources Information Center

Hemenover, Scott H.; Caster, Jeffrey B.; Mizumoto, Ayumi

1999-01-01

Examines whether the use of progressive writing for a psychology paper assignment affects students' writing and motivation when used to discuss course material illustrated in popular movies. Reveals that the students felt their writing improved and 44% of the students earned 90% of the overall points; student motivation was lower than expected.…

Learning Progression of Ecological System Reasoning for Lower Elementary (G1-4) Students

ERIC Educational Resources Information Center

Hokayem, Hayat Al

2012-01-01

In this study, I utilized a learning progression framework to investigate lower elementary students (G1-4) systemic reasoning in ecology and I related students reasoning to their sources of knowledge. I used semi-structured interviews with 44 students from first through fourth grade, four teachers, and eight parents. The results revealed that a…

The Achievement Progress of English Learner Students in Nevada. REL 2016-154

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Nevada in English language proficiency (ELP) and in academic content knowledge in both reading and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07 and examined their…

Technical Adequacy of Early Numeracy Curriculum-Based Progress Monitoring Measures for Kindergarten and First-Grade Students

ERIC Educational Resources Information Center

Hampton, David D.; Lembke, Erica S.; Lee, Young-Sun; Pappas, Sandra; Chiong, Cynthia; Ginsburg, Herbert P.

2012-01-01

The purpose of this study was to examine six early numeracy measures used to monitor the mathematics progress of kindergarten and first-grade students. Seventy-one kindergarten students and 75 first-grade students were administered the measures each week. Delayed-alternate form reliability was adequate for instructional decision making on some…

25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

25 CFR 30.115 - Which students' performance data must be included for purposes of AYP?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Which students' performance data must be included for... EDUCATION ADEQUATE YEARLY PROGRESS Assessing Adequate Yearly Progress § 30.115 Which students' performance data must be included for purposes of AYP? The performance data of all students assessed pursuant to...

Students' Progress throughout Examination Process as a Markov Chain

ERIC Educational Resources Information Center

Hlavatý, Robert; Dömeová, Ludmila

2014-01-01

The paper is focused on students of Mathematical methods in economics at the Czech university of life sciences (CULS) in Prague. The idea is to create a model of students' progress throughout the whole course using the Markov chain approach. Each student has to go through various stages of the course requirements where his success depends on the…

NCLB: Let's Get It Right

ERIC Educational Resources Information Center

American Federation of Teachers, 2005

2005-01-01

This document suggests changes to the No Child Left Behind Act (NCLB) in four targeted areas. Regarding Adequate Yearly Progress (AYP), The American Federation of Teachers (AFT) supports: (1) Setting challenging but demonstrably attainable student progress goals; (2) Judging school effectiveness by measuring progress of the same students over…

Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance.

PubMed

Zheng, Meixun; Bender, Daniel

2018-03-13

Computer-based testing (CBT) has made progress in health sciences education. In 2015, the authors led implementation of a CBT system (ExamSoft) at a dental school in the U.S. Guided by the Technology Acceptance Model (TAM), the purposes of this study were to (a) examine dental students' acceptance of ExamSoft; (b) understand factors impacting acceptance; and (c) evaluate the impact of ExamSoft on students' learning and exam performance. Survey and focus group data revealed that ExamSoft was well accepted by students as a testing tool and acknowledged by most for its potential to support learning. Regression analyses showed that perceived ease of use and perceived usefulness of ExamSoft significantly predicted student acceptance. Prior CBT experience and computer skills did not significantly predict acceptance of ExamSoft. Students reported that ExamSoft promoted learning in the first program year, primarily through timely and rich feedback on examination performance. t-Tests yielded mixed results on whether students performed better on computerized or paper examinations. The study contributes to the literature on CBT and the application of the TAM model in health sciences education. Findings also suggest ways in which health sciences institutions can implement CBT to maximize its potential as an assessment and learning tool.

Spelling Strategies: Take Stock of Students' Spelling Progress.

ERIC Educational Resources Information Center

Gentry, J. Richard

1998-01-01

Presents four informal assessments that elementary teachers can use to compare students' spelling progress to typical midyear benchmarks. The assessments, which target K-6 students, emphasize alphabet recognition, phonemic awareness, attitude and consciousness about spelling, and spelling growth through writing samples. The paper includes a…

Personal Commitment, Support and Progress in Doctoral Studies

ERIC Educational Resources Information Center

Martinsuo, Miia; Turkulainen, Virpi

2011-01-01

Earlier research on doctoral education has associated study progress with the student's own capabilities and faculty support. The purpose of this study is to investigate how students' personal commitment and various forms of support, as well as their complementary effects, explain progress in doctoral studies. Data were collected by a…

Experimental Research in Culturally Based Education: An Assessment of Feasibility. Final Paper

ERIC Educational Resources Information Center

Yap, Kim O.; Towner, John; Beaulieu, David; Kushman, Jim; Demmert, William; Tharp, Roland

2004-01-01

Executive Order 13096 seeks to improve the educational achievement and academic progress of American Indian and Alaska Native students. Section F of the Order requires the U.S. Department of Education to develop and implement a research agenda for that purpose. Among other things, the research agenda is to include an evaluation of the role of…

A Further Characterization of Empirical Research Related to Learning Outcome Achievement in Remote and Virtual Science Labs

ERIC Educational Resources Information Center

Brinson, James R.

2017-01-01

This paper further characterizes recently reviewed literature related to student learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) science labs, as well as factors to consider when evaluating the state and progress of research in this field as a whole. Current research is characterized according to…

Explaining Ideal Teacher Competences in the Islamic Republic of Iran--Based on the Revolutionary Documentations of Its Education and Pedagogical System

ERIC Educational Resources Information Center

Khorooshi, Pooran; Isfahany, Ahmad Reza Nasr; Mirshahjafari, Sayed Ebrahim; Mosapour, Nematollah

2016-01-01

The roles of teachers and schools are changing, and so are expectations about them. Teachers must educate in progressively multicultural classrooms, coordinate students with particular needs, utilize ICT for teaching viably, engage in evaluation and accountability processes, and involve parents in schools. In such, this study aimed to identify and…

Voluntary Interdistrict Coordinating Council for the Settlement Agreement, Second Report to the Federal District Court, Eastern District of Missouri.

ERIC Educational Resources Information Center

DeClue, James A.; Uchitelle, Susan

Progress made during 1984-85 in the implementation of a student transfer desegregation plan in St. Louis, Missouri, and surrounding counties, is described and evaluated in this report. Focus is on the activities of the two bodies which assumed responsibility for administering the plan, the Voluntary Interdistrict Coordinating Council (VICC) and…

National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress

ERIC Educational Resources Information Center

Cook, Gary; Linquanti, Robert; Chinen, Marjorie; Jung, Hyekyung

2012-01-01

The "Elementary and Secondary Education Act" ("ESEA"), as amended by the "No Child Left Behind Act of 2001" inaugurated important changes in assessment and accountability for English Learner (EL) students. Specifically, Title III of the law required states to develop or adopt English-language proficiency (ELP)…

Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes

ERIC Educational Resources Information Center

Klein-Collins, Rebecca

2010-01-01

Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom (or from non-college instructional programs), including…

Development and Evaluation of a Web 2.0-Based Ubiquitous Learning Platform for Schoolyard Plant Identification

ERIC Educational Resources Information Center

Hwang, Gwo-Haur; Chu, Hui-Chun; Chen, Beyin; Cheng, Zheng Shan

2014-01-01

The rapid progress of wireless communication, sensing, and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. It can be viewed as a new learning style which has been called context-aware ubiquitous learning. Most context-aware ubiquitous learning…

Reading Achievement across Three Language Groups: Growth Estimates for Overall Reading and Reading Subskills Obtained with the Early Childhood Longitudinal Survey

ERIC Educational Resources Information Center

Roberts, Greg; Mohammed, Sarojani S.; Vaughn, Sharon

2010-01-01

This study estimated normative reading trajectories for the population of English-proficient language minority students attending U.S. public elementary schools. Achievement of English-language learners (ELLs) was evaluated in terms of native English speakers' progress, and estimates were adjusted for the effects of socioeconomic status (SES). The…

Tiered Systems of Support: Lessons from MDRC Evaluations. Issue Focus

ERIC Educational Resources Information Center

Balu, Rekha; Malbin, Joshua

2017-01-01

Students learn or progress at their own paces. Each needs different amounts of support, at different points in a school career and at different times of the school year. Some need very little help to stay on track, while others are facing serious challenges in learning, in their behavior, or at home, and need significant interventions. It would…

Reading Performance in Post-Colonial Contexts and the Effect of Instruction in a Second Language. Policy Brief No. 14

ERIC Educational Resources Information Center

Howie, Sarah; Chamberlain, Megan

2017-01-01

The International Association for the Evaluation of Educational Achievement's (IEA's) Progress in International Reading Literacy Study (PIRLS) 2011 provided evidence which showed differences in the reading achievement of students who spoke the language of assessment at home and those who did not for many countries including a selection of the…

A Phenomenological Study on the Lived Experience of First and Second Year Teachers in Standards-Based Grading Districts

ERIC Educational Resources Information Center

Battistone, William A., Jr.

2017-01-01

Problem: There is an existing cycle of questionable grading practices at the K-12 level. As a result, districts continue to search for innovative methods of evaluating and reporting student progress. One result of this effort has been the adoption of a standards-based grading approach. Research concerning standards-based grading implementation has…

Influences on self-evaluation during a clinical skills programme for nurses.

PubMed

Yeo, J; Steven, A; Pearson, P; Price, C

2010-05-01

Education has moved from teacher to student-centred practices. Increasing emphasis is placed on 'life-long' learning in the context of a rapidly changing knowledge base. Self-evaluation is seen as one strategy to facilitate student-centred continuous professional development. The literature, however, suggests that learners' ability to self-assess is mixed, and little is known regarding how students perform self-assessment. This study focussed on senior nurses undertaking a scenario-based clinical skills course. Learners were asked to self-evaluate several times during the course. This research explored the influences on using the self-evaluation exercise. The study drew upon grounded theory methodology and was influenced by constructionist and postmodernist theories. Three methods of data collection were used: semi-structured interviews, observation of supervision sessions and recording of the numerical self-evaluation ratings. Multiple interviews with students (n = 14) and the educational supervisor (n = 1) were conducted. Thematic analysis and data collection were conducted iteratively. The study found that feeling confident and stating that confidence were not necessarily the same. Feeling confident was complex, influenced by changing perceptions of clinical skills and credibility. Changing frames of reference were used to judge feelings of confidence. Stating confidence appeared to be socially negotiated, influenced by social acceptability considerations such as modesty and the need to show progress over time. The discourses of empowerment and surveillance were influential and self-evaluation is discussed using Foucault's theory of governmentality, illustrating how learners can be both empowered and controlled through self-evaluation. Further consideration of the socially constructed nature of self-evaluations would benefit both educational practice and future research.

34 CFR 668.34 - Satisfactory progress.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Satisfactory progress. 668.34 Section 668.34 Education..., DEPARTMENT OF EDUCATION STUDENT ASSISTANCE GENERAL PROVISIONS Student Eligibility § 668.34 Satisfactory... requirements contained in § 668.32(f), the student must be making satisfactory under the provisions of...

The Achievement Progress of English Learner Students in Utah. REL 2016-155

ERIC Educational Resources Information Center

Haas, Eric; Huang, Min; Tran, Loan; Yu, Airong

2016-01-01

The purpose of this study was to examine the cumulative progress of English learner students in Utah in English language proficiency (ELP) and in academic content knowledge in both English language arts (ELA) and mathematics. This study identified students in grades kindergarten, 3, and 6 who were designated as English learner students in 2006/07…

California Update: Student Progress in State and Federally Funded Adult Education Programs during the 1997-98 Instructional Year.

ERIC Educational Resources Information Center

Comprehensive Adult Student Assessment System, San Diego, CA.

This document outlines student progress within each of California's Adult Education programs for the 1997-1998 academic year. During this time period, California's Adult Education programs served 1,435,341 learners. Among those enrolled, 161,364 students were served by Adult Basic Education (ABE) programs, and an additional 1,220,594 students were…

Examining the progression and consistency of thermal concepts: a cross-age study

NASA Astrophysics Data System (ADS)

Adadan, Emine; Yavuzkaya, Merve Nur

2018-03-01

This cross-sectional study examined how the progression and consistency of students' understanding of thermal concepts in everyday contexts changes across the grade levels. A total of 656 Turkish students from Grade 8 (age 13-14), Grade 10 (age 15-16), and the first year of college (age 19-20) participated in the study. The data were analysed using statistical procedures (descriptive and inferential). Findings indicated a substantial progression in the students' scientific understanding of thermal concepts across grade levels. In addition, the students' alternative conceptions about thermal concepts generally decreased in frequency across grade levels, but certain alternative conceptions were observed in every grade level to a similar extent. Even though the number of students who consistently used scientific ideas increased across grade levels, the number of students who consistently used non-scientific ideas decreased across grade levels. However, the number of students who used scientific and non-scientific ideas inconsistently generally increased as they progressed in the science curriculum. These findings can be associated with either fragmentation or alternative conceptions that result from the gradual enrichment processes students experience when they try to integrate scientific concepts into their conceptual frameworks.

Expanding Earth and Space Science through the Initiating New Science Partnerships In Rural Education (INSPIRE)

NASA Astrophysics Data System (ADS)

Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

2010-12-01

The INSPIRE program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on Earth and Space science education and has partnered ten graduate students from MSU with five teachers from local, rural school districts. For the next five years the project will serve to increase inquiry and technology experiences in science and math while enhancing graduate student’s communication skills. Graduate students, from the disciplines of Geosciences, Physics, and Engineering are partnered with Chemistry, Physical Science, Physics, Geometry and Middle school science classrooms and will create engaging inquiry activities that incorporate elements of their research, and integrate various forms of technology. The generated lesson plans that are implemented in the classroom are published on the INSPIRE home page (www.gk12.msstate.edu) so that other classroom instructors can utilize this free resource. Local 7th -12th grade students will attend GIS day later this fall at MSU to increase their understanding and interest in Earth and Space sciences. Selected graduate students and teachers will visit one of four international university partners located in Poland, Australia, England, or The Bahamas to engage research abroad. Upon return they will incorporate their global experiences into their local classrooms. Planning for the project included many factors important to the success of the partnerships. The need for the program was evident in Mississippi K-12 schools based on low performance on high stakes assessments and lack of curriculum in the Earth and Space sciences. Meeting with administrators to determine what needs they would like addressed by the project and recognizing the individual differences among the schools were integral components to tailoring project goals and to meet the unique needs of each school partner. Time for training and team building of INSPIRE teachers and graduate students before the school year aided in fostering a community atmosphere to ensure successful classroom experiences. Including stakeholders in the progress of lesson plan product development during a workshop luncheon was another key part to building a community of support for INSPIRE. These planning components are essential to the success of the project and are recommended to similar projects. The INSPIRE project external evaluation includes: (i) interviews of participants and K-12 students involved in INSPIRE, (ii) pre-post technology and teaching attitude surveys of graduate students and teachers, (iii) thematic analysis of daily feedback forms from the workshop, (iv) summary of end of workshop evaluations, and (v) constant surveying of program progress towards meeting its goals. Internal evaluation includes: (i) classroom observations of graduate student interactions with students (ii) bi-weekly journal entries from both teachers and graduate students, and (iii) weekly feedback from graduate students. Preliminary evaluation of the workshop daily feedback forms indicate a high level of approval for the technology and inquiry activities modeled. Journal entries indicate that the majority of Fellow-teacher teams experience positive interactions in the classroom.

Vocal training in an anthropometrical aspect.

PubMed

Wyganowska-Świątkowska, Marzena; Kowalkowska, Iwona; Flicińska-Pamfil, Grażyna; Dąbrowski, Mikołaj; Kopczyński, Przemysław; Wiskirska-Woźnica, Bożena

2017-12-01

As shown in our previous paper, the dimensions of the cerebral parts of the cranium and face of the vocal students were higher than those of the non-singing students. The aim of the present study was to analyse the type of voice and its development depending on selected dimensions. A total of 56 vocal students - 36 women and 20 men - who underwent anthropometric measurements were divided into groups according to their voice type. Two professors of singing made a subjective, independent evaluation of individual students' vocal development progress during the four years of training. The findings were analysed statistically with the current licensed versions of Statistica software. We found statistically significant positive correlation between: the head length, head and face width, depth of upper and middle face, nose length and student's voice development. The dimensions of the head and the face have no impact on type of voice; however, some anatomical characteristics may have impact on voice development.

A New Dyslexia Reading Method and Visual Correction Position Method.

PubMed

Manilla, George T; de Braga, Joe

2017-01-01

Pediatricians and educators may interact daily with several dyslexic patients or students. One dyslexic author accidently developed a personal, effective, corrective reading method. Its effectiveness was evaluated in 3 schools. One school utilized 8 demonstration special education students. Over 3 months, one student grew one third year, 3 grew 1 year, and 4 grew 2 years. In another school, 6 sixth-, seventh-, and eighth-grade classroom teachers followed 45 treated dyslexic students. They all excelled and progressed beyond their classroom peers in 4 months. Using cyclovergence upper gaze, dyslexic reading problems disappeared at one of the Positional Reading Arc positions of 30°, 60°, 90°, 120°, or 150° for 10 dyslexics. Positional Reading Arc on 112 students of the second through eighth grades showed words read per minute, reading errors, and comprehension improved. Dyslexia was visually corrected by use of a new reading method and Positional Reading Arc positions.

Supporting students undertaking the Specialist Practitioner Qualification in District Nursing.

PubMed

Ginger, Tracey; Ritchie, Georgina

2017-11-02

The ever-evolving role of the Specialist Practitioner Qualified District Nurse (SPQDN) presents an increasing number of challenges for Practice Teachers and mentors in preparing SPQDN students for the elevated level clinical and transformational leadership necessary to ensure high-quality patient care. The daily challenges of clinical practice within the community nursing setting in addition to undertaking educational interventions in the clinical arena demand that a structured approach to supervision and mentorship is crucial. Employing learning plans to assess individual students learning needs, prepare plans for educational developments and interventions and evaluate a student's progress can be a helpful tool in aiding the learning journey for both the SPQDN student and Practice Teacher or mentor. This article examines how and why a structured learning plan may be used in supporting learning and competency in achieving the necessary level of practice to meet the requirements of the SPQDN.

Bringing interdisciplinary and multicultural team building to health care education: the downstate team-building initiative.

PubMed

Hope, Joanie Mayer; Lugassy, Daniel; Meyer, Rina; Jeanty, Freida; Myers, Stephanie; Jones, Sadie; Bradley, Joann; Mitchell, Rena; Cramer, Eva

2005-01-01

To evaluate the impact of the Downstate Team-Building Initiative (DTBI), a model multicultural and interdisciplinary health care team-building program for health professions students. A total of 65 students representing seven health disciplines participated in DTBI's first three years (one cohort per year since implementation). During the 18-session curriculum, students self-evaluated their group's progress through Tuckman's four team-development stages (FORMING, STORMING, NORMING, PERFORMING) on an 11-point scale. Students completed matched pre- and postintervention program evaluations assessing five variables: interdisciplinary understanding, interdisciplinary attitudes, teamwork skills, multicultural skills, and team atmosphere. After participation, students completed narrative follow-up questionnaires investigating impact one and two years after program completion. Each year's team development curve followed a similar logarithmic trajectory. Cohort 1 remained in team development stage 3 (NORMING) while Cohorts 2 and 3 advanced into the final stage-PERFORMING. A total of 34 matched pre- and postintervention evaluations showed significant change in all major variables: Team atmosphere and group teamwork skills improved most (48% and 44%, respectively). Interdisciplinary understanding improved 42%. Individual multicultural skills (defined by ability to address racism, homophobia, and sexism) started at the highest baseline and improved the least (13%). Group multicultural skills improved 36%. Of 23 responses to the follow-up surveys, 22 (96%) stated DTBI was a meaningful educational experience applicable to their current clinical surroundings. DTBI successfully united students across health discipline, ethnicity, socioeconomic class, gender, and sexual orientation into functioning teams. The model represents an effective approach to teaching health care team building and demonstrates benefits in both preclinical and clinical years of training.

Computer-assisted learning in medicine. How to create a novel software for immunology.

PubMed

Colsman, Andreas; Sticherling, Michael; Stöpel, Claus; Emmrich, Frank

2006-06-01

Teaching medical issues is increasingly demanding due to the permanent progress in medical sciences. Simultaneously, software applications are rapidly advancing with regard to their availability and easy use. Here a novel teaching program is presented for immunology, which is one of the fastest expanding topics in medical sciences. The requirements of media didactics were transferred to this e-learning tool for German students. After implementation, medical students evaluated the software and the different learning approaches showed acceptance. Altogether this novel software compares favourably to other English e-learning tools available in the Internet.

Portfolio: a comprehensive method of assessment for postgraduates in oral and maxillofacial surgery.

PubMed

Kadagad, Poornima; Kotrashetti, S M

2013-03-01

Post graduate learning and assessment is an important responsibility of an academic oral and maxillofacial surgeon. The current method of assessment for post graduate training include formative evaluation in the form of seminars, case presentations, log books and infrequently conducted end of year theory exams. End of the course theory and practical examination is a summative evaluation which awards the degree to the student based on grades obtained. Oral and maxillofacial surgery is mainly a skill based specialty and deliberate practice enhances skill. But the traditional system of assessment of post graduates emphasizes their performance on the summative exam which fails to evaluate the integral picture of the student throughout the course. Emphasis on competency and holistic growth of the post graduate student during training in recent years has lead to research and evaluation of assessment methods to quantify students' progress during training. Portfolio method of assessment has been proposed as a potentially functional method for post graduate evaluation. It is defined as a collection of papers and other forms of evidence that learning has taken place. It allows the collation and integration of evidence on competence and performance from different sources to gain a comprehensive picture of everyday practice. The benefits of portfolio assessment in health professions education are twofold: it's potential to assess performance and its potential to assess outcomes, such as attitudes and professionalism that are difficult to assess using traditional instruments. This paper is an endeavor for the development of portfolio method of assessment for post graduate student in oral and maxillofacial surgery.

Teaching Multi-Level Classes: A Lesson from the Past.

ERIC Educational Resources Information Center

Book, Leon C.

The laboratory school for Southeast Missouri State University offers individualized French and Spanish second language instruction to secondary students by scheduling them together in one multilevel class. Students progress individually and in small groups through planned, self-paced, continuous progress programs. Each student is given a checklist…

The First Year: A Cultural Shift towards Improving Student Progress

ERIC Educational Resources Information Center

Jobe, Rebecca L.; Spencer, Martha; Hinkle, Jessica P.; Kaplan, Jonathan A.

2016-01-01

Student attrition has been a primary focus among higher education institutions for nearly 50 years, yet overall retention and graduation rates continue to be of significant concern. Despite increased attention, ongoing struggles of colleges and universities to effectively address potential barriers to student progress are well-documented. Part of…

Educational Expectations and Progress of Community College Students: Does Socialization Matter?

ERIC Educational Resources Information Center

Wang, Xueli

2016-01-01

Background: While literature is abundant on factors associated with community college student outcomes, limited attention has been paid to what shapes educational expectations after students enroll, and how these expectations are linked to educational progress. To address this gap, Weidman's (1989) undergraduate socialization theory is…

Clutch-Starting Stalled Research Students

ERIC Educational Resources Information Center

Ahern, Kathy; Manathunga, Catherine

2004-01-01

Many research students go through periods where their research seems to stall, their motivation drops, and they seem unable to make any progress. As supervisors, we attempt to remain alert to signs that our student's progress has stalled. Drawing on cognitive strategies, this article explores a problem-solving model supervisors can use to identify…

Sleep difficulties and academic performance in Norwegian higher education students.

PubMed

Hayley, Amie C; Sivertsen, Børge; Hysing, Mari; Vedaa, Øystein; Øverland, Simon

2017-12-01

Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal. To evaluate the associations between difficulties initiating and maintaining sleep (DIMS) and subjective and objective academic performance in a large sample of university students. A total of 12,915 students who participated in large student survey in Norway from 24 February 2014 to 27 March 2014. DIMS was assessed by the Hopkins Symptoms Checklist (HSCL-25), and academic outcomes included failed examinations, delayed study progress, and school-related self-efficacy (General Self-Efficacy Scale). Difficulties initiating and maintaining sleep was independently associated with increased odds for poor school performance for all academic outcomes. Reporting 'extreme' DIMS was associated with increased odds of reporting delayed study progress (adjusted odds ratio [OR] = 1.25, 95% CI 1.01-1.57, p < .05), increased odds for having failed several examinations (adjusted OR = 1.91, 95% CI 1.56-2.34, p < .001), and being in the lowest self-efficacy quartile (adjusted OR = 4.94, 95% CI: 4.04-6.03, p < .001). Self-reported sleep difficulties are associated with poorer objective markers of academic outcomes as well as poorer self-rated academic proficiency among higher education students. Amelioration of sleep difficulties may improve overall academic performance and health outcomes in affected students. © 2017 The British Psychological Society.

Academic status and progress of deaf and hard-of-hearing students in general education classrooms.

PubMed

Antia, Shirin D; Jones, Patricia B; Reed, Susanne; Kreimeyer, Kathryn H

2009-01-01

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

PubMed

Chiel, Hillel J; McManus, Jeffrey M; Shaw, Kendrick M

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

ACE

NASA Technical Reports Server (NTRS)

Lumia, R.

1999-01-01

This document describes the progress made during the fourth year of the Center for Autonomous Control Engineering (ACE). We currently support 30 graduate students, 52 undergraduate students, 9 faculty members, and 4 staff members. Progress will be divided into two categories. The first category explores progress for ACE in general. The second describes the results of each specific project supported within ACE.

Common Progress Monitoring Omissions: Planning and Practice. Progress Monitoring Brief #1

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

Learning Progressions, Vertical Scales, and Testable Hypotheses: Promising Intuitions and Points for Clarification

ERIC Educational Resources Information Center

Maul, Andrew

2015-01-01

Briggs and Peck [in "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"] call for greater care in the conceptualization of the target attributes of students, or "what it is that is growing from grade to grade." In particular, they argue that learning progressions can…

A Progression of Fraction Schemes Common to Chinese and U.S. Students

ERIC Educational Resources Information Center

Norton, Anderson; Wilkins, Jesse L. M.; Xu, Cong ze

2018-01-01

Through their work on the Fractions Project, Steffe and Olive (2010) identified a progression of fraction schemes that describes students' development toward more and more sophisticated ways of operating with fractions. Although several quantitative studies have affirmed this progression, the question has remained open as to whether it is specific…

Initial Progress Rates as Related to Performance in a Personalized System of Instruction

ERIC Educational Resources Information Center

Henneberry, John K.

1976-01-01

Discusses research which explored the hypothesis that students who are fast starters in a personalized system of instruction psychology course would perform better and maintain faster course progress rates than slow starters. Findings indicate that students' starting pace is predictive of course performance and subsequent progress rates.…

MAPP (Monitoring Academic Progress Policy): Providing Advising Direction Through the Use of a Degree Auditing System.

ERIC Educational Resources Information Center

Severy, Lawrence J.; Slinger, Peter J.

1996-01-01

Describes a computerized partial degree auditing system, MAPP (Monitoring Academic Progress Policy), developed at the University of Florida to monitor students' progress into appropriate majors and apply institutional policy concerning degrees. The system generates letters directing students to advisors when needed. Discusses advantages for…

The Effects of Instructor Differences Upon Student Progress in Naval Aviation Training. Medical Research Progress No. 4.

ERIC Educational Resources Information Center

Waag, Wayne L.; Shannon, Richard H.

The investigation attempted to determine: whether instructor differences could be measured quantitatively; if such differences affected the grades which they assigned; if such differences affected the student's progress through the flight training program. Using an unstructured rating form, it was found that reliable instructor differences could…

Common Progress Monitoring Omissions: Reporting Information to Parents. Progress Monitoring Brief #4

ERIC Educational Resources Information Center

National Center on Response to Intervention, 2013

2013-01-01

Progress monitoring, one of the essential components of Response to Intervention (RTI), is characterized by repeated measurement of academic performance that is conducted at least monthly. The process may be used to assess students' academic performance over time, to quantify student rates of improvement or responsiveness to instruction, and to…

A learning progression based teaching module on the causes of seasons

NASA Astrophysics Data System (ADS)

Galano, S.

2016-03-01

In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

Evaluating the Impact of Internships - Longitudinal Participant Tracking in the Soars Program

NASA Astrophysics Data System (ADS)

Haacker, R.; Sloan, V.

2014-12-01

While there is widespread agreement about the benefits of research internship experiences for students, long-term tracking of student progress beyond the summer experience is challenging. Coordinated tracking can effectively document program impact, inform programmatic improvement, and identifying gaps in the internship effort. Tracking can also strengthen diversity efforts and the retention of students from underrepresented groups. Continuous follow-up and guidance can only be provided to students if we know where they are, what they are doing and what they need in order to stay engaged in the field. The SOARS Program at the National Center for Atmospheric Research has supported undergraduate students for over 18 years to enter and succeed in graduate school. Over 85% of SOARS participants have transitioned to geoscience graduate programs or the STEM workforce. The SOARS mission is to broaden participation in the atmospheric and related sciences by engaging students from groups historically under-represented in science, including Black or African-American, American Indian or Alaska Native, Hispanic or Latino, female, first-generation college students, and students with disabilities. SOARS relies on proven intervention strategies such as multi-year research experiences, multifaceted mentoring, and a strong learning community. Fostering relationships developed during this time using a wider range of technologies and program longevity play important roles in tracking participants over time. This presentation will highlight significant program results and share the tracking and evaluation techniques utilized in SOARS.

Comparison of the effect of multiple intelligence pedagogy and traditional pedagogy on grade 5 students' achievement and attitudes towards science

NASA Astrophysics Data System (ADS)

Mussen, Kimberly S.

This quantitative research study evaluated the effectiveness of employing pedagogy based on the theory of multiple intelligences (MI). Currently, not all students are performing at the rate mandated by the government. When schools do not meet the required state standards, the school is labeled as not achieving adequate yearly progress (AYP), which may lead to the loss of funding. Any school not achieving AYP would be interested in this study. Due to low state standardized test scores in the district for science, student achievement and attitudes towards learning science were evaluated on a pretest, posttest, essay question, and one attitudinal survey. Statistical significance existed on one of the four research questions. Utilizing the Analysis of Covariance (ANCOVA) for data analysis, student attitudes towards learning science were statically significant in the MI (experimental) group. No statistical significance was found in student achievement on the posttest, delayed posttest, or the essay question test. Social change can result from this study because studying the effects of the multiple intelligence theory incorporated into classroom instruction can have significant effect on how children learn, allowing them to compete in a knowledge society.

Effects of Inclusion Classrooms on Academic Achievement of Students with Learning Disabilities and Students in General Education

ERIC Educational Resources Information Center

Ware, Sharon

2016-01-01

The purpose of this study was threefold: (a) to examine the academic progress of students in reading, who have a learning disability in reading, as they transfer from pull-out support services to inclusion services; and (b) to examine the academic progress of general education students in reading, as they transfer from a general education setting…

Creating a Progress-Monitoring System in Reading for Middle-School Students: Tracking Progress toward Meeting High-Stakes Standards

ERIC Educational Resources Information Center

Espin, Christine; Wallace, Teri; Lembke, Erica; Campbell, Heather; Long, Jeffrey D.

2010-01-01

In this study, we examined the reliability and validity of curriculum-based measures (CBM) in reading for indexing the performance of secondary-school students. Participants were 236 eighth-grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1-, 2-, and 3-minute reading aloud and 2-, 3-, and…

Information technology model for evaluating emergency medicine teaching

NASA Astrophysics Data System (ADS)

Vorbach, James; Ryan, James

1996-02-01

This paper describes work in progress to develop an Information Technology (IT) model and supporting information system for the evaluation of clinical teaching in the Emergency Medicine (EM) Department of North Shore University Hospital. In the academic hospital setting student physicians, i.e. residents, and faculty function daily in their dual roles as teachers and students respectively, and as health care providers. Databases exist that are used to evaluate both groups in either academic or clinical performance, but rarely has this information been integrated to analyze the relationship between academic performance and the ability to care for patients. The goal of the IT model is to improve the quality of teaching of EM physicians by enabling the development of integrable metrics for faculty and resident evaluation. The IT model will include (1) methods for tracking residents in order to develop experimental databases; (2) methods to integrate lecture evaluation, clinical performance, resident evaluation, and quality assurance databases; and (3) a patient flow system to monitor patient rooms and the waiting area in the Emergency Medicine Department, to record and display status of medical orders, and to collect data for analyses.

Bringing alcohol on campus to raise money: impact on student drinking and drinking problems.

PubMed

Voas, Robert B; Johnson, Mark; Turrisi, Robert J; Taylor, Dexter; Honts, Charles Robert; Nelsen, Lisa

2008-06-01

Universities are striving to raise funds, often attracting spectators by selling alcohol at campus events. This study evaluates the effect of a policy change on student drinking at a large western university that had historically banned alcohol on campus but transitioned to permitting the sale of alcohol in some of its facilities. Surveys of student drinking and perceptions of other students' drinking were conducted before, during and after the policy change at the transition university (TU) and compared to similar data from a control university (CU). Surveys of student drinking at on-campus and off-campus venues and observations of alcohol service practices were also conducted. The policy change at the TU was introduced cautiously, and sales to underage drinkers were relatively well controlled. Despite this, student drinking rose initially, then declined after 1 year. Perceptions of the amount of drinking by other students increased slightly, but there was no overall measurable increase in student drinking during the first 3 years of the new policy. The conservative TU policy-to sell alcohol only at select events and to control sales to minors-may have limited the impact of on-campus alcohol sales on student consumption. Although the study results did not find a stable increase in student drinking, they do not necessarily support the liberalization of campus alcohol policy, because the transition is still 'in progress' and the final outcome has not been evaluated.

Biosciences within the pre-registration (pre-requisite) curriculum: an integrative literature review of curriculum interventions 1990-2012.

PubMed

McVicar, Andrew; Andrew, Sharon; Kemble, Ross

2014-04-01

The learning of biosciences is well-documented to be problematic as students find the subjects amongst the most difficult and anxiety-provoking of their pre-registration programme. Studies suggest that learning consequently is not at the level anticipated by the profession. Curriculum innovations might improve the situation but the effectiveness of applied interventions has not been evaluated. To undertake an integrative review and narrative synthesis of curriculum interventions and evaluate their effect on the learning of biosciences by pre-registration student nurses. Review methods A systematic search of electronic databases CINAHL, Medline, British Nursing Index and Google Scholar for empirical research studies was designed to evaluate the introduction of a curriculum intervention related to the biosciences, published in 1990-2012. Studies were evaluated for design, receptivity of the intervention and impact on bioscience learning. The search generated fourteen papers that met inclusion criteria. Seven studies introduced on-line learning packages, five an active learning format into classroom teaching or practical sessions, and two applied Audience Response Technology as an exercise in self-testing and reflection. Almost all studies reported a high level of student satisfaction, though in some there were access/utilization issues for students using on-line learning. Self-reporting suggested positive experiences, but objective evaluation suggests that impacts on learning were variable and unconvincing even where an effect on course progress was identified. Adjunct on-line programmes also show promise for supporting basic science or language acquisition. Published studies of curriculum interventions, including on-line support, have focused too heavily on the perceived benefit to students rather than objective measures of impact on actual learning. Future studies should include rigorous assessment evaluations within their design if interventions are to be adopted to reduce the 'bioscience problem'. © 2013.

Portfolios: An Alternative Method of Student and Program Assessment

PubMed Central

Hannam, Susan E.

1995-01-01

The use of performance-based evaluation and alternative assessment techniques has become essential for curriculum programs seeking Commission of Accreditation of Allied Health Education Programs (CAAHEP) accreditation. In athletic training education, few assessment models exist to assess student performance over the entire course of their educational program. This article describes a model of assessment-a student athletic training portfolio of “best works.” The portfolio can serve as a method to assess student development and to assess program effectiveness. The goals of the program include purposes specific to the five NATA performance domains. In addition, four types of portfolio evidence are described: artifacts, attestations, productions, and reproductions. Quality assignments and projects completed by students as they progress through a six-semester program are identified relative to the type of evidence and the domain(s) they represent. The portfolio assists with student development, provides feedback for curriculum planning, allows for student/faculty collaboration and “coaching” of the student, and assists with job searching. This information will serve as a useful model for those athletic training programs looking for an alternative method of assessing student and program outcomes. PMID:16558359

Engineering education as a complex system

NASA Astrophysics Data System (ADS)

Gattie, David K.; Kellam, Nadia N.; Schramski, John R.; Walther, Joachim

2011-12-01

This paper presents a theoretical basis for cultivating engineering education as a complex system that will prepare students to think critically and make decisions with regard to poorly understood, ill-structured issues. Integral to this theoretical basis is a solution space construct developed and presented as a benchmark for evaluating problem-solving orientations that emerge within students' thinking as they progress through an engineering curriculum. It is proposed that the traditional engineering education model, while analytically rigorous, is characterised by properties that, although necessary, are insufficient for preparing students to address complex issues of the twenty-first century. A Synthesis and Design Studio model for engineering education is proposed, which maintains the necessary rigor of analysis within a uniquely complex yet sufficiently structured learning environment.

Introducing quality assurance and medical audit into the UCSF medical center curriculum.

PubMed

Barbaccia, J C

1976-05-01

The experience gained by a medical school faculty in developing and piloting a course for undergraduate medical students in medical care evaluation led to a similar effort for house staff. It is recognized that if the profession is to fulfill the demand by society for social accountability in the use of resources for health care, medical care assessment and quality assurance mechanisms must become an intimate part of the clinical experience of medical students and house officers. Teaching these subjects requires a theoretical framework; introduction of content and skills appropriate to the level of the student and continuation of progressively more advanced training throughout medical education; use of assessment and quality assurance techniques by clinician-teachers themselves to provide models for the student; and continued evolution of pedagogic approach and course content based on developments in the area.

Progress testing in the medical curriculum: students' approaches to learning and perceived stress.

PubMed

Chen, Yan; Henning, Marcus; Yielder, Jill; Jones, Rhys; Wearn, Andy; Weller, Jennifer

2015-09-11

Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students' approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students' PT scores. While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.

Two-Way Bilingual Education: A Progress Report on the Amigos Program. Research Report: 7.

ERIC Educational Resources Information Center

Cazabon, Mary; And Others

The progress report on the Amigos two-way bilingual education program in the Cambridge (Massachusetts) public schools describes: research on the achievement in mathematics, Spanish, and English of Amigos students and students in control/comparison groups; data gathered on students' and parents' attitudes toward bilingualism and biculturalism;…

Ku I Ke Ao: Hawaiian Cultural Identity and Student Progress at Kamehameha Elementary School

ERIC Educational Resources Information Center

Stender, Robert Holoua

2010-01-01

The relationship between Hawaiian cultural identity and student progress at Kamehameha Elementary School (KES) is the focal point of this study. As the student demographics continue to evolve at Kamehameha Schools, most recently with increasing numbers of children coming from orphan and indigent backgrounds, teachers want greater understanding of…

The Impact of Task Difficulty and Performance Scores on Student Engagement and Progression

ERIC Educational Resources Information Center

Lynch, Raymond; Patten, James Vincent; Hennessy, Jennifer

2013-01-01

Background: This article considers the impact of differential task difficulty on student engagement and progression within an Irish primary school context. Gaining and maintaining student engagement during learning tasks such as homework is a significant and understandable on-going challenge for teachers. The findings of this study hold the…

Finding the Right Mix: Teaching Methods as Predictors for Student Progress on Learning Objectives

ERIC Educational Resources Information Center

Glover, Jacob I.

2012-01-01

This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning…

Monitoring Progress of Students Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Rose, Susan

2007-01-01

Federal and state legislation has placed a renewed emphasis on accountability and academic outcomes among students who are deaf or hard of hearing. While much attention is given to norm-referenced standardized testing accommodations, there is a need for functional formative assessments for the purpose of monitoring students' academic progress.…

Advising and Progress in the Community College STEM Transfer Pathway

ERIC Educational Resources Information Center

Packard, Becky Wai-Ling; Jeffers, Kimberly C.

2013-01-01

Community college students enrolled in science and technology fields face many challenges as they pursue transfer pathways to earn a 4-year degree. Despite clear links to student persistence, advising interactions that facilitate or inhibit transfer progress are not clearly understood. In this study, 82 community college students pursuing science…

Training and Generalization Effects of a Reading Comprehension Learning Strategy on Computer and Paper-Pencil Assessments

ERIC Educational Resources Information Center

Worrell, Jamie; Duffy, Mary Lou; Brady, Michael P.; Dukes, Charles; Gonzalez-DeHass, Alyssa

2016-01-01

Many schools use computer-based testing to measure students' progress for end-of-the-year and statewide assessments. There is little research to support whether computer-based testing accurately reflects student progress, particularly among students with learning, performance, and generalization difficulties. This article summarizes an…

Building Capacity for Professional Development in Adolescent Reading: The National Writing Project's National Reading Initiative. Evaluation Summary Report 2003-2006

ERIC Educational Resources Information Center

Academy for Educational Development, 2007

2007-01-01

An area of particular concern in adolescent literacy is comprehension of informational text: many students can successfully decode words without actually being able to understand the texts they read. As they progress through school, they have to read increasingly complex texts but receive little if any explicit instruction to help them. Beyond the…

Understanding Metropolitan Living: Description and Evaluation of a Cooperative City--Suburban Program for Urban Students in the 1970s. Summer Progress Report.

ERIC Educational Resources Information Center

Hall, Betty; Levine, Daniel U.

Understanding Metropolitan Living (UML) was a cooperative summer school sponsored and conducted by a suburban school district in Johnson County, Kansas, and the central city school districts in Kansas City, Kansas, and Kansas City, Missouri. A six-week instructional program was conducted between June 8 and July 17, 1970, for 40 suburban students…

Evaluating Academic Achievement of African-American Male Students in Relationship to African-American Male Teachers in Guilford County, North Carolina Public Schools

ERIC Educational Resources Information Center

Daniels, Byron L.

2010-01-01

The home and the public school classroom have been key environments in the African American community and have been instrumental in developing identity and encouraging academic progress. Despite this, the dropout rates of African American males in secondary grades have increased, while academic achievement scores of African American males in the…

National Evaluation of Title III Implementation Supplemental Report: Exploring Approaches to Setting English Language Proficiency Performance Criteria and Monitoring English Learner Progress. Draft

ERIC Educational Resources Information Center

Cook, Gary; Linquanti, Robert; Chinen, Marjorie; Jung, Hyekyung

2012-01-01

The Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 inaugurated important changes in assessment and accountability for English Learner (EL) students. Specifically, Title III of the law required states to develop or adopt English-language proficiency (ELP) standards aligned with language demands of…

Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes. Executive Summary

ERIC Educational Resources Information Center

Council for Adult and Experiential Learning (NJ1), 2010

2010-01-01

Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom, including employment, military training/service, travel,…

Learning to Read: The Reading Performance of Hong Kong Primary Students Compared with that in Developed Countries Around the World in PIRLS 2001 and 2006

ERIC Educational Resources Information Center

Lam, Joseph W. I.; Cheung, Wai Ming; Lam, Raymond Y. H.

2009-01-01

Being literate is fundamental for learning most school subjects. The International Association for the Evaluation of Educational Achievement (IEA) conducts a regular cycle of studies of children's reading literacy and the factors associated with literacy acquisition in countries around the world. The Progress in International Reading Literacy…

Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education

ERIC Educational Resources Information Center

Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy

2018-01-01

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…

Empirical Validation of a Modern Genetics Progression Web for College Biology Students

ERIC Educational Resources Information Center

Todd, Amber; Romine, William L.

2017-01-01

Research in learning progressions (LPs) has been essential towards building understanding of how students' ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of "progression webs" to…

Excellence in the Classroom

ERIC Educational Resources Information Center

Governor's Business Council (Texas), 2006

2006-01-01

Texas has made good progress in education since the school reform movement began in earnest 15 years ago. State test scores are up for all groups of students in all grades in all subjects. On the National Assessment of Educational Progress, Texas is close to the top in student performance in math, and has finally begun to make real progress in…

A Method to Reveal Fine-Grained and Diverse Conceptual Progressions during Learning

ERIC Educational Resources Information Center

Lombard, François; Merminod, Marie; Widmer, Vincent; Schneider, Daniel K.

2018-01-01

Empirical data on learners' conceptual progression is required to design curricula and guide students. In this paper, we present the Reference Map Change Coding (RMCC) method for revealing students' progression at a fine-grained level. The method has been developed and tested through the analysis of successive versions of the productions of eight…

Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

NASA Astrophysics Data System (ADS)

Holmes, Mark H.

2006-10-01

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.

Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types.

PubMed

Williams, Julia; O'Connor, Mórna; Windle, Richard; Wharrad, Heather J

2015-12-01

Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this. A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n=46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n=265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n=6). Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education. This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Actual (Un)usefulness of the Bologna System in Medical Education.

PubMed

Masic, Izet; Begic, Edin

2016-04-01

Faculty of Medicine, University of Sarajevo has officially started working on 22.11.1944, and is the oldest faculty in the medical field in Bosnia and Herzegovina. At the same time there are two systems of organization of the teaching process, the old system and the Bologna system. To analyze the implementation of the Bologna system, and making an overview of its justification. Answers from questionnaires from total of 459 students were analyzed (197 who had studied under the old system and 262 who studied under the Bologna system), so total of four generations of the Bologna system. They filled out a questionnaire in which they evaluated the teaching process. Student's opinion about quality of medical education was measured by modified Lickert scale. Students of old system are older than students of the Bologna process, whose average age is increasing from generation to generation, given the growing number of students who repeat a year. All students of old system repeated an academic year once or several times (p <0.05). Analysis of average grades showed statistically significant difference (p <0.05), where students in the Bologna system had higher averages than students who were studying under the old system. The presence of large number of female students, in both systems is significant (p <0.05). Out of 33 questions about satisfaction of class, 15 were answered with better average grade from students of the Bologna system. A slight improvement in the Bologna system is in terms of the evaluation of the quality of the educational process (teachers, methods, effects). The only significant progress has been proven in terms of rating the degree of computerization of the educational process-general records on enrolled students (old system vs Bologna system-3,44 vs 3,63), record of attendance (3,47 vs 3,73), obtaining certificates (3,08 vs 3,84), method of registration of exam (2,98 vs 3,71), method of practical exam (3,06 vs 3,36) and theoretical methods of taking exam (3,01 vs 3,14). Average grades where no average grade, on any issue, does not reach grade 4 of Likert Scale, talks about real problems of education in medical field. In a relatively large sample (four generations of students) true benefit and progress of the Bologna system has not been proven, in comparison to the old system. Bologna system has eased the students in the administrative sense by introduction of computerization of faculties, but the old problems and old questions about the organization's process and delivery have not been eliminated.

A proposal for undergraduate students' inclusion in brain awareness week: promoting interest in curricular neuroscience components.

PubMed

Martins, Alexandre; Mello-Carpes, Pâmela Billig

2014-01-01

Brain Awareness Week (BAW) is a global campaign aimed at raising awareness of neuroscience and the progress and benefits of brain research. Our proposal was to include undergraduate physiology students in the organization and presentation of BAW activities. In this sense, we proposed the BAW as a neurophysiology teaching strategy. BAW 2013 occurred between March 11-17, and physiology students in the Nursing, Pharmacy and Physiotherapy programs of our university were involved in the organization of and participation in the activities. To evaluate student perceptions of their participation, a questionnaire was used to establish whether their involvement increased their interest in physiology/neuroscience. Our results indicated that this strategy was successful and increased the students' interest in neuroscience and physiology. In addition a survey of undergraduate and graduate students participating in BAW established their interest in the various activities available. The attention and reaction time workshop and the neuroanatomy workshop were the most popular of the eight activities available.

Enhanced teaching and student learning through a simulator-based course in chemical unit operations design

NASA Astrophysics Data System (ADS)

Ghasem, Nayef

2016-07-01

This paper illustrates a teaching technique used in computer applications in chemical engineering employed for designing various unit operation processes, where the students learn about unit operations by designing them. The aim of the course is not to teach design, but rather to teach the fundamentals and the function of unit operation processes through simulators. A case study presenting the teaching method was evaluated using student surveys and faculty assessments, which were designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively demonstrate that this method is an extremely efficient way of teaching a simulator-based course. In addition to that, this teaching method can easily be generalised and used in other courses. A student's final mark is determined by a combination of in-class assessments conducted based on cooperative and peer learning, progress tests and a final exam. Results revealed that peer learning can improve the overall quality of student learning and enhance student understanding.

EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates.

PubMed

Summers, Mindi M; Couch, Brian A; Knight, Jennifer K; Brownell, Sara E; Crowe, Alison J; Semsar, Katharine; Wright, Christian D; Smith, Michelle K

2018-06-01

A new assessment tool, Ecology and Evolution-Measuring Achievement and Progression in Science or EcoEvo-MAPS, measures student thinking in ecology and evolution during an undergraduate course of study. EcoEvo-MAPS targets foundational concepts in ecology and evolution and uses a novel approach that asks students to evaluate a series of predictions, conclusions, or interpretations as likely or unlikely to be true given a specific scenario. We collected evidence of validity and reliability for EcoEvo-MAPS through an iterative process of faculty review, student interviews, and analyses of assessment data from more than 3000 students at 34 associate's-, bachelor's-, master's-, and doctoral-granting institutions. The 63 likely/unlikely statements range in difficulty and target student understanding of key concepts aligned with the Vision and Change report. This assessment provides departments with a tool to measure student thinking at different time points in the curriculum and provides data that can be used to inform curricular and instructional modifications.

Assessment of the knowledge and attitudes regarding HIV/AIDS among pre-clinical medical students in Israel

PubMed Central

2014-01-01

Background Today’s medical students are the future physicians of people living with HIV/AIDS (PLWHA). It is therefore essential that medical students possess the appropriate knowledge and attitudes regarding PLWHA. This study aims to evaluate knowledge and attitudes of pre-clinical Israeli medical students and to assess whether their knowledge and attitudes change throughout their pre-clinical studies. Methods A cross-sectional study was conducted among all pre-clinical medical students from the four medical schools in Israel during the academic year of 2010/2011 (a total of 1,470 students). A self-administered questionnaire was distributed. The questionnaire sought student responses pertaining to knowledge of HIV transmission and non-transmission routes, basic knowledge of HIV/AIDS treatment and attitudes towards HIV/AIDS. Results The study’s response rate was 62.24 percent. Knowledge among pre-clinical medical students was generally high and showed a statistically significant improvement as students progressed through their pre-clinical studies. However, there were some misconceptions, mostly regarding HIV transmission via breastfeeding and knowledge of HIV prevention after exposure to the virus. Students’ attitudes were found to include stigmatizing notions. Furthermore, the majority of medical students correlated HIV with shame and fear. In addition, students’ attitudes toward HIV testing and providing confidential medical information were contradictory to health laws, protocols and guidelines. Overall, no positive changes in students’ attitudes were observed during the pre-clinical years of medical school. Conclusion The knowledge of pre-clinical medical students in Israel is generally high, although there are some knowledge inadequacies that require more emphasis in the curricula of the medical schools. Contrary to HIV-related knowledge, medical students’ attitudes are unaffected by their progression through medical school. Therefore, medical schools in Israel should modify their curricula to include teaching methods aimed at improving HIV-related attitudes and adherence to medical professionalism. PMID:24650351

Widening participation of Māori and Pasifika students in health careers: evaluation of two health science academies.

PubMed

Middleton, Lesley; Tanuvasa, Ausaga Faasalele; Pledger, Megan; Grace, Nicola; Smiler, Kirsten; Loto-Su'a, Tua Taueetia; Cumming, Jacqueline

2018-05-24

Objective The aim of the present study was to evaluate the short-term outcomes of two health science academies established by a district health board in South Auckland, New Zealand, to create a health workforce pipeline for local Māori and Pasifika students. Methods A mixed-methods approach was used, involving background discussions with key informants to generate an initial logic model of how the academies work, followed by secondary analysis of students' records relating to retention and academic achievement, a survey of senior academy students' interest in particular health careers and face-to-face interviews and focus groups with students, families and teachers. Results Academy students are collectively achieving better academic results than their contemporaries, although selection decisions are likely to contribute to these results. Academies are retaining students, with over 70% of students transitioning from Year 11 to Years 12 and 13. Senior students are expressing long-term ambitions to work in the health sector. Conclusions Health science academies show promise as an innovative approach to supporting Māori and Pasifika students prepare for a career in the health professions. Evaluating the long-term outcomes of the academies is required to determine their contribution to addressing inequities in the local health workforce. What is known about the topic? Despite progress in health workforce participation for underrepresented indigenous and ethnic minority groups in New Zealand, significant disparities persist. Within this context, a workforce development pipeline that targets preparation of secondary school students is recommended to address identified barriers in the pursuit of health careers. What does this paper add? We provide an evaluation of an innovative district health board initiative supporting high school students that is designed to ensure their future workforce is responsive to the needs of the local community. What are the implications for practitioners? The findings have implications for decision makers in health workforce planning regarding the benefits of investing at an early stage of the workforce development pipeline in order to build an equitable and diverse health professions workforce.

Evaluating the Quality of Education at Dentistry School of Tehran University of Medical Sciences

PubMed Central

Farzianpour, Fereshteh; Monzavi, Abbas; Yassini, Esmaeil

2011-01-01

Background: Educational evaluation is a process which deals with data collection and assessment of academic activities’ progress. In this research, educational evaluation of Dentistry School of Tehran University of Medical Sciences, which trains students in undergraduate and residency courses, was studied. Methods: This descriptive study was done with a model of educational evaluation in ten steps and 13 fields including purposes and mission objectives, management and organization, academic board members, students, human resources and support, educational, research, health and treatment spaces, educational, diagnostic, research and laboratory tools, educational, research, health and treatment programs and courses, process of teaching and learning, evaluation and assessment, alumni, and patients satisfaction. Data were collected using observation, interviews, questionnaires, and checklists. Results: Results of the study were mainly qualitative and in some cases quantitative, based on defined optimal situation. The total mean of qualitative results of educational evaluation of dentistry school in all 13 fields was 55.98% which is relatively desirable. In the case of quantitative ones, results of some fields such as treatment quality of patients and education and learning of the students were relatively desirable (61.32% and 60.16% respectively). Conclusion: According to the results, educational goals and missions, educational and research facilities and spaces which were identified as the weakest areas need to be considered and paid more serious attention. PMID:22013466

A Longitudinal Study of Junior High School Students' Conceptions of the Structure of Materials

ERIC Educational Resources Information Center

Margel, Hannah; Eylon, Bat-Sheva; Scherz, Zahava

2008-01-01

This longitudinal study investigated the progression in junior high school (JHS) students' conceptions of the structure of matter while studying a new instructional approach dealing with "Materials." In particular, we studied the progression of students' learning along two dimensions: (a) the conceptual model; and (b) the context of application.…

The Relationship between Types of Paragraphs and Topic Progression Used in Paragraphs Written by Iranian EFL Students

ERIC Educational Resources Information Center

Ghabanchi, Zargham; Alavi, Sahar Zahed

2011-01-01

Using Lautmatti's (1978) framework, this study examines the types of topic progression techniques used in 120 paragraphs written by 40 Iranian undergraduate students. Each student was asked to write three types of paragraphs; namely, those of comparison and contrast, cause-effect, and chronology. The present study investigates the relationship…

Add+VantageMR® Assessments: A Case Study of Teacher and Student Gains

ERIC Educational Resources Information Center

Briand, Cathy

2013-01-01

This case study analyzes the effect of the Add+VantageMRRTM (AVMR) program on a teacher's pedagogy and on her students' progress in mathematics. AVMR, a professional development program in early mathematics, trains teachers to assess their students' progress and apply those insights to their teaching pedagogy. The AVMR assessment uses a…

Progression in High School Students' (Aged 16-18) Conceptualizations about Chemical Reactions in Solution.

ERIC Educational Resources Information Center

Boo, Hong-Kwen; Watson, J. R.

2001-01-01

Explores the development over time of students' understandings of the concept of chemical reaction in the context of two familiar reactions in solution. Based on interviews (n=48), results show that students made some progress in their understanding of the concept of chemical reaction but some fundamental misconceptions remained. (Author/MM)

Student Perceptions of the Progress Test in Two Settings and the Implications for Test Deployment

ERIC Educational Resources Information Center

Wade, Louise; Harrison, Chris; Hollands, James; Mattick, Karen; Ricketts, Chris; Wass, Val

2012-01-01

Background: The Progress Test (PT) was developed to assess student learning within integrated curricula. Whilst it is effective in promoting and rewarding deep approaches to learning in some settings, we hypothesised that implementation of the curriculum (design and assessment) may impact on students' preparation for the PT and their learning.…

A Visualization System for Predicting Learning Activities Using State Transition Graphs

ERIC Educational Resources Information Center

Okubo, Fumiya; Shimada, Atsushi; Taniguchi, Yuta

2017-01-01

In this paper, we present a system for visualizing learning logs of a course in progress together with predictions of learning activities of the following week and the final grades of students by state transition graphs. Data are collected from 236 students attending the course in progress and from 209 students attending the past course for…

An Examination of 40 Years of Mathematics Education among Norwegian Braille-Reading Students

ERIC Educational Resources Information Center

Klingenberg, Oliv G.; Fosse, Per; Augestad, Liv Berit

2012-01-01

Introduction: The study presented here estimated the occurrence of braille-reading students in Norway who were educated according to their grade-level progression in mathematics from 1967 to 2007. It also analyzed the association among these students' progression in mathematics and the causes of visual impairment, the age at which the diagnosis…

Fundamental Research in Engineering Education. Identifying and Repairing Student Misconceptions in Thermal and Transport Science: Concept Inventories and Schema Training Studies

ERIC Educational Resources Information Center

Miller, Ronald L.; Streveler, Ruth A.; Yang, Dazhi; Roman, Aidsa I. Santiago

2011-01-01

This paper summarizes progress on two related lines of chemical engineering education research: 1) identifying persistent student misconceptions in thermal and transport science (fluid mechanics, heat transfer, and thermodynamics); and, 2) developing a method to help students repair these misconceptions. Progress on developing the Thermal and…

"They're Too Focused on Being Progressive to Actually Be Progressive": Understanding the Lived Experience of Progressivism at a Liberal Arts College

ERIC Educational Resources Information Center

Lane, Amy; Fraser, Abigail; Eathorne, Jamie; Lawrence, Roxann; Meyer, Kylie; Morton, Brittany; Sullivan, Sarah

2015-01-01

This article investigates to what extent students' experiences at a small liberal arts college reflect the institutional commitment to progressive thinking and practice. Through in-depth interviews across two studies carried out in 2012 and 2014, the authors found students reported that they felt institutional-level multicultural programming can…

Some Thoughts on "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"

ERIC Educational Resources Information Center

Kingston, Neal M.; Broaddus, Angela; Lao, Hongling

2015-01-01

Briggs and Peck (2015) have written a thought-provoking article on the use of learning progressions in the design of vertical scales that support inferences about student growth. Organized learning models, including learning trajectories, learning progressions, and learning maps have been the subject of research for many years, but more recently…

Making Progress: The Use of Multiple Progress Reports to Enhance Advertising Students' Media Plan Term Projects

ERIC Educational Resources Information Center

Kritz, Gary H.; Lozada, Hector R.; Long, Mary M.

2007-01-01

Since the AACSB mandates that students demonstrate effective oral and written communication skills, it is imperative that business professors do what is necessary to improve such skills. The authors investigate whether the use of using multiple progress reports in an Advertising class project improves the final product. The data results show that…

Reading Achievement of U.S. Fourth-Grade Students in an International Context: First Look at the Progress in International Reading Literacy Study (PIRLS) 2016 and ePIRLS 2016. NCES 2018-017

ERIC Educational Resources Information Center

Warner-Griffin, Catharine; Liu, Huili; Tadler, Chrystine; Herget, Debbie; Dalton, Ben

2017-01-01

The Progress in International Reading Literacy Study (PIRLS) is an international assessment of student performance in reading literacy at the fourth grade. PIRLS measures students in the fourth year of formal schooling because this is typically when students' learning transitions from a focus on "learning to read" to a focus on…

A protocol for evaluating progressive levels of simulation fidelity in the development of technical skills, integrated performance and woman centred clinical assessment skills in undergraduate midwifery students

PubMed Central

2013-01-01

Background Simulation as a pedagogical approach has been used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice. However, evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity are lacking. Woman centred care is a core premise of the midwifery profession and describes the behaviours of an individual midwife who demonstrates safe and effective care of the individual woman. Woman centred care occurs when the midwife modifies the care to ensure the needs of each individual woman are respected and addressed. However, a review of the literature demonstrates an absence of a valid and reliable tool to measure the development of woman centred care behaviours. This study aims to determine which level of fidelity in simulated learning experiences provides the most effective learning outcomes in the development of woman centred clinical assessment behaviors and skills in student midwives. Methods/Design Three-arm, randomised, intervention trial. In this research we plan to: a) trial three levels of simulation fidelity - low, medium and progressive, on student midwives performing the procedure of vaginal examination; b) measure clinical assessment skills using the Global Rating Scale (GRS) and Integrated Procedural Performance Instrument (IPPI); and c) pilot the newly developed Woman Centred Care Scale (WCCS) to measure clinical behaviors related to Woman-Centredness. Discussion This project aims to enhance knowledge in relation to the appropriate levels of fidelity in simulation that yield the best educational outcomes for the development of woman centred clinical assessment in student midwives. The outcomes of this project may contribute to improved woman centred clinical assessment for student midwives, and more broadly influence decision making regarding education resource allocation for maternity simulation. PMID:23706037

Assessing the Effectiveness of Inquiry-based Learning Techniques Implemented in Large Classroom Settings

NASA Astrophysics Data System (ADS)

Steer, D. N.; McConnell, D. A.; Owens, K.

2001-12-01

Geoscience and education faculty at The University of Akron jointly developed a series of inquiry-based learning modules aimed at both non-major and major student populations enrolled in introductory geology courses. These courses typically serve 2500 students per year in four to six classes of 40-160 students each per section. Twelve modules were developed that contained common topics and assessments appropriate to Earth Science, Environmental Geology and Physical Geology classes. All modules were designed to meet four primary learning objectives agreed upon by Department of Geology faculty. These major objectives include: 1) Improvement of student understanding of the scientific method; 2) Incorporation of problem solving strategies involving analysis, synthesis, and interpretation; 3) Development of the ability to distinguish between inferences, data and observations; and 4) Obtaining an understanding of basic processes that operate on Earth. Additional objectives that may be addressed by selected modules include: 1) The societal relevance of science; 2) Use and interpretation of quantitative data to better understand the Earth; 3) Development of the students' ability to communicate scientific results; 4) Distinguishing differences between science, religion and pseudo-science; 5) Evaluation of scientific information found in the mass media; and 6) Building interpersonal relationships through in-class group work. Student pre- and post-instruction progress was evaluated by administering a test of logical thinking, an attitude toward science survey, and formative evaluations. Scores from the logical thinking instrument were used to form balanced four-person working groups based on the students' incoming cognitive level. Groups were required to complete a series of activities and/or exercises that targeted different cognitive domains based upon Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis and evaluation of information). Daily assessments of knowledge-level learning included evaluations of student responses to pre- and post-instruction conceptual test questions, short group exercises and content-oriented exam questions. Higher level thinking skills were assessed when students completed exercises that required the completion of Venn diagrams, concept maps and/or evaluation rubrics both during class periods and on exams. Initial results indicate that these techniques improved student attendance significantly and improved overall retention in the course by 8-14% over traditional lecture formats. Student scores on multiple choice exam questions were slightly higher (1-3%) for students taught in the active learning environment and short answer questions showed larger gains (7%) over students' scores in a more traditional class structure.

Evaluation of a Two-Phase Implementation of a Tier-2 (Small Group) Reading Intervention for Young Low-Progress Readers

ERIC Educational Resources Information Center

Buckingham, Jennifer; Wheldall, Kevin; Beaman-Wheldall, Robyn

2014-01-01

In a response to intervention (RtI) model, reading is taught in increasingly intensive tiers of instruction. The aim of the study was to examine the efficacy of a Tier-2 (small group) literacy intervention for young struggling readers. This article focuses on the second phase of a randomised control trial involving 14 students in kindergarten as…

Constructing objective tests

NASA Astrophysics Data System (ADS)

Aubrecht, Gordon J.; Aubrecht, Judith D.

1983-07-01

True-false or multiple-choice tests can be useful instruments for evaluating student progress. We examine strategies for planning objective tests which serve to test the material covered in science (physics) courses. We also examine strategies for writing questions for tests within a test blueprint. The statistical basis for judging the quality of test items are discussed. Reliability, difficulty, and discrimination indices are defined and examples presented. Our recommendation are rather easily put into practice.

Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model

ERIC Educational Resources Information Center

Benitez, Debra T.; Lattimore, Jennifer; Wehmeyer, Michael L.

2005-01-01

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their…

Relationship between Adherence to Individual Goals within the 5-2-1-0 Guidelines for Obesity Prevention and Number of PACER Laps in Adolescents

ERIC Educational Resources Information Center

Cho, Kibum; Jones, Emily; Lilly, Christa; Bulger, Sean; Braga, Luciana; Elliott, Eloise

2017-01-01

Background: The purpose of this study was to evaluate the relationship between adolescents' adherence to the 5-2-1-0 goals and the number of completed Progressive Cardiovascular Endurance Run (PACER) laps. Methods: Participants included 1792 students aged 10 to 16 years who were randomly selected across 9 data collection periods between 2012 and…

Narrative thematic analysis of baccalaureate nursing students' reflections: critical thinking in the clinical education context.

PubMed

Naber, Jessica L; Hall, Joanne; Schadler, Craig Matthew

2014-09-01

This study sought to identify characteristics of clinically situated critical thinking in nursing students' reflections, originally part of a study guided by Richard Paul's model of critical thinking. Nurses are expected to apply critical thinking in all practice situations to improve health outcomes, including patient safety and satisfaction. In a previous study, Paul's model of critical thinking was used to develop questions for reflective writing assignments. Within that study, 30 nursing students completed six open-ended narratives of nurse-patient clinical encounters during an 8-week period. Improvements were seen in critical thinking scores after the intervention. This article reports the qualitative analysis of the content of six open-ended narratives. Six overarching themes were identified and combined into a tentative conceptual model. Faculty's understanding of the characteristics of critical thinking in the context of clinical education will help them to teach and evaluate students' progress and competencies for future practice.

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

NASA Astrophysics Data System (ADS)

Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-08-01

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled `Cognitive Apprenticeship Web-based Argumentation' (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students' progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students' use of argumentation in the topics of daily life and the concept of `vision.' When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students' argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

PubMed Central

McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

Learning outcomes as a tool to assess progression.

PubMed

Harden, Ronald M

2007-09-01

In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes-the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included-increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.

American Sign Language/English bilingual model: a longitudinal study of academic growth.

PubMed

Lange, Cheryl M; Lane-Outlaw, Susan; Lange, William E; Sherwood, Dyan L

2013-10-01

This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.

Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

ERIC Educational Resources Information Center

Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.

2018-01-01

This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students,…

Determinants of Timely Completion: The Impact of Bachelor's Degree Programme Characteristics and Student Motivation on Study Progress

ERIC Educational Resources Information Center

Suhre, Cor J. M.; Jansen, Ellen P. W. A.; Torenbeek, M.

2013-01-01

Timely completion of university degree programmes is a topic of growing concern to higher education institutions and their students. This paper reports on a study about the impact of degree programme characteristics and student motivation on study progress. The setting for the study is a Dutch law school. Data on degree programme characteristics,…

Foundations of Formative Assessment: Introducing a Learning Progression to Guide Preservice Physics Teachers' Video-Based Interpretation of Student Thinking

ERIC Educational Resources Information Center

von Aufschnaiter, Claudia; Alonzo, Alicia C.

2018-01-01

Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students' thinking; however, research is needed to investigate whether and how an LP can be used to support…

The Effect of Instructing Cognitive and Metacognitive Strategies on the Academic Progress of Ilam Medical University Students

ERIC Educational Resources Information Center

Abdolhosseini, Amir; Keikhavani, Sattar; Hasel, Kourosh Mohammadi

2011-01-01

This study reviewed the effect of instructing cognitive and metacognitive strategies on the academic progress of Medical Sciences of Ilam University students. The research is quasi-experimental including a pre-test and a post-test. The population of the research includes the students of Medical Sciences of Ilam University. The sample includes 120…

Analyzing Students' Learning Progressions throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

ERIC Educational Resources Information Center

Hernández, María Isabel; Couso, Digna; Pintó, Roser

2015-01-01

The study we have carried out aims to characterize 15-to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual…

Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators

ERIC Educational Resources Information Center

Forster, Natalie; Souvignier, Elmar

2011-01-01

The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To…

Factors related to progression and graduation rates for RN-to-bachelor of science in nursing programs: searching for realistic benchmarks.

PubMed

Robertson, Sue; Canary, Cheryl Westlake; Orr, Marsha; Herberg, Paula; Rutledge, Dana N

2010-03-01

Measurement and analysis of progression and graduation rates is a well-established activity in schools of nursing. Such rates are indices of program effectiveness and student success. The Commission on Collegiate Nursing Education (2008), in its recently revised Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs, specifically dictated that graduation rates (including discussion of entry points, timeframes) be calculated for each degree program. This context affects what is considered timely progression to graduation. If progression and graduation rates are critical outcomes, then schools must fully understand their measurement as well as interpretation of results. Because no national benchmarks for nursing student progression/graduation rates exist, schools try to set expectations that are realistic yet academically sound. RN-to-bachelor of science in nursing (BSN) students are a unique cohort of baccalaureate learners who need to be understood within their own learning context. The purposes of this study were to explore issues and processes of measuring progression and graduation rates in an RN-to-BSN population and to identify factors that facilitate/hinder their successful progression to work toward establishing benchmarks for success. Using data collected from 14 California schools of nursing with RN-to-BSN programs, RN-to-BSN students were identified as generally older, married, and going to school part-time while working and juggling family responsibilities. The study found much program variation in definition of terms and measures used to report progression and graduation rates. A literature review supported the use of terms such as attrition, retention, persistence, graduation, completion, and success rates, in an overlapping and sometimes synonymous fashion. Conceptual clarity and standardization of measurements are needed to allow comparisons and setting of realistic benchmarks. One of the most important factors identified in this study is the potentially prolonged RN-to-BSN timeline to graduation. This underlines the need to look beyond standardized educational norms for graduation rates and consider the realities of "persistence" by which these students are successful in completing their studies. It also raises the question of whether student success and program success/effectiveness are two separate measures or two separate events on one progression timeline. While clarifying our thinking about success in this population of students, the study raised many questions that warrant further research and debate.

The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Kindergarten. Technical Report # 0921

ERIC Educational Resources Information Center

Alonzo, Julie; Tindal, Gerald

2009-01-01

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…

Progressive Transitions from Algorithmic to Conceptual Understanding in Student Ability To Solve Chemistry Problems: A Lakatosian Interpretation.

ERIC Educational Resources Information Center

Niaz, Mansoor

The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what Lakatos (1970) in the history of science refers to as progressive 'problemshifts' that increase the explanatory' heuristic power of the models.…

Effect of a coteaching handwriting program for first graders: one-group pretest-posttest design.

PubMed

Case-Smith, Jane; Holland, Terri; Lane, Alison; White, Susan

2012-01-01

We examined the effects of a cotaught handwriting and writing program on first-grade students grouped by low, average, and high baseline legibility. The program's aim was to increase legibility, handwriting speed, writing fluency, and written expression in students with diverse learning needs. Thirty-six first-grade students in two classrooms participated in a 12-wk handwriting and writing program cotaught by teachers and an occupational therapist. Students were assessed at pretest, posttest, and 6-mo follow-up using the Evaluation Tool of Children's Handwriting-Manuscript (ETCH-M) and the Woodcock-Johnson Writing Fluency and Writing Samples tests. Students made large gains in ETCH-M legibility (η² = .74), speed (η²s = .52-.65), Writing Fluency (η² = .58), and Writing Samples (η² = .59). Students with initially low legibility improved most in legibility; progress on the other tests was similar across low-, average-, and high-performing groups. This program appeared to benefit first-grade students with diverse learning needs and to increase handwriting legibility and speed and writing fluency. Copyright © 2012 by the American Occupational Therapy Association, Inc.

High school chemistry students' learning of the elements, structure, and periodicity of the periodic table: Contributions of inquiry-based activities and exemplary graphics

NASA Astrophysics Data System (ADS)

Roddy, Knight Phares, Jr.

The main research question of this study was: How do selected high school chemistry students' understandings of the elements, structure, and periodicity of the Periodic Table change as they participate in a unit study consisting of inquiry-based activities emphasizing construction of innovative science graphics? The research question was answered using a multiple case study/mixed model design which employed elements of both qualitative and quantitative methodologies during data collection and analyses. The unit study was conducted over a six-week period with 11th -grade students enrolled in a chemistry class. A purposive sample of six students from the class was selected to participate in interviews and concept map coconstruction (Wandersee & Abrams, 1993) periodically across the study. The progress of the selected students of the case study was compared to the progress of the class as a whole. The students of the case study were also compared to a group of high school chemistry students at a comparative school. The results show that the students from both schools left traditional instruction on the periodic table (lecture and textbook activities) with a very limited understanding of the topic. It also revealed that the inquiry-based, visual approach of the unit study helped students make significant conceptual progress in their understanding of the periodic table. The pictorial periodic table (which features photographs of the elements), used in conjunction with the graphic technique of data mapping, enhanced students understanding of the patterns of the physical properties of the elements on the periodic table. The graphic technique of compound mapping helped students learn reactivity patterns between types and groups of elements on the periodic table. The recreation of the periodic table with element cards created from the pictorial periodic table helped students progress in their understanding of periodicity and its key concepts. The Periodic Table Literacy Rubric (PTLR) proved to be a valuable tool for assessing students' conceptual progress, and helped to identify a critical juncture in the learning of periodicity. In addition, the PTLR rubric's historical-conceptual design demonstrates how the history of science can be used to inform today's science teaching.

Cooling Out Undergraduates with Health Impairments: The Freshman Experience

PubMed Central

Carroll, Jamie M.; Muller, Chandra; Pattison, Evangeleen

2016-01-01

Students with health impairments represent a growing sector of the college population, but health based disparities in bachelor’s degree completion persist. The classes students pass and the grades they receive during the first year of college provide signals of degree progress and academic fit that shape educational expectations, potentially subjecting students to a cooling out process (Clark 1960). Using the Beginning Postsecondary Students Longitudinal Study (BPS 04/09), we compare signals of degree progress and academic fit and changes in educational expectations between students with and without health impairments during the first year of college. We find that net of academic preparation, type of institution, enrollment intensity and first year experiences, students with mental impairments are more likely to lower their educational expectations after the first year of college, due partially to negative signals of academic fit. We find limited evidence that gaps in learning are related to the use of academic accommodations for students with health impairments. Our results suggest that students with mental impairments are disadvantaged in reaching first year benchmarks of degree progress and academic fit and are disproportionately cooled out. PMID:27818527

Using tablet technology and instructional videos to enhance preclinical dental laboratory learning.

PubMed

Gadbury-Amyot, Cynthia C; Purk, John H; Williams, Brian Joseph; Van Ness, Christopher J

2014-02-01

The purpose of this pilot study was to examine if tablet technology with accompanying instructional videos enhanced the teaching and learning outcomes in a preclinical dental laboratory setting. Two procedures deemed most challenging in Operative Dentistry II were chosen for the development of instructional videos. A random sample of thirty students was chosen to participate in the pilot. Comparison of faculty evaluations of the procedures between the experimental (tablet) and control (no tablet) groups resulted in no significant differences; however, there was a trend toward fewer failures in the experimental group. Examination of the ability to accurately self-assess was compared by exploring correlations between faculty and student evaluations. While correlations were stronger in the experimental group, the control group had significant correlations for all three procedures, while the experimental group had significant correlations on only two of the procedures. Students strongly perceived that the tablets and videos helped them perform better and more accurately self-assess their work products. Students did not support requiring that they purchase/obtain a specific brand of technology. As a result of this pilot study, further development of ideal and non-ideal videos are in progress, and the school will be implementing a "Bring Your Own Device" policy with incoming students.

The influence of personal qualities on performance and progression in a pre-registration nursing programme.

PubMed

Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2014-05-01

Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In nursing there has been limited investigation of the relationship between personal qualities and performance. Yet, reports of student incivility and a lack of compassion have prompted appeals to integrate the assessment of personal qualities into pre-registration nursing student selection. Before this can be done research is needed to explore the influence of students' personal qualities on programme performance and progression. This study explores the relationships between students' personal qualities and their academic and clinical performance, behaviours and progression through a pre-registration nursing programme in Australia. This longitudinal descriptive correlational study was undertaken with a sample of Australian pre-registration nursing students (n=138). Students' personal qualities were assessed using three personal qualities assessment (PQA) instruments. Outcome measures included grades in nursing theory and clinical courses, yearly grade point average, final clinical competency, progression (completion), class attendance and levels of life event stress. Significant correlations were found between academic performance and PQA scores for self-control, resilience and traits of aloofness, confidence and involvement. Final clinical competence was predicted by confidence and self-control scores. Students with higher empathy had higher levels of life event stress in their first year and class attendance had a positive correlation with self-control. Completing the programme in three years was weakly predicted by the measure of resilience. No difference was noted between extreme or non-extreme scorers on the PQA scales with respect to performance or progression. This sample of students' personal qualities was found to influence their academic and clinical performance and their ability to complete a pre-registration programme in three years. However, further research is required with larger cohorts to confirm the use of personal qualities assessment during selection. © 2013.

Simulation as a learning strategy: supporting undergraduate nursing students with disabilities.

PubMed

Azzopardi, Toni; Johnson, Amanda; Phillips, Kirrilee; Dickson, Cathy; Hengstberger-Sims, Cecily; Goldsmith, Mary; Allan, Trevor

2014-02-01

To promote simulation as a learning strategy to support undergraduate nursing students with disabilities. Supporting undergraduate nursing students with disabilities has gained further momentum because of amendments to the Disability Discrimination Act in 2009. Providers of higher education must now ensure proactive steps to prevent discrimination against students with a disability are implemented to assist in course progression. Simulation allows for the impact of a student's disability to be assessed and informs the determination of reasonable adjustments to be implemented. Further suitable adjustments can then be determined in a safe environment and evaluated prior to scheduled placement. Auditing in this manner, offers a risk management strategy for all while maintaining the academic integrity of the program. Discursive. Low, medium and high fidelity simulation activities critically analysed and their application to support undergraduate nursing students with disabilities assessed. With advancing technology and new pedagogical approaches simulation as a learning strategy can play a significant role. In this role, simulation supports undergraduate nursing students with disabilities to meet course requirements, while offering higher education providers an important risk management strategy. The discussion recommends simulation is used to inform the determination of reasonable adjustments for undergraduate nursing students with disabilities as an effective, contemporary curriculum practice. Adoption of simulation, in this way, will meet three imperatives: comply with current legislative requirements, embrace advances in learning technologies and embed one of the six principles of inclusive curriculum. Achieving these imperatives is likely to increase accessibility for all students and offer students with a disability a supportive learning experience. Provides capacity to systematically assess, monitor, evaluate and support students with a disability. The students' reasonable adjustments can be determined prior to attending clinical practice to minimise risks and ensure the safety of all. © 2013 Blackwell Publishing Ltd.

Driving change in rural workforce planning: the medical schools outcomes database.

PubMed

Gerber, Jonathan P; Landau, Louis I

2010-01-01

The Medical Schools Outcomes Database (MSOD) is an ongoing longitudinal tracking project ofmedical students from all medical schools in Australia and New Zealand. It was established in 2005 to track the career trajectories of medical students and will directly help develop models of workforce flow, particularly with respect to rural and remote shortages. This paper briefly outlines the MSOD project and reports on key methodological factors in tracking medical students. Finally, the potential impact of the MSOD on understanding changes in rural practice intentions is illustrated using data from the 2005 pilot cohort (n = 112). Rural placements were associated with a shift towards rural practice intentions, while those who intended to practice rurally at both the start and end of medical school tended to be older and interested in a generalist career. Continuing work will track these and future students as they progress through the workforce, as well as exploring issues such as the career trajectories of international fee-paying students, workforce succession planning, and the evaluation of medical education initiatives.

An active learning complementary and alternative medicine session in a self-care therapeutics class.

PubMed

Mattison, Melissa J; Nemec, Eric C

2014-09-15

To provide an interactive, non-supplement based complementary and alternative medicine (CAM) session in a self-care therapeutics class and to evaluate the effect of the session on pharmacy students' perceptions and knowledge of CAM. Second professional year pharmacy students enrolled in a required 3-credit course titled Self-Care Therapeutics participated in an active learning session on CAM. Students physically engaged in 5 separate active learning CAM sessions including massage therapy, Tai Chi, yoga, progressive muscle relaxation, and Reiki. Students were assessed on both knowledge and perception of CAM. Concept mastery was assessed using a written examination and individual readiness assurance tests (iRAT) and team readiness assurance tests (tRAT). Perception of CAM was measured using both a presession and a postsession survey. Participating in an intensive, active learning CAM session provided an opportunity to increase students' knowledge of CAM and an effective strategy for providing the learner with the experience to better envision incorporation into patient therapies.

Evaluation of smoking prevention television messages based on the elaboration likelihood model

PubMed Central

Flynn, Brian S.; Worden, John K.; Bunn, Janice Yanushka; Connolly, Scott W.; Dorwaldt, Anne L.

2011-01-01

Progress in reducing youth smoking may depend on developing improved methods to communicate with higher risk youth. This study explored the potential of smoking prevention messages based on the Elaboration Likelihood Model (ELM) to address these needs. Structured evaluations of 12 smoking prevention messages based on three strategies derived from the ELM were conducted in classroom settings among a diverse sample of non-smoking middle school students in three states (n = 1771). Students categorized as likely to have higher involvement in a decision to initiate cigarette smoking reported relatively high ratings on a cognitive processing indicator for messages focused on factual arguments about negative consequences of smoking than for messages with fewer or no direct arguments. Message appeal ratings did not show greater preference for this message type among higher involved versus lower involved students. Ratings from students reporting lower academic achievement suggested difficulty processing factual information presented in these messages. The ELM may provide a useful strategy for reaching adolescents at risk for smoking initiation, but particular attention should be focused on lower academic achievers to ensure that messages are appropriate for them. This approach should be explored further before similar strategies could be recommended for large-scale implementation. PMID:21885672

Evaluation of smoking prevention television messages based on the elaboration likelihood model.

PubMed

Flynn, Brian S; Worden, John K; Bunn, Janice Yanushka; Connolly, Scott W; Dorwaldt, Anne L

2011-12-01

Progress in reducing youth smoking may depend on developing improved methods to communicate with higher risk youth. This study explored the potential of smoking prevention messages based on the Elaboration Likelihood Model (ELM) to address these needs. Structured evaluations of 12 smoking prevention messages based on three strategies derived from the ELM were conducted in classroom settings among a diverse sample of non-smoking middle school students in three states (n = 1771). Students categorized as likely to have higher involvement in a decision to initiate cigarette smoking reported relatively high ratings on a cognitive processing indicator for messages focused on factual arguments about negative consequences of smoking than for messages with fewer or no direct arguments. Message appeal ratings did not show greater preference for this message type among higher involved versus lower involved students. Ratings from students reporting lower academic achievement suggested difficulty processing factual information presented in these messages. The ELM may provide a useful strategy for reaching adolescents at risk for smoking initiation, but particular attention should be focused on lower academic achievers to ensure that messages are appropriate for them. This approach should be explored further before similar strategies could be recommended for large-scale implementation.

Factors That Affect Academic Performance Among Pharmacy Students

PubMed Central

Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

2006-01-01

Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

Factors that affect academic performance among pharmacy students.

PubMed

Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita

2006-10-15

The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.

Development of a simulation evaluation tool for assessing nursing students' clinical judgment in caring for children with dehydration.

PubMed

Kim, Shin-Jeong; Kim, Sunghee; Kang, Kyung-Ah; Oh, Jina; Lee, Myung-Nam

2016-02-01

The lack of reliable and valid tools to evaluate learning outcomes during simulations has limited the adoption and progress of simulation-based nursing education. This study had two aims: (a) to develop a simulation evaluation tool (SET(c-dehydration)) to assess students' clinical judgment in caring for children with dehydration based on the Lasater Clinical Judgment Rubric (LCJR) and (b) to examine its reliability and validity. Undergraduate nursing students from two nursing schools in South Korea participated in this study from March 3 through June 10, 2014. The SET(c-dehydration) was developed, and 120 nursing students' clinical judgment was evaluated. Descriptive statistics, Cronbach's alpha, Cohen's kappa coefficient, and confirmatory factor analysis (CFA) were used to analyze the data. A 41-item version of the SET(c-dehydration) with three subscales was developed. Cohen's kappa (measuring inter-observer reliability) of the sessions ranged from .73 to .95, and Cronbach's alpha was .87. The mean total rating of the SET(c-dehydration) by the instructors was 1.92 (±.25), and the mean scores for the four LCJR dimensions of clinical judgment were as follows: noticing (1.74±.27), interpreting (1.85±.43), responding (2.17±.32), and reflecting (1.79±.35). CFA, which was performed to test construct validity, showed that the four dimensions of the SET(c-dehydration) was an appropriate framework. The SET(c-dehydration) provides a means to evaluate clinical judgment in simulation education. Its reliability and validity should be examined further. Copyright © 2015 Elsevier Ltd. All rights reserved.

Assessment approaches in massive open online courses: Possibilities, challenges and future directions

NASA Astrophysics Data System (ADS)

Xiong, Yao; Suen, Hoi K.

2018-03-01

The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating exciting potentials for lifelong learning in formal and informal ways, the implementation of efficient and effective assessment is still problematic. To ensure that genuine learning occurs, both assessments for learning (formative assessments), which evaluate students' current progress, and assessments of learning (summative assessments), which record students' cumulative progress, are needed. Providers' more recent shift towards the granting of certificates and digital badges for course accomplishments also indicates the need for proper, secure and accurate assessment results to ensure accountability. This article examines possible assessment approaches that fit open online education from formative and summative assessment perspectives. The authors discuss the importance of, and challenges to, implementing assessments of MOOC learners' progress for both purposes. Various formative and summative assessment approaches are then identified. The authors examine and analyse their respective advantages and disadvantages. They conclude that peer assessment is quite possibly the only universally applicable approach in massive open online education. They discuss the promises, practical and technical challenges, current developments in and recommendations for implementing peer assessment. They also suggest some possible future research directions.

Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Annual Update 2016

ERIC Educational Resources Information Center

DePaoli, Jennifer L.; Balfanz, Robert; Bridgeland, John

2016-01-01

The nation has achieved an 82.3 percent high school graduation rate--a record high. Graduation rates rose for all student subgroups, and the number of low-graduation-rate high schools and students enrolled in them dropped again, indicating that progress has had far-reaching benefits for all students. This report is the first to analyze 2014…

Content and Alignment of State Writing Standards and Assessments as Predictors of Student Writing Achievement: An Analysis of 2007 National Assessment of Educational Progress Data

ERIC Educational Resources Information Center

Troia, Gary A.; Olinghouse, Natalie G.; Zhang, Mingcai; Wilson, Joshua; Stewart, Kelly A.; Mo, Ya; Hawkins, Lisa

2018-01-01

We examined the degree to which content of states' writing standards and assessments (using measures of content range, frequency, balance, and cognitive complexity) and their alignment were related to student writing achievement on the 2007 National Assessment of Educational Progress (NAEP), while controlling for student, school, and state…

The Academic Performance of PVCC Students Transferring to Virginia Public Senior Institutions of Higher Education, 1990-91. PVCC Institutional Research Brief. Brief No. 92-3.

ERIC Educational Resources Information Center

Head, Ronald B.

Following a legislative mandate that required public four-year colleges and universities in Virginia to report the academic progress of community college transfer students, seven senior institutions submitted data to Piedmont Virginia Community College (PVCC) on the progress of PVCC transfer students. According to the submitted data, 176 PVCC…

Building a Learning Progression for Celestial Motion: An Exploration of Students' Reasoning about the Seasons

ERIC Educational Resources Information Center

Plummer, Julia D.; Maynard, L.

2014-01-01

We present the development of a construct map addressing the reason for the seasons, as a subset of a larger learning progression on celestial motion. Five classes of 8th grade students (N?=?38) participated in a 10-day curriculum on the seasons. We revised a hypothetical seasons construct map using a Rasch model analysis of students'…

The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451

ERIC Educational Resources Information Center

National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 1. Technical Report # 0919

ERIC Educational Resources Information Center

Alonzo, Julie; Tindal, Gerald

2009-01-01

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grade 1. These measures, available as part of easyCBM [TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools…

Idea Bank: Progress through Incentives: How One Music Program Helps Students Progress to Higher Levels of Musicianship

ERIC Educational Resources Information Center

Boyd, Joshua

2013-01-01

Students are motivated when they have a constant system of rewards. They have a desire to please others and be recognized. It was with this idea in mind that the Smokey Road Middle School Band in Newman, Georgia, started using the "Power in the Progress System" in 2011. This system, created by H. Dwight Satterwhite, a professor of music…

Time to Loosen the Apron Strings: Cohort-based Evaluation of a Learner-driven Remediation Model at One Medical School.

PubMed

Bierer, S Beth; Dannefer, Elaine F; Tetzlaff, John E

2015-09-01

Remediation in the era of competency-based assessment demands a model that empowers students to improve performance. To examine a remediation model where students, rather than faculty, develop remedial plans to improve performance. Private medical school, 177 medical students. A promotion committee uses student-generated portfolios and faculty referrals to identify struggling students, and has them develop formal remediation plans with personal reflections, improvement strategies, and performance evidence. Students submit reports to document progress until formally released from remediation by the promotion committee. Participants included 177 students from six classes (2009-2014). Twenty-six were placed in remediation, with more referrals occurring during Years 1 or 2 (n = 20, 76 %). Unprofessional behavior represented the most common reason for referral in Years 3-5. Remedial students did not differ from classmates (n = 151) on baseline characteristics (Age, Gender, US citizenship, MCAT) or willingness to recommend their medical school to future students (p < 0.05). Two remedial students did not graduate and three did not pass USLME licensure exams on first attempt. Most remedial students (92 %) generated appropriate plans to address performance deficits. Students can successfully design remedial interventions. This learner-driven remediation model promotes greater autonomy and reinforces self-regulated learning.

Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn

PubMed Central

Stanger-Hall, Kathrin F.; Shockley, Floyd W.; Wilson, Rachel E.

2011-01-01

We implemented a “how to study” workshop for small groups of students (6–12) for N = 93 consenting students, randomly assigned from a large introductory biology class. The goal of this workshop was to teach students self-regulating techniques with visualization-based exercises as a foundation for learning and critical thinking in two areas: information processing and self-testing. During the workshop, students worked individually or in groups and received immediate feedback on their progress. Here, we describe two individual workshop exercises, report their immediate results, describe students’ reactions (based on the workshop instructors’ experience and student feedback), and report student performance on workshop-related questions on the final exam. Students rated the workshop activities highly and performed significantly better on workshop-related final exam questions than the control groups. This was the case for both lower- and higher-order thinking questions. Student achievement (i.e., grade point average) was significantly correlated with overall final exam performance but not with workshop outcomes. This long-term (10 wk) retention of a self-testing effect across question levels and student achievement is a promising endorsement for future large-scale implementation and further evaluation of this “how to study” workshop as a study support for introductory biology (and other science) students. PMID:21633067

Wellness works: community service health promotion groups led by occupational therapy students.

PubMed

Scott, A H

1999-01-01

In the context of a group process course, occupational therapy students learned health promotion skills through working on personal wellness goals and leading community-based health promotion groups. The groups targeted topics such as smoking cessation, improving diet, reducing stress through yoga, meditation, tai chi chuan, ROM (Range of Motion) Dance, aerobics, and a variety of other activities. After identifying a personal wellness goal and developing it in a Wellness Awareness Learning Contract, each student used a Goal Attainment Scale (GAS) to predict an expected outcome for achieving the goal and to measure his or her progress toward attaining the goal. Students also used the GAS to measure progress in attaining group leadership skills within the community groups, which they outlined in a separate Group Skills Contract. Students kept weekly logs to foster reflective thinking, and the logs were used for interactive dialogue with the instructor. To further evaluate lifestyle change, students compared pretest and posttest scores on a Self-Assessment Scorecard, which surveyed six areas of health and human potential in body, mind, and spirit. Students monitored their own change process on both their personal health lifestyle goals and their group leadership skills while developing a richer appreciation of the dynamics of working for change with clients in community and traditional settings. Differences on the Self-Assessment Scorecard indicated improvement on two of the six scales for physical health and choices. Students experienced firsthand the challenges of developing healthier lifestyles on the basis of their personal goals as well as through fostering group changes. The two GAS learning contracts provided them with concrete evidence of their growth and learning. This experience--embedded in the context of a group process course with a community service learning group practicum--provided most students with a positive initial experience with group leadership as they began to explore roles as agents for lifestyle and health change. Suggestions for expanding health promotion roles in practice in the changing health care environment are also examined.

Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating

NASA Astrophysics Data System (ADS)

Hafner, John C.; Hafner, Patti M.

2003-12-01

Although the rubric has emerged as one of the most popular assessment tools in progressive educational programs, there is an unfortunate dearth of information in the literature quantifying the actual effectiveness of the rubric as an assessment tool in the hands of the students. This study focuses on the validity and reliability of the rubric as an assessment tool for student peer-group evaluation in an effort to further explore the use and effectiveness of the rubric. A total of 1577 peer-group ratings using a rubric for an oral presentation was used in this 3-year study involving 107 college biology students. A quantitative analysis of the rubric used in this study shows that it is used consistently by both students and the instructor across the study years. Moreover, the rubric appears to be 'gender neutral' and the students' academic strength has no significant bearing on the way that they employ the rubric. A significant, one-to-one relationship (slope = 1.0) between the instructor's assessment and the students' rating is seen across all years using the rubric. A generalizability study yields estimates of inter-rater reliability of moderate values across all years and allows for the estimation of variance components. Taken together, these data indicate that the general form and evaluative criteria of the rubric are clear and that the rubric is a useful assessment tool for peer-group (and self-) assessment by students. To our knowledge, these data provide the first statistical documentation of the validity and reliability of the rubric for student peer-group assessment.

Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students.

PubMed

McAlpine, Kristen; Steele, Stephen

2016-08-01

The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students' anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported. This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination. A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over one-third of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years. To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students' exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.

Assessment of cognitive factors that impact on student knowledge of genetics

NASA Astrophysics Data System (ADS)

Gerow, Tracy Nelson

1999-12-01

Attaining an understanding of basic principles of inheritance and their implications is crucial for all people as society is confronted with a variety of ethical, sociological and ecological questions generated by the rapid growth of genetic knowledge. College level students are burdened by terminology, have difficulty making associations among related ideas, and often possess misconceptions or fragmented ideas about how traits are inherited. Subject comprehension is evaluated mostly with objective testing techniques that don't show how well students truly understand concepts. This research was done to determine how prior subject knowledge in biology and general cognitive ability affected community college students' understanding of several genetic principles both before and after completing a one-semester college biology course. Understanding of genetic principles was determined with a videotape assessment that evaluated student written explanations of experimental events. The evaluations were then used to place students into three categories: descriptive, transitional, and relational type learners. A subset of students was interviewed to better determine how thoroughly genetic concepts depicted in the videotape program were understood. Prior subject matter knowledge and cognitive level were discovered to be moderately correlated with ability to explain genetic phenomena. Most students in this study were categorized as either descriptive or transitional learners. Descriptive type students gave less detailed explanations, employed less successful problem solving methods, had more misconceptions and used feedback less effectively than did transitional type learners. The study results show that science teachers need to be aware of the heterogeneity existing in their students' background knowledge and cognitive skills. It demonstrated that a large contingency of students, descriptive learners, lack a framework of knowledge upon which to build new concepts or change old ones. Science teachers need to apply meaningful assessment methods as students progress through learning new concepts so that errors in thinking can be diagnosed and remedied with appropriate teaching strategies. It is anticipated that assessment methods that engage students in explaining their understanding of concepts will bring about significant changes in how students learn subjects like genetics and also impact instruction in this crucial area of biological science.

Using portfolios to assess learning in chemistry: One school's story of evolving assessment practice

NASA Astrophysics Data System (ADS)

Weaver, Starlin Dawn

The purpose of this study was to investigate the process of implementing an alternative form of assessment in chemistry classrooms. The current reform of science education involves the implementation of varied forms of instruction; it stands to reason that assessment will evolve with the curriculum (Baxter, Shavelson, Goldman & Pine, 1992). In an era for which the exclusive use of multiple-choice and similar tests i.e., fill-in the-blank, matching, and true/false are inappropriate measures of student abilities (Hamm & Adams, 1991), portfolios can offer a suitable alternative assessment, as well as a means for evaluation (Paulson, Paulson & Meyer, 1991). This study was conducted in a small math, science and technology high school and focused on three individual teachers and twelve of their students. The research focused on how teachers defined portfolios and implemented this assessment tool in their classrooms and how students and teachers perceived the use and value of the process. This study employed qualitative methodology using individual interviews, document analyses, and classroom observations. Data sources included documents, transcripts of interviews and fieldnotes. The primary research questions were: How do the teachers define and implement portfolios? How do the teachers' definitions of portfolios change during implementation? What are the students' understandings of portfolios and how they are used and do the students' understandings change? What do teachers and students believe portfolios represent regarding the learning that occurs in the science classroom? and What do the data collected via this study demonstrate about portfolios as a valid means of assessing student progress? The teachers' and students' definitions addressed four of the six components of portfolios identified in the literature. Both groups recognized a defined use, evidence, student and teacher made decisions, and reflection as key portfolio elements. Each group failed to identify the components of a defined goal and teacher student conferences. Portfolios were viewed by the teachers and students as a valuable tool. This value was defined in terms of student self assessment and evaluation, teacher assessment and evaluation, college admission, goal setting, promotion of student organizational skills and recognition of student success.

The Lassen Astrobiology Intern Program - Concept, Implementation and Evaluation

NASA Astrophysics Data System (ADS)

Des Marais, D. J.; Dueck, S. L.; Davis, H. B.; Parenteau, M. N.; Kubo, M. D.

2014-12-01

The program goal was to provide a hands-on astrobiology learning experience to high school students by introducing astrobiology and providing opportunities to conduct field and lab research with NASA scientists. The program sought to increase interest in interdisciplinary science, technology, engineering, math and related careers. Lassen Volcanic National Park (LVNP), Red Bluff High School and the Ames Team of the NASA Astrobiology Institute led the program. LVNP was selected because it shares aspects of volcanism with Mars and it hosts thermal springs with microbial mat communities. Students documented volcanic deposits, springs and microbial mats. They analyzed waters and sampled rocks, water and microorganisms. They cultured microorganisms and studied chemical reactions between rocks and simulated spring waters. Each student prepared a report to present data and discuss relationships between volcanic rocks and gases, spring waters and microbial mats. At a "graduation" event the students presented their findings to the Red Bluff community. They visited Ames Research Center to tour the facilities and learn about science and technology careers. To evaluate program impact, surveys were given to students after lectures, labs, fieldwork and discussions with Ames scientists. Students' work was scored using rubrics (labs, progress reports, final report, presentation). Students took pre/post tests on core astrobiology concepts. Parents, teachers, rangers, Ames staff and students completed end-of-year surveys on program impact. Several outcomes were documented. Students had a unique and highly valued learning experience with NASA scientists. They understood what scientists do through authentic scientific work, and what scientists are like as individuals. Students became knowledgeable about astrobiology and how it can be pursued in the lab and in the field. The students' interest increased markedly in astrobiology, interdisciplinary studies and science generally.

NASA RECON: Course Development, Administration, and Evaluation

NASA Technical Reports Server (NTRS)

Dominick, W. D.; Roquemore, L.

1984-01-01

The R and D activities addressing the development, administration, and evaluation of a set of transportable, college-level courses to educate science and engineering students in the effective use of automated scientific and technical information storage and retrieval systems, and, in particular, in the use of the NASA RECON system, are discussed. The long-range scope and objectives of these contracted activities are overviewed and the progress which has been made toward these objectives during FY 1983-1984 is highlighted. In addition, the results of a survey of 237 colleges and universities addressing course needs are presented.

The catcher in the why: developing an evidence-based approach to the organization, delivery and evaluation of pre-registration nurse educational programmes.

PubMed

Warne, T; Holland, K; McAndrew, S

2011-03-01

Changes to the pedagogy of pre-registration nurse education and training have become a global phenomenon. However, the evidence base to inform responses to these changes and the impact on nursing practice is limited. This paper explores the outcomes of an innovative approach aimed at ensuring responses to these drivers for change, particularly in curriculum development, the organisation, management and delivery of programmes and the enhancement of the student experience, are evidence based. This paper reports on an organisational change project undertaken in a School of Nursing in the North West of England, UK. The project involved 12 interrelated work streams used to explore aspects of the student journey from recruitment through progression to eventual employment. An evidence base was developed through a methodological bricolage that drew upon a robust and authentic mixture of systematic literature reviews, contemporaneous analysis of educational practice and evaluation of the student experience. This was used to underpin the decision making processes required to promote innovation in programme design, to increase the involvement of students in the facilitation and evaluation of their learning experiences, and helped shape the organisational changes required for embedding an evidenced-based culture in the School. Consistent and transformational leadership has been key to the project's success in communicating and managing the changes. Copyright © 2010 Elsevier Ltd. All rights reserved.

Growth through Levels

ERIC Educational Resources Information Center

Thissen, David

2015-01-01

In "Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about Student Growth" (hereafter ULR), Briggs and Peck suggest that learning progressions could be used as the basis of vertical scales with naturally benchmarked descriptions of student proficiency. They propose and provide a single example of a…

Evaluating Summer School Programs and the Effect on Student Achievement: The Correlation between Stanford-10 Standardized Test Scores and Two Different Summer Programs

ERIC Educational Resources Information Center

Koop, Brian J.

2010-01-01

School districts looking for ways to minimize summer learning loss have implemented a variety of programs to combat this problem. Since No Child Left Behind and the need for school districts to meet the goals of Adequate Yearly Progress, it is no longer enough to limit summer learning loss. Now school leaders find it necessary to use the summer…

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 3 2013-07-01 2013-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 3 2014-07-01 2014-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 3 2012-07-01 2012-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

34 CFR 668.34 - Satisfactory academic progress.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 3 2011-07-01 2011-07-01 false Satisfactory academic progress. 668.34 Section 668.34... Satisfactory academic progress. (a) Satisfactory academic progress policy. An institution must establish a reasonable satisfactory academic progress policy for determining whether an otherwise eligible student is...

[Sensitisation about condom use in Gabon (1999): evaluation of the impact of a comic book].

PubMed

Milleliri, Jean-Marie; Krentel, Alison; Rey, Jean-Loup

2003-01-01

The authors report the evaluation of the impact of a comic book about condom use distributed to Gabonese high school students in Libreville and Lambarene in 1999. This evaluation was conducted through a self-administered questionnaire completed by 954 students in 11 high schools immediately before distribution of a comic book about condoms and by 771 students 15-30 days afterwards. The anonymous questionnaire contained multiple-choice and open questions about knowledge, attitudes and practices. During the second survey (same schools and same classes), the questions tested knowledge about AIDS and about the stories in the book. The student populations who responded to the two questionnaires were homogeneous for sex, age, school class, and province of residence. Knowledge about the modes of HIV/AIDS contamination improved substantially between the two questionnaires, with knowledge about the mother-child transmission pathway increasing from 47% to 75% of responders. At the same time, and without any significant difference by sex, class or province, individual adhesion to the role of the condom as a means of prevention against AIDS progressed from 64% to 95%. The students questioned wanted AIDS prevention information to be better integrated into their curriculum and, in particular, they wanted educational activities in this area in their school, either by their teachers or in special information areas. Thus, the 48-page comic book by young Gabonese artists was perceived as a good method of condom education for the young (75%) and as an excellent method for inducing awareness about it among them (89%). The book's contents had been absorbed, and the students found that the stories and the message were well matched. Moreover, the extension of the readership beyond the initial distribution at the first evaluation (7.5 readers reported per copy) showed that the messages in the book spread well beyond the student group.

Limited English Proficient Students: Progress of 2008-09 High School Cohort. Data Trends. D&A Report No. 13.14

ERIC Educational Resources Information Center

Baenen, Nancy

2013-01-01

Students with Limited English Proficiency (LEP) entering U.S. schools in grade 9 face a tight timeline to simultaneously learn English and graduate from high school in four or five years. This study focuses on student outcomes and progress indicators for the cohort of ninth graders new to WCPSS in 2008-09 who had limited English proficiency. Based…

Closing the Achievement Gap for Economically Disadvantaged Students? Analyzing Change since No Child Left Behind Using State Assessments and the National Assessment of Educational Progress

ERIC Educational Resources Information Center

Blank, Rolf K.

2011-01-01

A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central…

Continuous Progress Education: An Ideal that Works.

ERIC Educational Resources Information Center

Jenkins, John M.

1982-01-01

Continuous progress education (CP) provides for the individualization of all significant aspects of learning, including materials, content, objectives, methods, pacing, and student-teacher relationships. It is based on the proposition that no general prescriptions are equally appropriate for all students. A brief description of Hood River Valley…

Monitoring Students' Academic & Disciplinary Progression.

ERIC Educational Resources Information Center

McDonald, Fred; Kellogg, Larry J.

This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus…

A Three-Year Reflective Writing Program as Part of Introductory Pharmacy Practice Experiences

PubMed Central

Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J.

2013-01-01

Objectives. To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Design. Reflective writing was integrated into 6 IPPE courses to develop students’ lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. Assessment. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor’s opinions regarding the student’s achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. Conclusions. A 3-year reflective writing program improved pharmacy students’ reflection and reflective writing skills. PMID:23788811

Storming the Citadel: The Fundamental Revolution Against Progressive Education.

ERIC Educational Resources Information Center

Vetterli, Richard

The first four chapters ("Progressive Education,""The Impact of Progressive Education,""The Remedies: Focusing on the Wrong Problems," and "Progressive Education Challenged") examine the deleterious effect that progressive education has had on student achievement and on society as a whole. The last five…

Promoting Knowledge Creation Discourse in an Asian Primary Five Classroom: Results from an inquiry into life cycles

NASA Astrophysics Data System (ADS)

van Aalst, Jan; Sioux Truong, Mya

2011-03-01

The phrase 'knowledge creation' refers to the practices by which a community advances its collective knowledge. Experience with a model of knowledge creation could help students to learn about the nature of science. This research examined how much progress a teacher and 16 Primary Five (Grade 4) students in the International Baccalaureate Primary Years Programme could make towards the discourse needed for Bereiter and Scardamalia's model of knowledge creation. The study consisted of two phases: a five-month period focusing on the development of the classroom ethos and skills needed for this model (Phase 1), followed by a two-month inquiry into life cycles (Phase 2). In Phase 1, we examined the classroom practices that are thought to support knowledge creation and the early experiences of the students with a web-based inquiry environment, Knowledge Forum®. In Phase 2, we conducted a summative evaluation of the students' work in Knowledge Forum in the light of the model. The data sources included classroom video recordings, artefacts of the in-class work, the Knowledge Forum database, a science content test, questionnaires, and interviews. The findings indicate that the students made substantial progress towards the knowledge creation discourse, particularly regarding the social structure of this kind of discourse and, to a lesser extent, its idea-centred nature. They also made acceptable advances in scientific knowledge and appeared to enjoy this way of learning. The study provides one of the first accounts in the literature of how a teacher new to the knowledge creation model enacted it in an Asian primary classroom.

Evaluation and capacity building to improve precollege science and mathematics achievement in the US: 10 CFR, Part 605. Technical progress report, June--December 1992

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1992-12-31

The National Center for Improving Science Education has undertaken activities to achieve evaluation goals for DOE`s Precollege programs: develop means to determine program quality; develop means for determining the contribution of DOE precollege programs to both teacher enhancement and student achievement; provide evaluation designs and instruments and reports of program quality and impact; and strengthen both DOE`s and the Labs` capacity to do both short- and long-term planning as well as deliver effective programs and evaluation. Appendices include evaluation/technical assistance report, profiling teacher research participation and teacher development programs, teacher surveys, impact assessment design, and teacher research participation programs anecdotesmore » for 8 labs.« less

Digital Skills Development and ICT in Inclusive Education: Experiences from Cyprus Schools.

PubMed

Mavrou, Katerina; Loizou-Raouna, Maria

2017-01-01

This qualitative research has been a pilot implementation of the ENTELS self-assessment framework for schools on digital skills development and Information and Communication Technologies (ICT) in inclusive education, in Cyprus. Results suggest that participant schools overall identified themselves as "getting started" to "some progress" in all areas with the highest evaluation in the one corresponding to "school commitment in the integration of ICT skills of all students, including those with disabilities". The planned and implemented actions which followed have taken into consideration the rating of each school and the theoretical background, aimed at reinforcing the participation of the diverse students and students with disabilities and other educational needs. Final analysis of the actions' effectiveness is planned whereas future tool implementation could concentrate on how to overcome barriers and concerns related to ICT integration for promoting inclusive education.

E-Learning Applications for Urban Modelling and Ogc Standards Using HTML5 Capabilities

NASA Astrophysics Data System (ADS)

Kaden, R.; König, G.; Malchow, C.; Kolbe, T. H.

2012-07-01

This article reports on the development of HTML5 based web-content related to urban modelling with special focus on GML and CityGML, allowing participants to access it regardless of the device platform. An essential part of the learning modules are short video lectures, supplemented by exercises and tests during the lecture to improve students' individual progress and success. The evaluation of the tests is used to guide students through the course content, depending on individual knowledge. With this approach, we provide learning applications on a wide range of devices, either mobile or desktop, fulfil the needs of just-in-time knowledge, and increase the emphasis on lifelong learning.

Calculating the costs of work-based training: the case of NHS Cadet Schemes.

PubMed

Norman, Ian; Normand, Charles; Watson, Roger; Draper, Jan; Jowett, Sandra; Coster, Samantha

2008-09-01

The worldwide shortage of registered nurses [Buchan, J., Calman, L., 2004. The Global Shortage of Registered Nurses: An Overview of Issues And Actions. International Council of Nurses, Geneva] points to the need for initiatives which increase access to the profession, in particular, to those sections of the population who traditionally do not enter nursing. This paper reports findings on the costs associated with one such initiative, the British National Health Service (NHS) Cadet Scheme, designed to provide a mechanism for entry into nurse training for young people without conventional academic qualifications. The paper illustrates an approach to costing work-based learning interventions which offsets the value attributed to trainees' work against their training costs. To provide a preliminary evaluation of the cost of the NHS Cadet Scheme initiative. Questionnaire survey of the leaders of all cadet schemes in England (n=62, 100% response) in December 2002 to collect financial information and data on progression of cadets through the scheme, and a follow-up questionnaire survey of the same scheme leaders to improve the quality of information, which was completed in January 2004 (n=56, 59% response). The mean cost of producing a cadet to progress successfully through the scheme and onto a pre-registration nursing programme depends substantially on the value of their contribution to healthcare work during training and the progression rate of students through the scheme. The findings from this evaluation suggest that these factors varied very widely across the 62 schemes. Established schemes have, on average, lower attrition and higher progression rates than more recently established schemes. Using these rates, we estimate that on maturity, a cadet scheme will progress approximately 60% of students into pre-registration nurse training. As comparative information was not available from similar initiatives that provide access to nurse training, it was not possible to calculate the cost effectiveness of NHS Cadet Schemes. However, this study does show that those cadet schemes which have the potential to offer better value for money, are those where the progression rates are good and where the practical training of cadets is organised such that cadets meet the needs of patients which might otherwise have to be met by non-professionally qualified staff.

Tracking student progress in a baccalaureate nursing program: academic indicators.

PubMed

Brennan, A L; Best, D G; Small, S P

1996-01-01

Identification of students "most likely to succeed" has long been a goal of educational institutions, from the perspective of both identifying valid and reliable admission criteria and decreasing attrition rates within a program. In this study, scholastic performance prior to admission to a baccalaureate nursing program was examined in relation to students' level of achievement in courses and their progression in the first two years of the program. Although their incoming averages indicated that both classes of students were at "low risk" for failure in university, only 60% of the 89 students in the two classes were progressing without interruption. Students who did well in high school tended to continue to do well in prerequisite university courses and later in nursing. Students who were behind in their class at the end of Year 1 or Year 2 in the nursing program had significantly lower mean averages on high school credits and on prerequisite university courses. These findings have implications for the admission and counselling of students and lead to the recommendation that similar studies across nursing programs and a prospective longitudinal study within the sampled program be carried out to validate and expand upon study findings.

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Linn, Marcia C.

2016-02-01

Computer scoring of student written essays about an inquiry topic can be used to diagnose student progress both to alert teachers to struggling students and to generate automated guidance. We identify promising ways for teachers to add value to automated guidance to improve student learning. Three teachers from two schools and their 386 students participated. We draw on evidence from student progress, observations of how teachers interact with students, and reactions of teachers. The findings suggest that alerts for teachers prompted rich teacher-student conversations about energy in photosynthesis. In one school, the combination of the automated guidance plus teacher guidance was more effective for student science learning than two rounds of personalized, automated guidance. In the other school, both approaches resulted in equal learning gains. These findings suggest optimal combinations of automated guidance and teacher guidance to support students to revise explanations during inquiry and build integrated understanding of science.

Assessment of general education teachers' Tier 1 classroom practices: contemporary science, practice, and policy.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Jimerson, Shane R

2013-12-01

Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Learning Progressions & Climate Change

ERIC Educational Resources Information Center

Parker, Joyce M.; de los Santos, Elizabeth X.; Anderson, Charles W.

2015-01-01

Our society is currently having serious debates about sources of energy and global climate change. But do students (and the public) have the requisite knowledge to engage these issues as informed citizenry? The learning-progression research summarized here indicates that only 10% of high school students typically have a level of understanding…

Mathematics Framework for the 2013 National Assessment of Educational Progress

ERIC Educational Resources Information Center

National Assessment Governing Board, 2012

2012-01-01

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

Relationship between Admission Selection Criteria and Academic Progression for Student Nurse Anesthetists

ERIC Educational Resources Information Center

Burns, Sharon M.

2009-01-01

Today's admission selection criteria require refinement with the intention of fostering academic progression for students entering nurse anesthesia programs (Reese, 2002).With the escalating cost of graduate education coupled with the current economic crisis, efforts by educational leaders to minimize attrition remains pivotal (Andrews, Johansson,…

Science Education Reform in Qatar: Progress and Challenges

ERIC Educational Resources Information Center

Said, Ziad

2016-01-01

Science education reform in Qatar has had limited success. In the Trends in International Mathematics and Science Study (TIMMS), Qatari 4th and 8th grade students have shown progress in science achievement, but they remain significantly below the international average. Also, in the Program for International Student Assessment (PISA), Qatari…

Pillars of Progress. Lumina Foundation Focus. Spring 2008

ERIC Educational Resources Information Center

Powell, David S., Ed.

2008-01-01

Minority-Serving Institutions (MSIs) often go above and beyond the call of duty to encourage engagement and provide support to traditionally underrepresented students. This issue of Lumina Foundation Focus magazine, titled "Pillars of progress," examines MSIs and their efforts to maximize student success. Following the President's Message, In…

Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress

ERIC Educational Resources Information Center

Clemens, Nathan H.; Soohoo, Michelle M.; Wiley, Colby P.; Hsiao, Yu-Yu; Estrella, Ivonne; Allee-Smith, Paula J.; Yoon, Myeongsun

2018-01-01

Although several measures exist for frequently monitoring early reading progress, little research has specifically investigated their technical properties when administered on a frequent basis with kindergarten students. In this study, kindergarten students (N = 137) of whom the majority was receiving supplemental intervention for reading skills…