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1 – 10 of 145
Book part
Publication date: 6 February 2013

Julie Schell, Brian Lukoff and Eric Mazur

In this chapter, we introduce a new technology for facilitating and measuring learner engagement. The system creates a learning experience for students based on frequent feedback…

Abstract

In this chapter, we introduce a new technology for facilitating and measuring learner engagement. The system creates a learning experience for students based on frequent feedback, which is critical to learning. We open by problematizing traditional approaches to learner engagement that do not maximize the potential of feedback and offer a research-based solution in a new classroom response system (CRS) two of the authors developed at Harvard University – Learning Catalytics. The chapter includes an overview of cognitive science principles linked to student learning and how those principles are tied to Learning Catalytics. We then provide an overview of the limitations of existing CRSs and describe how Learning Catalytics addresses those limitations. Finally, we describe how we used Learning Catalytics to facilitate and measure learner engagement in novel ways, through a pilot implementation in an undergraduate physics classroom at Harvard University. This pilot was guided by two questions: How can we use Learning Catalytics to help students engage with subject matter in ways that will help them learn? And how can we measure student engagement in new ways using the analytics built into the system? The objective of this chapter is to introduce Learning Catalytics as a new instructional tool and respond to these questions.

Details

Increasing Student Engagement and Retention Using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies
Type: Book
ISBN: 978-1-78190-512-8

Article
Publication date: 6 February 2019

Peter McKenna

This paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer…

Abstract

Purpose

This paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment.

Design/methodology/approach

The paper presents a critical review of existing research on MCQs, then reports on an experimental study where two objective tests (using MCQs and CRQs) were set for an introductory undergraduate course. To maximise completion, tests were kept short; consequently, differences between individuals’ scores across both tests are examined rather than overall averages and pass rates.

Findings

Most students who excelled in the MCQ test did not do so in the CRQ test. Students could do well without necessarily understanding the principles being tested.

Research limitations/implications

Conclusions are limited by the small number of questions in each test and by delivery of the tests at different times. This meant that statistical average data would be too coarse to use, and that some students took one test but not the other. Conclusions concerning CRQs are limited to disciplines where numerical answers or short and constrained text answers are appropriate.

Practical implications

MCQs, while useful in formative assessment, are best avoided for summative assessments. Where appropriate, CRQs should be used instead.

Social implications

MCQs are commonplace as summative assessments in education and training. Increasing the use of CRQs in place of MCQs should increase the reliability of tests, including those administered in safety-critical areas.

Originality/value

While others have recommended that MCQs should not be used (Hinchliffe 2014, Srivastava et al., 2004) because they are vulnerable to guessing, this paper presents an experimental study designed to demonstrate whether this hypothesis is correct.

Details

Interactive Technology and Smart Education, vol. 16 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Book part
Publication date: 5 October 2020

Ruslan Ramanau, Jane Hughes and Paul Grayson

In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of…

Abstract

In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of online assessment, most of the previous studies relied on small samples of respondents or focused on student self-report using survey methods. This exploratory mixed-method study aims to combine a quantitative analysis of learners’ academic performance on an online Financial Accounting course with a more in-depth exploration of learner experiences using qualitative methods. The quantitative findings suggest that student previous educational qualifications, age and experience of studying a similar subject are strongly associated with CMA completion, which is also linked to scores on other pieces of assessed work. The qualitative results show that from the learners’ perspective, diversifying assessment methods, introducing low-stakes assessment activities and creating opportunities for situational interest are viewed as key aspects of online CMA design. This paper concludes with discussing the implications of the study for designing and delivering online courses in accounting, particularly in the light of the growing popularity of massive open online courses (MOOCs).

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-83867-236-2

Keywords

Article
Publication date: 30 August 2019

Margaret Terry Orr, Liz Hollingworth and Barbara Beaudin

The purpose of this paper is to compare two years of results for one state’s performance-based assessments for principal licensure Performance Assessment for Leaders (PAL). This…

Abstract

Purpose

The purpose of this paper is to compare two years of results for one state’s performance-based assessments for principal licensure Performance Assessment for Leaders (PAL). This includes the field trial (2014–2015) and first year of statewide implementation (2015–2016) when passing score requirements and fees were added. Survey results on candidates’ career aspirations provide concurrent validation.

Design/methodology/approach

Two years of PAL submissions (n=569 candidates) were scored by trained, certified scorers. Task and total score results were compared by year, preparation pathway and gender. Online feedback survey results on career aspirations for (n=146 candidates) were compared by year.

Findings

The results show that PAL assessments measure independent dimensions of leadership, differentiate candidates on leadership knowledge and skills, and confirm PAL’s internal validity. Implementation year scores were higher than field trial scores, and preparation program candidates scored better than non-program candidates did. Candidate career aspirations were stronger in the implementation year than during the field trial.

Research limitations/implications

The study is limited to one state’s candidates, but findings are generalizable based on the wide range among candidates’ districts (demographically and economically).

Practical implications

The results are promising for the leadership preparation and assessment field, demonstrating the effectiveness of performance assessment for authentic evaluation of leadership candidates’ knowledge and skill and overall readiness for initial leadership work.

Originality/value

This is the first large scale performance assessment for aspiring leaders designed for state licensure decisions. It is being replicated in another state and shown promise for both formative and summative leadership assessment.

Details

Journal of Educational Administration, vol. 58 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 20 August 2009

Diego Zapata‐Rivera, Waverely VanWinkle, Bryan Doyle, Alyssa Buteux and Malcolm Bauer

The purpose of this paper is to propose and demonstrate an evidence‐based scenario design framework for assessment‐based computer games.

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Abstract

Purpose

The purpose of this paper is to propose and demonstrate an evidence‐based scenario design framework for assessment‐based computer games.

Design/methodology/approach

The evidence‐based scenario design framework is presented and demonstrated by using BELLA, a new assessment‐based gaming environment aimed at supporting student learning of vocabulary and math. BELLA integrates assessment and learning into an interactive gaming system that includes written conversations, math activities, oral and written feedback in both English and Spanish, and a visible psychometric model that is used to adaptively select activities as well as feedback levels. This paper also reports on a usability study carried out in a public middle school in New York City.

Findings

The evidence‐based, scenario design framework proves to be instrumental in helping combine game and assessment requirements. BELLA demonstrates how advances in artificial intelligence in education, cognitive science, educational measurement, and video games can be harnessed and integrated into valid instructional tools for the classroom.

Research limitations/implications

This paper provides initial evidence of the potential of these kinds of assessment‐based gaming tools to enhance teaching and learning. Future work involves exploring student learning effects in randomized controlled studies and comparing the internal assessment models to more traditional assessment instruments.

Originality/value

BELLA is the first step toward achieving engaging, assessment‐based, gaming environments for a variety of Science, Technology, Engineering and Math (STEM)‐related areas with explicit support for English language learners.

Details

Interactive Technology and Smart Education, vol. 6 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 1 August 1969

Frank Bacon

In last month's article consideration was given to continuous assessment as a better alternative to the traditional time‐test examination. Although some form of continuous…

Abstract

In last month's article consideration was given to continuous assessment as a better alternative to the traditional time‐test examination. Although some form of continuous assessment has been in use in this country for half a century and although this method is now gaining a wide acceptance, other forms of examining are available and are being tried by various examining bodies. Of these other types, that of objective examining is perhaps the main one.

Details

Education + Training, vol. 11 no. 8
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 8 October 2020

Shahid Hussain Mughal, Muhammad Mujtaba Asad and Donnie Adams

The national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking…

Abstract

Purpose

The national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.

Design/methodology/approach

In this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.

Findings

The overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.

Practical implications

This research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.

Originality/value

This is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.

Details

International Journal of Educational Management, vol. 35 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 20 January 2010

Arline Savage and Mark G. Simkin

Yes, your test bank and solutions manual are for sale and it is very easy for students to acquire them. Using a stakeholder framework, we analyze the ethical issues involved in…

Abstract

Yes, your test bank and solutions manual are for sale and it is very easy for students to acquire them. Using a stakeholder framework, we analyze the ethical issues involved in acquiring, using, and distributing these instructional resources by individuals besides the professors for whom they are intended. We also discuss countermeasures that stakeholders might use to deal with this latest development.

Details

Research on Professional Responsibility and Ethics in Accounting
Type: Book
ISBN: 978-1-84950-722-6

Article
Publication date: 10 July 2019

Jingxiao Zhang, Haiyan Xie and Hui Li

The purpose of this paper is to improve students’ problem-solving skills in civil engineering and construction management education.

1151

Abstract

Purpose

The purpose of this paper is to improve students’ problem-solving skills in civil engineering and construction management education.

Design/methodology/approach

The design includes structured role-playing as a pedagogical method in 21 project teams with a total of 82 undergraduate students at Chang’an University, China, in a nine-week Building Information Modeling (BIM) capstone course. The methodology is a teaching–learning experiment in a civil engineering education program with a detailed description of the empirical case and assessment instruments. The approach is to train project execution planning in a capstone course by role-playing with a real-world project using the procedures of the BIM Project Execution Planning Guide (PEPG) and process mapping.

Findings

The study finds that students can significantly improve their problem-solving skills through planning and role-specific communication during projects.

Research limitations/implications

The research sample needs to be expanded from senior-level undergraduate students to consider the different backgrounds and motivations of students.

Practical implications

This pedagogy is helpful to educators who are interested in group learning with a real-world project; the procedures of BIM PEPG; self-chosen responsibilities within a capstone course time framework; raising the awareness of the importance of planning; information exchange; and team cooperation.

Originality/value

This paper fulfills an identified need to study how role-playing in information and technology rich environments can be structured.

Details

Engineering, Construction and Architectural Management, vol. 26 no. 7
Type: Research Article
ISSN: 0969-9988

Keywords

Article
Publication date: 13 November 2007

Anna Marie Johnson, Sarah Jent and Latisha Reynolds

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

4309

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

The paper introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Findings

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 35 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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