Assessment thresholds for academic staff: constructive alignment and differentiation of standards     

Natalie Simper 《Assessment & Evaluation in Higher Education》2020,45(7):1016-1030

Abstract

This qualitative study utilized episodic narrative interviews to investigate assessment thresholds involved in the development of assessment literacy. The goal of the study was to inform efforts toward quality improvements in higher education. Thirty-five academic staff from universities in Australia, Canada and Sweden shared stories of significant changes they made to their assessment practice. Thematic analysis found troublesome aspects to include instructor expectations, lack of consistency, differentiation of performance, student expectations, time constraints/workload, logistical/technological constraints and assessment policy. A belief in meaningful learning, embracing constraints and the desire to meet the needs of students, added to other enablers for assessment change, such as resources, support and strategic use of technology. Findings suggested assessment thresholds of constructive alignment and differentiation of standards. Reflection, collaboration and professional development were found to support the integration of assessment knowledge and build conceptual understanding of assessment thresholds. Authors recommend that higher education institutions provide academic staff with a foundation of conceptual understanding of these key areas to promote moves toward quality assessment practices.  相似文献   

‘The one that got away’: how angling as a culture of practice manifests in the teaching and learning relationship within angling-based intervention programmes     

Natalie Djohari  Adam Brown  Paul Stolk 《Ethnography and Education》2016,11(1):40-56

In recent years a professional sector has emerged within the UK delivering angling-based intervention programmes targeted at young people ‘disengaged’ with education. These coaches bring with them an angling cultural background, which influences their interactions with young people as ‘novices’, emerging in ‘angler talk’ that accompanies waterside coaching. We argue that young people's exposure to ‘angler talk’ amounts to a cultural apprenticeship, socialising young people into an experience-based learning community. Through angler anecdotes and waterside banter young people are encouraged to be active participants in an egalitarian system of knowledge exchange that is particularly appealing for working with disaffected young people. By identifying how angling as a community of practice manifests in the teaching and learning relationship, we demonstrate the benefit of ethnographic approaches for appreciating the subtle cultural influences at work in skill-based intervention programmes.  相似文献   

Process for selecting and implementing a manuscript management system: Experiences of a new peer‐reviewed journal          下载免费PDF全文

Ruwaida M. Salem  Natalie M. Culbertson  Alison O'Connell 《Learned Publishing》2016,29(1):55-59

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Improving teacher professional development for online and blended learning: a systematic meta-aggregative review     

Philipsen  Brent  Tondeur  Jo  Pareja Roblin  Natalie  Vanslambrouck  Silke  Zhu  Chang 《Educational technology research and development : ETR & D》2019,67(5):1145-1174

Educational technology research and development - In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in...  相似文献   

Preschool Contexts and Teacher Interactions: Relations with School Readiness     

Priscilla Goble  Laura D. Hanish  Carol Lynn Martin  Natalie D. Eggum-Wilkens  Stacie A. Foster  Richard A. Fabes 《Early education and development》2016,27(5):623-641

The majority of early education programs promote children’s learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children’s experiences with teachers in these contexts as they relate to children’s skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children’s time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children’s academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when teachers were directly involved with children. Overall, the findings suggest that teacher engagement is related to positive outcomes even during child-managed activities. Practice or Policy: Given these findings, preservice and professional development programs for early childhood educators should have a component that focuses on how to enhance the teacher’s role during child-managed activities.  相似文献   

Cognitive ability and cognitive style: finding a connection through resource use behavior     

Toomey  Natalie  Heo  Misook 《Instructional Science》2019,47(4):481-498

Instructional Science - The goal of this study was to investigate cognitive style (the visualizer–verbalizer dimension) and cognitive ability (spatial and verbal abilities) in terms of...  相似文献   

Departing from the beaten path: international schools in China as a response to discrimination and academic failure in the Chinese educational system   总被引：1，自引：0，他引：1  

Natalie A. E. Young 《比较教育学》2018,54(2):159-180

International schools are commonly depicted in the academic literature and popular press as offering elite educational credentials to an elite, oftentimes international, student body. In this paper, I draw on a case study of a Canadian international school to argue that a new form of international school is emerging in China – one that offers a haven for domestic students from certain competitive and discriminatory features of the Chinese educational system. Fieldwork was conducted at a Canadian curriculum high school for Chinese citizens in Beijing. Most students at the school were internal migrants or children of China’s ‘new rich’ entrepreneurial class; that is, their families had economic resources but occupied precarious social positions in contemporary Chinese society. Analyses reveal that the international school offers a pathway to obtain baseline academic credentials in the absence of other opportunities for progress in the Chinese educational system. Together with evidence of dramatic growth in international schools and tracks in China, this case study suggests the emergence of a new type of international education programme that departs from a picture of international education as ‘elite’ in terms of student body, academic environment, and expected educational trajectories of graduates. The paper also develops our understanding of class and educational strategies in contemporary China.  相似文献   

Low‐Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality          下载免费PDF全文

Terri J. Sabol  Natalie L. Bohlmann  Jason T. Downer 《Child development》2018,89(2):556-576

This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low‐income, racially/ethnically diverse 4‐year‐old children in 49 preschool classrooms in one medium‐sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self‐regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self‐regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found.  相似文献   

Development of the Transferable Learning Orientations tool: providing metacognitive opportunities and meaningful feedback for students and instructors     

Natalie Simper  James Kaupp  Brian Frank  Jill Scott 《Assessment & Evaluation in Higher Education》2016,41(8):1159-1175

This study encapsulates the development and testing of the Transferable Learning Orientations (TLO) tool. It is a triangulated measure built on select scales from the Motivated Strategies for Learning Questionnaire (MSLQ), together with multiple-choice items adapted from the lifelong learning VALUE rubric, and an open-ended response for each dimension. Select scales from the MSLQ were tested in a range of undergraduate courses, and the TLO (version one) was developed and piloted in a first-year engineering course. Minor refinements were made, and the TLO (version two) was retested with second-year undergraduates. The TLO is designed to engage students in meta-cognitive processes and provide meaningful feedback to students. The dimensions are outcome motivation, learning belief, self-efficacy, transfer and organisation. Results from the second-year group were more consistent and reliable than the first-year group, suggesting that context is an important factor. The scales demonstrate acceptable reliability, and the moderate correlations between scale scores and rubric ratings provide support for concurrent validity. We recommend the TLO be tested with broader populations to confirm psychometric properties and that it be implemented longitudinally to investigate the development of learning skills and changes in orientations over time.  相似文献   

Using Text Talk as a Gateway to Culturally Responsive Teaching     

Natalie K. Conrad  Yi Gong  Lillie Sipp  Lillian Wright 《Early Childhood Education Journal》2004,31(3):187-192

In 3 second-grade classrooms within diverse educational settings, the theory of culturally responsive teaching was utilized in combination with the strategy, Text Talk. Text Talk is a strategy generally used with young children during read-alouds to foster oral language and comprehension. Culturally response teaching builds on students' prior experiences and knowledge. Together, the use of Text Talk and culturally responsive teaching provides a gateway to support young children's literacy.  相似文献