Conceptual Elements for Performance Assessment for Faculty and Student Learning

2016 ◽  
pp. 11-38 ◽  
Author(s):  
Marcia Mentkowski ◽  
Mary E. Diez ◽  
Dena Lieberman ◽  
Desiree Pointer Mace ◽  
Margaret Rauschenberger ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Student Learning

scholarly journals A Performance Assessment Framework for Measuring Online Student Learning Outcomes

2020 ◽  
Author(s):  
Petronella James-Okeke ◽  
Craig Scott ◽  
Yacob Astatke ◽  
Jumoke Ladeji-Osias ◽  
LaDawn Partlow ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Assessment Framework ◽  
Online Student ◽  
A Performance

Web-Based Student Assessment

2011 ◽  
pp. 165-188 ◽  
Author(s):  
Apiwan D. Born
Keyword(s):  
Performance Assessment ◽  
Student Learning ◽  
Real World ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Web Based ◽  
Assessment Technique ◽  
Teaching And Learning Environment ◽  
Guidelines And Recommendations ◽  
Positive Effect

In this chapter, a means of evaluating students in a Web-based teaching and learning environment is examined. Two techniques, summative and formative, are introduced and discussed together with their related issues including delivery and submission, evaluation and feedback, and dealing with cheating. While a summative or traditional technique has been criticized for being too rigid and outdated, a formative or performance assessment technique promises its authenticity, as it requires students to solve real-world problems. It is argued in this chapter, that both techniques serve as essential measures of student learning and should be used in combination. At the end, instructors are provided with guidelines and recommendations for developing and delivering effective Web-based student assessment. The author hopes that understanding the concept and significance of student assessment in a Web-based educational setting will promote the use of proper techniques and render a positive effect on student learning, which we, as educators, value the most.

Performance Assessment and Rubric Design

2019 ◽  
pp. 628-650
Author(s):  
M. Christina Schneider ◽  
Jennifer S. McDonel ◽  
Charles A. DePascale
Keyword(s):  
Performance Assessment ◽  
Student Learning ◽  
Student Performance ◽  
Music Educators ◽  
Assessment Process ◽  
Content Standards ◽  
High Quality ◽  
Quality Performance ◽  
Knowledge And Skills ◽  
Key Questions

All music educators need training regarding how to create high-quality performance-based assessments and corresponding rubrics to (1) measure student learning in the classroom, (2) compare and rank students in an audition context, and (3) respond to and support student learning. The purpose of this chapter is to show that content standards and assessments, together, define intended outcomes of student learning. Teachers and assessment developers must determine the purpose for the assessment and the desired inferences regarding a student’s understanding or skills as the first step in the assessment process. Upon determining the desired inference, teachers and assessment developers must center the creation of assessments on the answers to three key questions: What knowledge, skills, or other attributes of student performance should be assessed? What evidence will demonstrate those knowledge and skills? What tasks will elicit those evidence pieces from students?

Performance Assessment in Science as a Tool to Enhance the Picture of Student Learning

1997 ◽  
Vol 97 (4) ◽  
pp. 172-183 ◽  
Author(s):  
James A. Shymansky ◽  
Sandra Enger ◽  
Jennifer L. Chidsey ◽  
Larry D. Yore ◽  
Margaret Jorgensen ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Student Learning

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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