Rethinking Between-College Effects on Student Learning: A New Model to Guide Assessment and Quality Assurance

2014 ◽  
pp. 59-73 ◽  
Author(s):  
Patrick T. Terenzini ◽  
Robert D. Reason
Keyword(s):  
Quality Assurance ◽  
Student Learning ◽  
New Model ◽  
College Effects

Delivering subject choice and quality assurance in specialised disciplines

2008 ◽  
Vol 31 (2) ◽  
pp. 19.1-19.11
Author(s):  
Kerry Dunne
Keyword(s):  
Distance Education ◽  
Quality Assurance ◽  
New England ◽  
Host Institution ◽  
New Model ◽  
Partner Institution ◽  
Subject Choice ◽  
The University

Using a new model of subject delivery, the University of New England (UNE–Armidale, Australia) offers specialist subjects at partner or host institutions. The model is a modified version of distance education. It is designed to meet the needs of on-campus students who wish to study a subject that their university is unable to offer as a full internal program. Students are enrolled as students of the partner institution, but the content of the courses, the teaching and assessment are the responsibility of UNE staff. The model is attractive to students and to tertiary administrators of both the host and provider universities. For students the model offers greater subject choice and flexibility; for tertiary administrators at the host institution there is built-in quality assurance and continuity of subject offerings, and for UNE an opportunity to develop a new market for distance education and to ensure the survival of low enrolment specialist language subjects

scholarly journals PISMS: Parental Influence on Student Motivation and Self-esteem in Primary Education

2015 ◽  
Vol 5 (4) ◽  
pp. 165
Author(s):  
Yaron Ghilay ◽  
Ruth Ghilay
Keyword(s):  
Primary School ◽  
Student Learning ◽  
Primary Education ◽  
Student Motivation ◽  
Parental Influence ◽  
Self Esteem ◽  
Previous Model ◽  
Additional Method ◽  
New Model ◽  
Key Variables

<p>The study presents a new model for primary education called PISMS (Parental Influence on Student Motivation and Self-esteem). Previous model named ISMS (Improving Student Motivation and Self-esteem) is designed to help schools foster motivation and self-esteem of students. PISMS is a complementary model because it allows schools to train parents how to become involved and to continue strengthening the mission of the school to improve students' motivation and self-esteem.</p><p>Parents who participated in a three-year study conducted in a primary school (n = 73), reported that a course based on the principles of PISMS, was very helpful in strengthening their ability of how to improve their children's motivation and self-esteem. The significance of these findings is that an additional method for improving key variables having an essential impact on student learning, has been found.</p><p>The PISMS model has been found to be applicable to primary education, in particular, but it may be suitable for other schools as well. </p>

Quality-Assurance Assessment of Learning Outcomes in Mathematics

2015 ◽  
Vol 4 (2) ◽  
pp. 37-48
Author(s):  
Seifedine Kadry
Keyword(s):  
Differential Equation ◽  
Quality Assurance ◽  
Student Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Student Outcomes ◽  
Systematic Approach ◽  
Student Learning Outcomes ◽  
Assessment Of Learning ◽  
Analyze Data

Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.

Teaching Adaptation

2017 ◽  
Author(s):  
Marty Gould
Keyword(s):  
Student Learning ◽  
Pedagogical Practices ◽  
Digital Culture ◽  
English Studies ◽  
New Model

Chapter 36 addresses the leading questions that arise from the use of adaptations in the classroom. Why must teachers engage with adaptation? How can adaptation promote the highest aims of English studies? How can it transform the focus of English and the humanities? How can teachers use adaptation theories as the basis for specific pedagogical practices? How can they use adaptation in assessing student learning? Arguing that adaptation reflects what English has always been about, even as it beckons toward a new model of English studies more responsive to a contemporary digital culture that treats texts and their meanings as constantly evolving rather than canonical, the essay urges teachers to help students to develop an active, productive literacy through adaptation.

Quality Teaching Quality Learning

2013 ◽  
pp. 26-37 ◽  
Author(s):  
Michael Prosser
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
University Teaching ◽  
Quality Teaching ◽  
Quality Enhancement ◽  
Good Teaching ◽  
Recent Developments

The aim of this chapter is to outline the results of over 20 years’ research into university teaching from a student-learning perspective, how teaching from this perspective relates to student learning (its processes and outcomes), and the implications of this research for supporting quality assurance of, quality enhancement of, and the recognition and reward of teaching and learning in higher education. These results have important implications for how we develop and implement quality assurance and enhancement processes in teaching and learning and how we recognise and reward quality teaching in higher education. If the outcomes of good teaching are quality student learning, then quality assurance, quality enhancement, and the recognition and reward for good teaching needs to focus on the students and their learning. This is a student-focused view of quality teaching. Some of these implications are described by examining some recent developments in quality assurance, enhancement, and recognition and reward at the University of Hong Kong.

scholarly journals Open Device Labs as a strategy to enhance the undergraduate and postgraduate student learning experience of software quality assurance and usability for mobile devices

Obra digital ◽  
2019 ◽  
pp. 135-150
Author(s):  
Claire Horgan
Keyword(s):  
Quality Assurance ◽  
Student Learning ◽  
Software Quality ◽  
Learning Experience ◽  
Software Quality Assurance ◽  
Postgraduate Student ◽  
Software Developers ◽  
Educational Perspective ◽  
Institute Of Technology ◽  
Enhance Student Learning

Open Device Labs (ODL) are a resource where users can test their applications on a growing range of internet-connected devices. Quality assurance across real devices is vital to ensure a pleasant user experience. From an educational perspective the Tralee Institute of Technology goal is to provide students with the skills they need to become competent software developers. They should have an appreciation of the end users' experience. This papers looks at using an ODL to enhance student learning of quality assurance and usability.  

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