Student teacher assessment feedback preferences: The influence of cognitive styles and gender

2011 ◽  
Vol 21 (3) ◽  
pp. 271-280 ◽  
Author(s):  
Carol Evans ◽  
Michael Waring
Keyword(s):  
Student Teacher ◽  
Cognitive Styles ◽  
Teacher Assessment ◽  
Assessment Feedback ◽  
Feedback Preferences ◽  
And Gender

A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

2014 ◽  
Vol 41 (1) ◽  
pp. 141-153 ◽  
Author(s):  
Gail Crimmins ◽  
Gregory Nash ◽  
Florin Oprescu ◽  
Marama Liebergreen ◽  
Janet Turley ◽  
...  
Keyword(s):  
Student Teacher ◽  
Assessment Feedback ◽  
Teacher Relationships ◽  
Student Teacher Relationships

scholarly journals Mathematical communication skills based on cognitive styles and gender

2020 ◽  
Vol 9 (4) ◽  
pp. 847
Author(s):  
Kamid Kamid ◽  
M. Rusdi ◽  
Olva Fitaloka ◽  
Fibrika Rahmat Basuki ◽  
Khairul Anwar
Keyword(s):  
Communication Skills ◽  
Cognitive Styles ◽  
Female Students ◽  
Mathematical Communication ◽  
Field Independent ◽  
Field Dependent ◽  
And Gender ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
The Mathematical Model

This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.

scholarly journals Cognitive Styles, Gender, and Student Academic Performance in Engineering Education

2021 ◽  
Vol 11 (9) ◽  
pp. 502
Author(s):  
Chaham Alalouch
Keyword(s):  
Academic Performance ◽  
Engineering Education ◽  
Cognitive Style ◽  
Engineering Students ◽  
Statistical Tests ◽  
Cognitive Styles ◽  
Regression Tree ◽  
Engineering Majors ◽  
And Gender ◽  
And Cluster Analysis

Cognitive styles affect the learning process positively if tasks are matched to the cognitive style of learners. This effect becomes more pronounced in complex education, such as in engineering. We attempted to critically assess the effect of cognitive styles and gender on students’ academic performance in eight engineering majors to understand whether a cognitive style preference is associated with certain majors. We used the Cognitive Style Indicator (CoSI) with a sample of n = 584 engineering students. Multiple standard statistical tests, regression tree analysis, and cluster analysis showed that none of the three cognitive styles was exclusively associated with better performance. However, students who had a stronger preference for a cognitive style were more likely to perform better. Gender, the major, and students’ clarity about their cognitive style were shown to be the best predictors of academic performance. Female students performed better and were clearer about their preferred cognitive style, whereas male students were more capable of adapting to different learning tasks. Furthermore, certain engineering majors were shown to be associated with certain cognitive styles. We concluded the study with theoretical and practical implications for engineering education and suggestions for further research.

scholarly journals Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators

Pythagoras ◽  
2004 ◽  
Vol 0 (60) ◽  
Author(s):  
Chris Breen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Assessment ◽  
Assessment And Evaluation ◽  
Mathematics Teacher Educators

In this article I begin by focusing on different ways in which the term assessment can be understood and practised.  Having done this, I turn my gaze onto one particular teacher education situation and explore student teacher assessment as they are prepared for a career in teaching. In describing some of the particular ways in which I try to heighten the awareness of this particular group of student teachers regarding assessment and evaluation, I reflect on the experience and pose questions for teacher educators in general to consider about their own practice.

Sign in / Sign up

Export Citation Format

Share Document