Teachers’ perspectives on the evaluation of teacher effectiveness: A focus on student learning objectives

2022 ◽  
Vol 110 ◽  
pp. 103604
Author(s):  
Xumei Fan
Keyword(s):  
Student Learning ◽  
Teacher Effectiveness ◽  
Learning Objectives ◽  
Student Learning Objectives ◽  
Teachers Perspectives

scholarly journals Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097977
Author(s):  
Allison Atteberry ◽  
Sarah E. LaCour
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
Teacher Performance ◽  
The United States ◽  
Learning Objectives ◽  
Learning Goals ◽  
Target Setting ◽  
Student Learning Objectives ◽  
Performance System ◽  
Better Than

The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers’ willingness and ability to set appropriately ambitious SLOs. We describe teachers’ SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets that students did not meet. We also find that, within the same year, a student’s spring test scores tend to be higher on the assessments for which they received higher targets. This raises the intriguing possibility that receiving higher targets might cause students to perform better than they otherwise would have.

scholarly journals Internships in Kinesiology: Reconsidering Best Practices

2018 ◽  
Vol 7 (4) ◽  
pp. 350-357
Author(s):  
Mark Urtel ◽  
Sara F. Michaliszyn ◽  
Craig Stiemsma
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Round Table ◽  
Learning Objectives ◽  
Assessment Tools ◽  
Community Partner ◽  
Program Outcomes ◽  
The Status ◽  
Student Learning Objectives ◽  
The Many

The purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.

scholarly journals Using Interest Approaches in Instructional Design and Delivery

EDIS ◽  
2019 ◽  
Vol 2019 (3) ◽  
Author(s):  
Brianna N. Shanholtzer ◽  
Andrew Thoron ◽  
J. C. Bunch ◽  
Blake C. Colclasure
Keyword(s):  
Academic Achievement ◽  
Instructional Design ◽  
Student Learning ◽  
Short Duration ◽  
Real World ◽  
Agricultural Education ◽  
Student Motivation ◽  
Situational Interest ◽  
Learning Objectives ◽  
Student Learning Objectives

Most educators know that it can be challenging to get students motivated to learn at the start of a lesson. The importance of student motivation, academic desire, and engagement is well noted as these factors have been directly linked to students’ academic achievement. An interest approach uses a brief activity to stimulate students’ situational interest toward a topic. Although situational interest is typically held by the learner for a short duration, establishing situational interest at the start of the lesson maximizes students’ engagement, motivation, and attentiveness toward the lesson’s topic and student learning objectives. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication describes components of interest approaches and techniques for integrating them into a lesson, and provides real-world examples. Written by Brianna N. Shanholtzer, Andrew C. Thoron, J. C. Bunch, and Blake C. Colclasure. http://edis.ifas.ufl.edu/wc334

Improving Teaching Effectiveness Using Distance Education Tools

2011 ◽  
pp. 102-120 ◽  
Author(s):  
Murali Shanker ◽  
Michael Y Hu
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Learning Objectives ◽  
Learning Material ◽  
Student Learning Objectives ◽  
Using Data ◽  
High Level

Distance education is now an integral part of offering courses in many institutions. With increasing access to the internet, the importance of distance education will only grow. But, to date, the specific benefits that distance education brings to student learning objectives remain unclear. We first propose a framework that links student performance and satisfaction to the learning environment and course delivery. Next, we empirically evaluate our framework using data from a Business Statistics course that we offer in the traditional classroom setting and as a distance-education course. Our results show that while a well-designed distance-education course can lead to a high level of student satisfaction, classroom-based students achieve even higher satisfaction if they are also given access to online learning material. This indicates that material for an effective distance-education course can also be used to supplement in-class teaching to increase satisfaction with student learning objectives.

How Digital Media like TED Talks Are Revolutionizing Teaching and Student Learning

2014 ◽  
pp. 282-298
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
Student Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Real Life ◽  
Learning Objectives ◽  
Teaching Tool ◽  
Student Learning Objectives ◽  
Multi Media ◽  
User Friendly ◽  
Ted Talks

Launched in 1984, Technology, Entertainment, and Design (TED) Talks was successfully developed and implemented as a practical way to bring recognized experts together to discuss the latest developments and improve communication and collaboration across these fields. From its embryonic beginning, TED Talks has today expanded exponentially and is now a multi-media vehicle for delivering pioneering work to a global audience. For faculty wishing to bring user-friendly, cutting-edge research and ideas to the classroom, it can be an exciting teaching tool because students can draw from the real life experiences of outstanding professionals who are trailblazers in their fields. This chapter presents assignments that were created using TED Talks and provides a template that can be used to create unique assignments that are compatible with the needs and goals of the course. The template is designed to help faculty craft a learning experience that is embedded in an encouraging environment for innovative approaches and student involvement—where specific student learning objectives exist, along with approaches to assess student learning.

A Framework for Distance Education Effectiveness

2011 ◽  
pp. 99-113
Author(s):  
Murali Shanker ◽  
Michael Y. Hu
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Learning Objectives ◽  
The Internet ◽  
Learning Material ◽  
Student Learning Objectives ◽  
Using Data ◽  
High Level

Distance education is now an integral part of offering courses in many institutions. With increasing access to the Internet, the importance of distance education will only grow. But, to date, the specific benefits that distance education brings to student learning objectives remain unclear. We first propose a framework that links student performance and satisfaction to the learning environment and course delivery. Next, we empirically evaluate our framework using data from a Business Statistics course that we offer in the traditional classroom setting and as a distance-education course. Our results show that a well-designed distance education course can lead to a high level of student satisfaction, but classroom-based students can achieve even higher satisfaction, if they also are given access to learning material on the Internet. This indicates that material for an effective distance-education course also can be used to supplement in-class teaching in order to increase satisfaction with student learning objectives.

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