Teaching Badminton Based on Student Skill Levels

This article examines two graduate programs, one masters and one doctoral, that rely heavily on technological delivery systems. These systems include the use of audiobridge, videotapes, electronic mail, and compressed video. In addition, the programs utilize electronic library access, bulletin boards, and a special tool that was developed in-house, the Electronic Classroom. Included is a survey of “National Cluster” students in the doctoral program. The survey was used to assess the influence that technology, especially telecommunications, has had on the students' ability to complete their course of study, their career, and/or work status, and their personal interaction with friends and colleagues. Preliminary analysis of the survey data indicate that the instruction that these students received enabled them to perform in a positive way throughout their study. Student skill levels were increased, and the carryover to their work place was evident.

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Disability Identification and Educational Accommodations: Lessons From the 2019 Admissions Scandal

Educational Researcher ◽

10.3102/0013189x20902100 ◽

2020 ◽

Vol 49 (2) ◽

pp. 125-129 ◽

Cited By ~ 5

Author(s):

Benjamin J. Lovett

Keyword(s):

Learning Disabilities ◽

Test Scores ◽

Diagnostic Tests ◽

Objective Data ◽

Skill Levels ◽

Identification Methods ◽

Unequal Treatment ◽

Student Skill ◽

Disability Identification ◽

Educational Accommodations

A recent, widely publicized scandal involved students who obtained fraudulent diagnoses of learning disabilities in an effort to get accommodations on college admissions tests. Although the exact circumstances of the scandal are unusual, the methods used to obtain diagnoses and accommodations illustrate widespread problems with current policies. These problems include certain disability identification methods that overemphasize performance on diagnostic tests, a lack of attention to the unfair advantages that unwarranted accommodations can provide, and a lack of commonly used guidelines for making accommodations decisions based on credible, objective data. The scandal was a rare consequence of these problems, but far more frequent consequences involve unequal treatment of students from different backgrounds and test scores that fail to reflect actual student skill levels.

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Methods for Improving the Design of Experiments Outcome in an ME Curriculum

Innovations in Engineering Education: Mechanical Engineering Education, Mechanical Engineering Technology Department Heads ◽

10.1115/imece2006-13785 ◽

2006 ◽

Author(s):

Timothy C. Scott

Keyword(s):

Design Of Experiments ◽

Electronics Cooling ◽

Thermal Design ◽

Experiment Planning ◽

Design Activity ◽

Technical Literature ◽

Skill Levels ◽

Actual Design ◽

Sufficient Degree ◽

Student Skill

To do a design of experiments project with a sufficient degree of realism can require a large block of class time. It would be valuable for the students to practice uncertainty analysis, selection of instruments, experiment planning, and application of engineering analysis. It would also be useful for them to learn about test codes and standards, to examine descriptions of similar test rigs found in the technical literature, and to operate within constraints on time, materials and fabrication costs. Time and student skill levels limit the number of these "ideals" that can be achieved, and compromises have to be made. The hope is that these limitations will not cause the project to degenerate to the "design without much analysis the night before the project is due" mentality that many students equate with "design" This paper describes methods for improving the "design of experiments" outcome in the ME curriculum. The design of a rig for testing electronics cooling heat sinks is the project. Activities in several prerequisite courses are coordinated to provide supporting background knowledge. A heat sink thermal design project in the co-requisite heat transfer course is linked to the design of experiments project. These efforts allow more time for the actual design activity. Several techniques for bringing realistic constraints into the project and for improving the efficiency of some traditionally time consuming activities are presented. Instead of simplifying the objective, students are given more assistance in overcoming the problems that they are least able to solve due to their inexperience. In this way, the project maintains a higher level of realism.

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PRE AND POST COURSE STUDENT SELF ASSESSMENT OF CEAB GRADUATE ATTRIBUTES – A TOOL FOR OUTCOMES ASSESSMENT, STUDENT SKILL AND COURSE IMPROVEMENT

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.6497 ◽

2017 ◽

Cited By ~ 1

Author(s):

Marnie V. Jamieson ◽

John M. Shaw

Keyword(s):

Student Perceptions ◽

Course Development ◽

Self Assessment ◽

Online Surveys ◽

Skill Levels ◽

Graduate Attributes ◽

Engineering Program ◽

Self Assessments ◽

Student Skill ◽

Skill Improvement

In addition to instructor assessment, capstone and introductory design students self-assess their skill levels based on their perceived attainment of and confidence in their ability to perform categorized skills related to the CEAB Graduate Assessment Attributes pre and post both courses. The assessment levels are no or introductory experience, developing,satisfactory and mastered. The goals of this initiative are to provide data for the CEAB mandated requirement for continuous course improvement, and to gauge student perceptions of their skill development as they progress through the design course sequence. The results from two sets of online surveys for each course have helped identify areas for course development and have helped prioritize course improvements in areas with the largest potential for attribute and skill improvement. Course deliveryeffectiveness was evaluated by comparison with previous cohorts, pre and post course student self-assessment, and student engagement and satisfaction survey data. This report focuses on the results of the pre and post course student self-assessments, including outcomes for cohortscompleting all four surveys, and comparisons between students enrolled in the co-op program, who have an 8-month gap between courses, and traditional engineering program students, who are younger on average and only have a one-month gap between courses

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Examining Alphabet Writing Fluency in Kindergarten

Assessment for Effective Intervention ◽

10.1177/1534508416665324 ◽

2016 ◽

Vol 42 (2) ◽

pp. 81-96 ◽

Cited By ~ 2

Author(s):

Cynthia S. Puranik ◽

Melissa M. Patchan ◽

Mary M. Sears ◽

Kristen L. McMaster

Keyword(s):

Predictive Validity ◽

Writing Fluency ◽

Skill Levels ◽

Writing Assessments ◽

School Year ◽

Curriculum Based Measures ◽

Student Skill ◽

Task Measure ◽

Fluency Task

Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency—that is, how well children access, retrieve, and write letter forms automatically. In the current study, the alphabet writing fluency task was administered at both the beginning and end of the kindergarten school year. Scores were calculated for two time increments, 15 and 60 s, and compared with an alphabet writing, untimed task. All three scores were compared with criterion measures of writing, including both standardized writing assessments and compositional CBMs of writing. Results indicate that measuring alphabet writing fluency using either timed tasks (15- or 60-s) at the beginning or the end of kindergarten may not be a useful or valid endeavor. In contrast, the alphabet writing, untimed task measure showed stronger correlations to criterion writing measures in comparison with the 15- and 60-s alphabet writing fluency tasks and also showed greater concurrent and predictive validity. Limitations and further areas of study are discussed.

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