Building a Culture of Ethical, Comparable, Authentic Assessment

2019 ◽  
pp. 463-481
Author(s):  
Andrew Reid ◽  
Julie Ballantyne
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Authentic Assessment ◽  
Subject Area ◽  
Music Educators ◽  
System Level ◽  
Diverse Range ◽  
Effective Learning ◽  
School Based ◽  
The Subject

In an ideal world, assessment should be synonymous with effective learning and reflect the intricacies of the subject area. It should also be aligned with the ideals of education: to provide equitable opportunities for all students to achieve and to allow both appropriate differentiation for varied contexts and students and comparability across various contexts and students. This challenge is made more difficult in circumstances in which the contexts are highly heterogeneous, for example in the state of Queensland, Australia. Assessment in music challenges schooling systems in unique ways because teaching and learning in music are often naturally differentiated and diverse, yet assessment often calls for standardization. While each student and teacher has individual, evolving musical pathways in life, the syllabus and the system require consistency and uniformity. The challenge, then, is to provide diverse, equitable, and quality opportunities for all children to learn and achieve to the best of their abilities. This chapter discusses the designing and implementation of large-scale curriculum as experienced in secondary schools in Queensland, Australia. The experiences detailed explore the possibilities offered through externally moderated school-based assessment. Also discussed is the centrality of system-level clarity of purpose, principles and processes, and the provision of supportive networks and mechanisms to foster autonomy for a diverse range of music educators and contexts. Implications for education systems that desire diversity, equity, and quality are discussed, and the conclusion provokes further conceptualization and action on behalf of students, teachers, and the subject area of music.

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

scholarly journals Innovative Assessment Practice to Improve Teaching and Learning in Civil Engineering

2020 ◽  
pp. 74-80
Author(s):  
Siham G. Farrag ◽  
Keyword(s):  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Civil Engineering ◽  
Subject Area ◽  
Assessment Practice ◽  
Final Exam ◽  
Total Satisfaction ◽  
The Subject ◽  
Students Satisfaction ◽  
Core Part

The professional skills are essential for engineering student along with conceptual knowledge. The main objective of this paper is to explore an innovative assessment practice that was implemented to enhance teaching and learning for an undergraduate student in Civil Engineering. The practice was developed to increase students’ engagement, and encourage collaboration and critical thinking to achieve sustainable learning. Emerging technology and e-tools were the key of improve this practice. The practice was evaluated through students’ performance during the semester, and through the analysis of student’s feedback, peer review and external feedback. Generally, the feedback demonstrated the effectiveness of this practice in improving students’ understanding of the subject area and their academic performance. The total satisfaction was more than 90% and showed students’ satisfaction with the pedagogy adopted. The results showed a significant improvement in students’ performance in both internal and external marks. The final exam average increased by 20% and the total average increased by 15.4 % from the previous semester. This paper highlights the importance of linking learning and assessment as a core part of the teaching and learning process.

Belief, Inquiry, Argument and Reflection as Significant Issues in Learning about Information Systems Development Methodologies

2003 ◽  
pp. 1-10 ◽  
Author(s):  
David A. Banks
Keyword(s):  
Information Systems ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Subject Area ◽  
Systems Development ◽  
Information Systems Development ◽  
Social Construct ◽  
The World ◽  
The Subject

This chapter examines some of the issues that are driving the development of a master’s course designated as “Information Systems Development Methodologies.” The course takes a “reality as a social construct” view of the world, the purpose of the approach being to encourage students to challenge assumptions and enhance their abilities to research, reflect, critique, and develop strong arguments to support their understanding of the subject area. An interpretive approach such as this can challenge those students whose experiences of previous educational settings have been more strongly oriented toward rote or positivistic teaching and learning styles. The chapter outlines a number of approaches that have been adopted to help students deal with interpretive approaches to learning and to introduce them to issues of belief, inquiry, argument, and reflection.

scholarly journals Approaches to teaching primary level mathematics

2014 ◽  
Vol 4 (2) ◽  
pp. 20 ◽  
Author(s):  
Caroline Long ◽  
Tim Dunne
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Mathematical Concept ◽  
Process Approach ◽  
Policy Statement ◽  
Advanced Mathematics ◽  
Five Dimensions ◽  
Advantages And Disadvantages ◽  
School Based ◽  
The Subject

In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.

scholarly journals Teaching English Using Poetry: An Alternative to Implement Contextual Teaching and Learning

2018 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Samanik Samanik
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Real Life ◽  
Authentic Assessment ◽  
Effective Learning ◽  
Classroom Activities ◽  
Life Context ◽  
Contextual Teaching ◽  
Main Components ◽  
Community Modeling

This paper describes poetry as an alternative to implement Contextual Teaching and Learning (CTL). CTL places learning and learning activities in a real-life context, incorporating not only what is learned but also why students should learn it. Meanwhile, poetry is chosen for its authenticity, in which, all nations have their own record on poetry. The classroom activities which involve poetry are poetry production (writing), poetry performance (reading), and poetry appreciation (speaking). By using poetry, learning processes are expected to meet the seven main components of effective learning: constructivism, questioning, inquiry, learning community, modeling, and authentic assessment. Moreover, the learning process can develop not only language skills but also critical thinking skill.  Keywords: Contextual Teaching and Learning (CTL), poetry, components of ideal teaching and learning

scholarly journals On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

2021 ◽  
Vol 103 ◽  
pp. 01017
Author(s):  
Zoya D. Denikina ◽  
Anatoly V. Denikin
Keyword(s):  
Higher Education ◽  
Subject Area ◽  
Educational Process ◽  
Theory And Practice ◽  
System Level ◽  
Practical Solution ◽  
Classical Education ◽  
Different Types ◽  
The Subject

The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.

scholarly journals THE ASSEMBLING OF CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL ASSISTED BY ORIGAMI PAPER MEDIA FOR INCREASING PLANE LEARNING RESULT IN THE FIFTH GRADE OF PRIMARY SCHOOL

2017 ◽  
Vol 1 (3) ◽  
pp. 176
Author(s):  
Dyah Tri Wahyuningtyas
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Primary School ◽  
Learning Community ◽  
Key Words ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Fifth Grade ◽  
Average Score ◽  
The Subject

Abstract: The objective of this study was describing the application of CTL model assisted by origami media for increasing learning result of plane circumference in the fifth grade of primary school. It was a qualitative research by using Classroom Action Research (CAR) methodology. The subject research was 43 students in the fifth grade in Bunuwetan Pakis primary school. The steps are: (1) Introduction, (2) Material presentment step (constructivism, inquiry, questioning, learning community, modelling, reflecting, and authentic assessment), conclusion and (3) Closing. The scoring result of this study was 80% in the activity of the teacher in cycle I, it included good category. In cycle II was getting 96% and including excellent category. The activity of the students was getting 67,14% and including quite active category. Besides, in cycle II it got 92,86%, involved very active category. The result study in cycle I was gotten from classical mastery 69,77% and the average score was 63,83. The cycle II was 81,39% and the average score was 80,93. Therefore, can be concluded that the assembling of CTL model assisted by origami could increase the learning result of the fifth grade in Bunuwetan Pakis Primary school.      Key words: CTL, origami, plane    

Recording Lectures, Streaming, Downloading, Podcasting, Vodcasting, and Webcasting

2008 ◽  
pp. 176-195
Author(s):  
Richard Caladine
Keyword(s):  
Higher Education ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Subject Area ◽  
Learning Technologies ◽  
Student Interaction ◽  
Fundamental Part ◽  
The Subject ◽  
Efficient Learning

There can be a range of reasons to record lectures or presentations, from the creation of resources to meeting the needs of distant students. Of course recordings are one-way. The information in them flows from the recorded file to students and student interaction with recordings is generally limited to interacting with the controls of the player, that is, they can pause, stop, and replay the recording in part or in its entirety. It can be argued that this interaction adds another level of access to educational presentations. While this low level of interaction can have positive educational outcomes it cannot be equated with interactions between students and teachers. Clearly the person-to-person interactions have the potential for far greater educational outcomes ranging from the answering of questions to the exploration and extension of the subject area. In cases where students are distant from teachers and interact with recorded resources other technologies and techniques are need to provide viable two-way communications channels between them. All learning technologies impose on teaching and learning activities and recordings of presentations are no exception. It is argued that recordings by themselves seldom, if ever, are sufficient for effective and efficient learning in higher education. However, it is suggested that recordings when used in conjunction with other learning technologies and techniques can be a fundamental part of the learning experience.

scholarly journals Heterogeneous Data Aggregation and Normalization in Information Security Monitoring and Intrusion Detection Systems of Large-scale Industrial CPS

2020 ◽  
Vol 32 (5) ◽  
pp. 131-142
Author(s):  
Maria A. Poltavtseva
Keyword(s):  
Information Security ◽  
Data Aggregation ◽  
Large Scale ◽  
Heterogeneous Data ◽  
Subject Area ◽  
Multidimensional Data ◽  
Security Monitoring ◽  
Detection Systems ◽  
The Subject ◽  
General Architecture

Monitoring of industrial cyber-physical systems (CPS) is an ongoing process necessary to ensure their security. The effectiveness of information security monitoring depends on the quality and speed of collection, processing, and analyzing of heterogeneous CPS data. Today, there are many methods of analysis for solving security problems of distributed industrial CPS. These methods have different requirements for the input data characteristics, but there are common features in them due to the subject area. The work is devoted to preliminary data processing for the security monitoring of industrial CPS in modern conditions. The general architecture defines the use of aggregation and normalization methods for data preprocessing. The work includes the issue from the requirements for the preprocessing system, the specifics of the subject area, to the general architecture and specific methods of multidimensional data aggregation.

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