Development and validation of an instrument to measure online assessment acceptance in higher education

Author(s):  
Caleb Or ◽  
Elaine Chapman
2020 ◽  
pp. 221
Author(s):  
Ron Martinez ◽  
Francisco Fogaça ◽  
Eduardo Henrique Diniz de Figueiredo

AbstractClasses taught through English in higher education (in countries where English is not an official language) is a growing phenomenon worldwide. In Brazil the trend has only emerged in the last decade, and has faced some resistance on many fronts, including among professors.  One of the concerns raised by professors is related to their identity: essentially, are instructors who teach through a foreign language delivering a class that is qualitatively different?  For example, are they as able to interact with the students in the same way they would in their L1?  In order to move beyond mere conjecture regarding these and related questions, the present study describes the development and validation of a classroom observation instrument designed to be used (or adapted for use) by researchers wishing to investigate issues surrounding, especially, interactivity in English Medium Instruction in higher education settings.Key words: EMI, classroom interaction, bilingual education, internationalization ResumoAulas ministradas no ensino superior por meio de língua inglesa (em países onde o inglês não é um idioma oficial) é um fenômeno crescente no mundo acadêmico. No Brasil, a tendência só surgiu na última década e tem enfrentado certa resistência em muitas frentes, inclusive entre os professores. Uma das preocupações levantadas por docentes é relacionada à identidade: isto é, será que os professores que ensinam através de uma língua estrangeira ministram uma aula qualitativamente diferente? Por exemplo, será que eles conseguem interagir com os alunos da mesma maneira que eles conduzem uma aula na primeira língua? Para ir além da mera conjectura sobre essas e outras questões relacionadas, o presente estudo descreve o desenvolvimento e a validação de um instrumento de observação de aula projetado para ser usado (ou adaptado para uso) por pesquisadores que desejam investigar questões relacionadas, principalmente, à interatividade didática quando em contextos de Inglês como Meio de Instrução em inglês no âmbito do ensino superior.Palavras chave:EMI, Inglês como Meio de Instrução, ensino bilingue, internacionalização


SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington

Critical thinking (CT) is essential in many higher-order thinking skills and should be enhanced by higher education programs. The Model of Integrated Thinking Skills (MITS) was developed to help students developing CT, assist educators teaching CT, and satisfy the following three criteria: 1) completely and objectively describe CT, 2) distinguish CT from other skills, and 3) be used by all disciplines.  A validation survey determined how MITS is perceived with respect to the three criteria.  Most participants perceived that MITS meets the three criteria, suggesting that MITS can assist student development of CT.


2014 ◽  
Vol 40 (7) ◽  
pp. 988-1001 ◽  
Author(s):  
Jennifer Cumming ◽  
Charlotte Woodcock ◽  
Sam J. Cooley ◽  
Mark J.G. Holland ◽  
Victoria E. Burns

2021 ◽  
Vol 8 (12) ◽  
pp. 308-316
Author(s):  
G. D. D. T. Karunarathne ◽  
L. Wijewardene

The main purpose of this review article is to deliberate on online assessments, the advantages and disadvantages of e-assessments, and their importance in the higher education sector, in the post-COVID era. Online assessments are the collection of tasks that are made by educational instructors in order to evaluate student performance, using Information and Communication Technologies. There are different types of techniques to conduct e-assessments, which result in different rewards and shortcomings. However, this article delivers the strategies that can be used to eliminate the downsides of online assessment.


2019 ◽  
Vol 11 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Carlos Capella-Peris ◽  
Jesús Gil-Gómez ◽  
Manuel Martí-Puig ◽  
Paola Ruíz-Bernardo

2020 ◽  
Vol 36 (5) ◽  
pp. 817-828
Author(s):  
Evelyne E. M. Meens ◽  
Anouke W. E. A. Bakx ◽  
Joris Mulder ◽  
Jaap J. A. Denissen

Abstract. This study aimed at developing and validating a new instrument to facilitate late adolescents and young adults to choose a higher education major. For the main study, the sample consisted of 6,215 late adolescents and young adults ( Mage = 19.50, SD = 1.89, 42.3% female). After rational scale construction based on the RIASEC model of Holland (1997) , several statistical analyses were conducted. In four studies, structural validity, internal consistency, and construct validity were examined. Our analyses showed that adequate structural validity, internal consistency, and construct validity were established. A 7-factor structure was found, in which the investigative domain split into two subscales. The overall results suggested that the new instrument is reliable and valid as an orientation instrument in applied settings in secondary and higher education.


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