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

2022 ◽  
Author(s):  
Caleb Or ◽  
Elaine Chapman
Keyword(s):  
Higher Education ◽  
Online Assessment ◽  
Development And Validation

scholarly journals AN INSTRUMENT FOR ENGLISH MEDIUM INSTRUCTION (EMI) CLASSROOM OBSERVATION IN HIGHER EDUCATION

2020 ◽  
pp. 221
Author(s):  
Ron Martinez ◽  
Francisco Fogaça ◽  
Eduardo Henrique Diniz de Figueiredo
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Official Language ◽  
Observation Instrument ◽  
English Medium Instruction ◽  
Development And Validation

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

scholarly journals Development and validation of a critical thinking framework

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Programs ◽  
Higher Order Thinking Skills ◽  
Development And Validation

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.

Development and validation of the groupwork skills questionnaire (GSQ) for higher education

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

scholarly journals Online Assessments: Their Importance in Higher Education

2021 ◽  
Vol 8 (12) ◽  
pp. 308-316
Author(s):  
G. D. D. T. Karunarathne ◽  
L. Wijewardene
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Review Article ◽  
Online Assessment ◽  
Advantages And Disadvantages ◽  
Different Types ◽  
Online Assessments ◽  
Information And Communication

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.

scholarly journals Development and Validation of a Scale to Assess Social Entrepreneurship Competency in Higher Education

2019 ◽  
Vol 11 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Carlos Capella-Peris ◽  
Jesús Gil-Gómez ◽  
Manuel Martí-Puig ◽  
Paola Ruíz-Bernardo
Keyword(s):  
Higher Education ◽  
Social Entrepreneurship ◽  
Development And Validation

The Development and Validation of an Interest and Skill Inventory on Educational Choices (ISEC)

2020 ◽  
Vol 36 (5) ◽  
pp. 817-828
Author(s):  
Evelyne E. M. Meens ◽  
Anouke W. E. A. Bakx ◽  
Joris Mulder ◽  
Jaap J. A. Denissen
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Construct Validity ◽  
Internal Consistency ◽  
Adolescents And Young Adults ◽  
Educational Choices ◽  
Late Adolescents ◽  
Structural Validity ◽  
New Instrument ◽  
Development And Validation

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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