Using the Four Stages of Learning to Assess, Set Goals, and Instruct

2021 ◽  
pp. 004005992110548
Author(s):  
Bree Jimenez ◽  
Jenny Root ◽  
Jordan Shurr ◽  
Emily C. Bouck
Keyword(s):  
Student Performance ◽  
Goal Setting ◽  
Academic Skills ◽  
Individual Student ◽  
Support Needs ◽  
Learning Progression ◽  
Student Needs ◽  
Stages Of Learning

Teaching requires attention to individual student needs by providing both adequate challenge and sufficient support to help students successfully gain academic skills (Shurr et al., 2019). The learning stages framework divides typical learning into four distinct stages: acquisition, fluency, maintenance, and generalization (Collins, 2012; Haring & Eaton, 1978). Thinking in terms of the learning progression can help teachers assess student performance and determine how they can best be supported to progress. This article will lead readers through the process of using the four stages of learning as a framework for assessment (i.e., understanding where students are currently performing), goal setting (i.e., setting the instructional aim), and instruction (i.e., planning for and delivering instruction aligned to individual student needs) within the context of mathematics for students with a variety of disabilities and support needs.

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

scholarly journals Peran Kepemimpinan Transformasional dalam Meningkatkan Kinerja Individu Santri pada Unit Usaha Pondok Pesantren

2019 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
Fuad Dhiya Ul Husaen ◽  
Reni Rosari
Keyword(s):  
Transformational Leadership ◽  
Student Performance ◽  
Sample Selection ◽  
Sampling Technique ◽  
Boarding School ◽  
Individual Performance ◽  
Individual Student ◽  
Business Unit ◽  
Innovative Behavior ◽  
The Individual

This study aims to determine how much influence transformational leadership on the individual performances of santri, mediated by the innovative behavior of santri. This research is confirmatory research that aims to examine theories that have been there before. The number of samples in this study was 102 students who worked in the business unit of the Sidogiri Islamic boarding school. The sample selection uses a purposive sampling technique. Data was collected using a questionnaire instrument with a Likert scale. Testing the hypothesis refers to Baron Kenny's mediation theory and processing data using Smart PLS 3 applications, by analyzing the results of evaluating the outer and inner models. The results of this study indicate that; (1) transformational leadership of the head of a business unit has a significant positive effect on the individual performance of students with a coefficient of 0.546. (2) innovative behavior proved not to mediate the influence of transformational leadership head of the unit on individual student performance.

Preparing Pre-Service Candidates as Effective Reflective Practitioners Using edTPA

2018 ◽  
pp. 205-217
Author(s):  
Sumitra Himangshu-Pennybacker ◽  
David P. Fuller
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
New Teachers ◽  
Reflective Practitioner ◽  
Individual Student ◽  
Evidence Based ◽  
Student Needs ◽  
Teacher Education Candidates ◽  
Reflective Practitioners ◽  
Based Instruction

Proponents of teacher education preparation advocate that in order for new teachers to be effective in their practice they must acquire skills as reflective practitioners, specifically as it relates to lesson designing and instruction and understanding individual student needs. This study demonstrates the use of edTPA reflective commentary to move teacher education candidates from a superficial professional reflection to becoming a reflective practitioner with an in-depth understanding of reflective practice and evidence-based instruction.

Development of an Instrument to Assess Individual Student Performance in Small Group Tutorials

2004 ◽  
Vol 43 (10) ◽  
pp. 447-455 ◽  
Author(s):  
Michael G. Ladouceur ◽  
Elizabeth M. Rideout ◽  
Margaret E.A. Black ◽  
Dauna L. Crooks ◽  
Linda M. O'Mara ◽  
...  
Keyword(s):  
Small Group ◽  
Student Performance ◽  
Individual Student

Using Online Class Preparedness Tools to Improve Student Performance: The Benefit of “All-In” Engagement

2020 ◽  
pp. 105256292096020
Author(s):  
Anthony Francescucci ◽  
Julie Kellershohn ◽  
Martin A. Pyle
Keyword(s):  
Field Study ◽  
Large Class ◽  
Student Performance ◽  
Student Perceptions ◽  
Student Needs ◽  
Key Stakeholders ◽  
Reading Technology ◽  
Improve Student Performance ◽  
Pedagogical Research ◽  
Practical Implications

Contemporary instructors face a growing paradox: pedagogical research espouses the benefits of interactive learning, yet, due to funding pressures, large class sizes challenge their ability to implement these practices. The present research investigates how digital solutions, specifically an online adaptive reading technology (OART), can mitigate these divergent forces. The OART is a self-paced software solution that mimics an offline textbook with functionality (e.g., quizzes, progress indicators) that adapts to student needs and facilitates class preparation in an interactive manner. Drawing on empirical evidence from a multiclass field study, the findings indicate that the technology improves student perceptions of engagement with the course and their academic performance. Notably, however, these benefits primarily arise when students take an “all-in” approach, and complete the material in its entirety, even when compared with students who completed most of the material. These findings offer both theoretical and practical implications for key stakeholders.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

CAMEO: Computer-Assisted Management of Educational Objectives

1982 ◽  
Vol 49 (2) ◽  
pp. 151-153 ◽  
Author(s):  
Nancy Prill Brown
Keyword(s):  
Computer Technology ◽  
Individual Student ◽  
Computer Assisted ◽  
Individualized Education Programs ◽  
Student Needs ◽  
Time Saving ◽  
School Year ◽  
Iep Development ◽  
Assisted Management ◽  
Preparatory Work

CAMEO is a system that combines computer technology with a resource of objectives to provide a flexible, time-saving solution to the workload created by individualized education programs (IEP's). CAMEO utilizes computer technology to eliminate the clerical work in IEP development while ensuring individualized IEP's by enabling teachers to manipulate objectives. The resource of objectives is designed to minimize preparatory work by providing approximately 7,000 measurable objectives from birth through age 21, in eight areas of study. The resource is skill-based, rather than adhering to grade or categorical designations. Results of a field test conducted during the 1981–82 school year demonstrate that CAMEO does reduce preparatory and clerical time without compromising the ability to address individual student needs.

Factors Affecting Students’ Performance in Distributed Pair Programming

2017 ◽  
Vol 57 (2) ◽  
pp. 513-544 ◽  
Author(s):  
Stelios Xinogalos ◽  
Maya Satratzemi ◽  
Alexander Chatzigeorgiou ◽  
Despina Tsompanoudi
Keyword(s):  
Student Performance ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Pair Programming ◽  
Individual Student ◽  
Broadband Internet ◽  
Factors Affecting ◽  
Final Exams ◽  
The Individual ◽  
Pair Compatibility

Pair Programming has been shown to increase productivity and code quality not only in professional software development but also in the context of programming education. The provision of broadband Internet access gave rise to Distributed Pair Programming (DPP) enabling two programmers to collaborate remotely. To gain insight into the benefits of DPP, we performed an empirical study on an object-oriented programming course where 62 students carried out assignments through a DPP platform. The goal of the study is to investigate, in the context of DPP, whether prior programming skills (assessed at the level of student, his or her partner and pair) and pair compatibility are related to student performance. To further examine the effect of DPP on learning outcomes, we have studied whether a pair’s performance on DPP assignments is related to the students’ grade. The findings indicate that the student’s actual skill and the pair’s actual skill affect his or her performance in an object-oriented programming course. The results also suggested that there is no association between pair compatibility and his or her own performance. Finally, pair performance on DPP assignments is related to the individual student performance in the final exams. Such evidence can be used to guide instructors when planning DPP assignments and especially when forming student pairs.

scholarly journals Application of a Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to Individual Student Performance in a Team-Based Simulation

2021 ◽  
Vol 8 ◽  
pp. 238212052110424
Author(s):  
Brittany J Daulton ◽  
Laura Romito ◽  
Zach Weber ◽  
Jennifer Burba ◽  
Rami A Ahmed
Keyword(s):  
Student Performance ◽  
Internal Consistency ◽  
Interprofessional Education ◽  
Interrater Reliability ◽  
Assessment Tool ◽  
Individual Performance ◽  
Individual Student ◽  
Interprofessional Teamwork ◽  
Significant Difference ◽  
Simulation Based

There are a very limited number of instruments to assess individual performance in simulation-based interprofessional education (IPE). The purpose of this study was to apply the Simulation-Based Interprofessional Teamwork Assessment Tool (SITAT) to the individualized assessment of medicine, pharmacy, and nursing students (N = 94) in a team-based IPE simulation, as well as to explore potential differences between disciplines, and calculate reliability estimates for utilization of the tool. Results of an analysis of variance provided evidence that there was no statistically significant difference among professions on overall competency ( F(2, 91)  =  0.756, P  = .472). The competency reports for nursing ( M = 3.06, SD = 0.45), medicine ( M = 3.19, SD = 0.42), and pharmacy ( M = 3.08, SD = 0.49) students were comparable across professions. Cronbach's alpha provided a reliability estimate of the tool, with evidence of high internal consistency ( α = .92). The interrater reliability of the SITAT was also investigated. There was moderate absolute agreement across the 3 faculty raters using the 2-way mixed model design and “average” unit (kappa = 0.536, P = .000, 95% CI [0.34, 0.68]). The novel SITAT demonstrates internal consistency and interrater reliability when used for evaluation of individual performance during IPE simulation. The SITAT provides value in the education and evaluation of individual students engaged in IPE curriculum.

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