scholarly journals Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners

2006 ◽  
Vol 5 (3) ◽  
pp. 197-203 ◽  
Author(s):  
Deborah Allen ◽  
Kimberly Tanner
Keyword(s):  
Evaluation Criteria ◽  
Learning Goals

A Re-Evaluation of Backward Design in Goal Setting, Assessment and Instruction Planning in International Baccalaureate

2021 ◽  
pp. 18-36
Author(s):  
Hyeon-Suk Kang ◽  
Kang-Ye Na
Keyword(s):  
Goal Setting ◽  
International Baccalaureate ◽  
Evaluation Criteria ◽  
Learning Goals ◽  
Backward Design ◽  
Course Materials ◽  
Innovative System

Much research in the field of International Baccalaureate (IB) education has focused on the strengths and weaknesses of this innovative system of education. In contrast, this chapter aims to return the discussion to the more fundamental aspects of IB by considering more deeply the issue of “backward design” and its relevance to the IB in the Korean and Asian contexts. The backward design consists of a) setting goals for learning, b) designing evaluation criteria to assess mastery of the course materials, and c) planning of the instruction in order to attain the learning goals.

Part 4: Developing intercultural competence in Seville outside the classroom

2019 ◽  
Vol 12 (3) ◽  
pp. 73-87
Author(s):  
Eva Infante Mora ◽  
Luisa Álvarez-Ossorio Piñero ◽  
Bartolomé Miranda Díaz
Keyword(s):  
Active Learning ◽  
Service Learning ◽  
Intercultural Competence ◽  
Evaluation Criteria ◽  
Learning Goals ◽  
Engaged Learning ◽  
Local Society ◽  
The Core ◽  
Community Organisations ◽  
Previous Design

This section of the comprehensive account of the action research and pedagogical reform of the CASA-Sevilla study-abroad programme concerns the introduction of community-engaged learning as a way to complement classroom instruction. Some experiential elements were already part of the programme’s previous design (homestays, cultural visits), but they needed to be structured into the curriculum, with clear learning goals and evaluation criteria. In addition, to palliate the obstacles students experienced when trying to establish connections with the local society, service-learning in community organisations was introduced into the core ‘Beyond Stereotypes’ course. This section describes the strategies that were designed to encourage active learning in the homestays, the cultural visits and the participation in community organisations, and the role these elements play in the new programme.

scholarly journals Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Kerrie A Douglas ◽  
Mitchell W. Zielinski ◽  
Hillary Merzdorf ◽  
Heidi A Diefes-Dux ◽  
Peter Bermel
Keyword(s):  
Evaluation Criteria ◽  
Faculty Members ◽  
Traditional Classroom ◽  
Evaluation Framework ◽  
Learning Goals ◽  
Structured Interviews ◽  
Personal Learning ◽  
Course Materials ◽  
Current State ◽  
Qualitative Feedback

Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders.  To this end, we investigated what kinds of information STEM MOOC instructors currently use to evaluate their courses and what kinds of information they feel would be valuable for that purpose.  We conducted semi-structured interviews with 14 faculty members from a variety of fields and research institutions who had taught STEM MOOCs on edX, Coursera, or Udacity.  Four major themes emerged related to instructors' desires: (1) to informally assess learners as an instructor might in a traditional classroom, (2) to assess learners’ attainment of personal learning goals, (3) to obtain in-depth qualitative feedback from learners, and (4) to access more detailed learner analytics regarding the use of course materials.  These four themes contribute to a broader sentiment expressed by the instructors that they have access to a wide variety of quantitative data for use in evaluation, but are largely missing the qualitative information that plays a significant role in traditional evaluation.  Finally, we provide our recommendations for MOOC evaluation criteria, based on these findings.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Transformation of evaluation criteria of lands withdrawn from agricultural turnover due to radioactive contamination

2020 ◽  
pp. 23-27
Author(s):  
Olga Merzlova
Keyword(s):  
Economic Evaluation ◽  
Radioactive Contamination ◽  
Chernobyl Accident ◽  
Evaluation Criteria ◽  
Contaminated Land ◽  
Degradation Processes ◽  
Agricultural Use ◽  
Land Clearance

One of the measures to eliminate the consequences of the Chernobyl accident was the exclusion of highly contaminated land from agricultural use. Due to the positive dynamics of the radiation situation, the issue of land return becomes relevant. However, in the period of exclusion of these lands the land clearance degradation processes were developing. The second part of the article is devoted to the issue of economic evaluation of the expediency of land return and the mutual coordination of the results of separate stages of complex ecological and economic evaluation. The research was carried out in Mogilev branch Institute of radiology (Republic of Belarus).

INOVASI PEMBELAJARAN AKIDAH AKHLAK MENGGUNAKAN METODE ROLE PLAY DALAM MENINGKATKAN PRESTASI BELAJAR SISWA

2018 ◽  
Vol 2 (1) ◽  
pp. 52-63
Author(s):  
Ansori Ansori
Keyword(s):  
Data Reduction ◽  
Role Play ◽  
Learning Goals ◽  
New Paradigm ◽  
Learning Materials ◽  
Analysis Technique ◽  
Flexible Schedule ◽  
Using Data ◽  
Real Action

The use of various methods will greatly help students in achieving learning goals. As role play method is one way mastery of learning materials through the development of imagination and appreciation of students on learning materials. Data collection techniques in this study are observation, interviews, and documentation. To analyze the data in this research using data analysis technique of Miles and Huberman model that is data reduction (Data Reduction), data presentation (Data Display) and conclusion (Conclution Drawing / verification) The findings in this research is innovation of role play method can change paradigm to the new paradigm so that the role of the teacher is more as a facilitator, counselor, consultant, and comrade study Flexible schedule, open as needed Learning directed by students themselves Problem-based, project, real world, real action, and reflection Design and investigation. Computers as tools, and dynamic media presentations.

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