scholarly journals An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education

2020 ◽  
Author(s):  
Jeffrey Buckley ◽  
Donal Canty ◽  
Niall Seery
Keyword(s):  
Technology Education ◽  
Comparative Judgment ◽  
Assessment Process ◽  
Education Students ◽  
Design Assessment ◽  
Level Data ◽  
Reliable Assessment ◽  
Design Activities ◽  
Teaching Learning ◽  
Work Done

The use of design assignments for teaching, learning, and assessment is considered a signature of technology education. However, there are difficulties in the valid and reliable assessment of features of quality within designerly outputs. In light of recent educational reforms in Ireland, which see the introduction of classroom based assessments centring on design in the technology subjects, it is paramount that the implementation of design assessment is critically considered. An exploratory study was conducted with a 1st year cohort of initial technology teacher education students (N = 126) which involved them completing a design assignment and subsequent assessment process through the use of adaptive comparative judgement (ACJ). In considering the use of ACJ as a potential tool for design assessment at post-primary level, data analysis focused on criteria used for assessment. Results indicate that quantitative variables, i.e., the amount of work done, can significantly predict performance (R2 = .333, p <.001), however qualitative findings suggest that quantity may simply align with quality. Further results illustrate a significant yet practically meaningless bias may exist in the judgement of work through ACJ (φ = .082, p <.01) and that there was need to use varying criteria in the assessment of design outputs.

scholarly journals Critical and formative evaluation in secondary education students.

PARADIGMA ◽  
2021 ◽  
Vol 42 (2) ◽  
pp. 279-298
Author(s):  
Luz Aide Figueroa Zapata ◽  
Luz Marina LLanos Díaz
Keyword(s):  
Formative Evaluation ◽  
Assessment System ◽  
Assessment Process ◽  
Research Strategies ◽  
Education Students ◽  
Motivation For Learning ◽  
Qualitative Descriptive ◽  
Evaluation Policies ◽  
Teaching Learning ◽  
Descriptive Method

This study describes the approaches that a private educative institution has about teaching, learning and assessment process. Its curriculum includes a rigorous document with evaluation policies, the SIEE (Institutional Assessment System) is offering a formative evaluation, critical thinking and analytical formation on students. The research was directed finding what kind of assessment is done, student`s considerations about assessment, and motivation for learning. A qualitative descriptive method was used (Hernández et all, 2010). And the analyses includes descriptive statistics, questionnaires, open interviews, observation protocols, and literature analysis. The paper concludes that some teachers are not involved in the contextual dynamics of learning, nor do they take into account the interests of students. So, this leads to warning that today's teachers must be updated and conduct teaching through dynamic and motivational research strategies. In this case, the proposed transformative pedagogical model and critical formative assessment will have sense on students and therefore, in our society. 

scholarly journals Differentiating Instruction to Meet the Needs of Diverse Technical/Technology Education Students at the Secondary School level

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Maduakolam Ireh ◽  
Ogo T Ibeneme
Keyword(s):  
Differentiated Instruction ◽  
Technology Education ◽  
Academic Growth ◽  
Success For All ◽  
School Level ◽  
Education Students ◽  
Differentiating Instruction ◽  
Secondary School Level ◽  
Problem Solvers ◽  
Teaching Learning

Effective teaching requires fostering success for all students, and to help them become productive, problem-solvers, and self-directed learners. This is more so in Technical/Technology Education where learners do not all learn the same thing in the same way or on the same day. As such, technical education teachers must consider each learner based on needs, readiness, preferences, and interests. This paper gives insights on how to effectively achieve this success in the classroom, through the use of Differentiated Instruction (DI)-an approach that enables teachers to plan strategically as well as provide a variety of options to successfully reach all students.  Differentiated Instruction allows teachers to meet learners where they are and offer challenging and appropriate options for them to achieve success. The paper highlights other areas where this teaching technique could be applied toward students' motivation, engagement, and academic growth. The authors also explain the three elements of the curriculum that can be differentiated: Content, Process, and Products. Other issues concerning the teaching-learning process are also discussed in the paper.

scholarly journals Relationship between the STEAM Approach and SUMAK KAWSAY in Vulnerable Social Sectors

2021 ◽  
Author(s):  
Galo Hurtado
Keyword(s):  
High School Students ◽  
High Impact ◽  
Education Students ◽  
School Students ◽  
Technical High School ◽  
Sumak Kawsay ◽  
Teaching Learning ◽  
Work Done ◽  
The City ◽  
Social Sectors

The research is based on the question: Can teaching/learning methodologies help to achieve the objective of Sumak Kawsay in Ecuador? a STEAM work approach was applied in technical high school students and higher education students (technological), in order to determine the level of impact in terms of project generation, following the entire process, from the generation of ideas to the linking of projects with society, The analysis was carried out in students from 15 to 22 years old in two institutions in the city of Cuenca, using the method of intentional sampling and the systematic review of scientific articles in the Scopus and Google academic databases of the last 3 years, to determine the level of impact of the prototypes pub-lished in indexed journals. The most striking aspect of the results is that of the 260 students surveyed, only 19.6% of students consider that there are STEAM teachers in the classroom, and only 56.92% of students manage to link their work with society, one of the recommended strategies being the publication of scientific articles and participation in congresses disseminating the high impact work done by students in the classroom.

EFFECT OF FIXED FACILITATOR MODEL ON NCE TECHNOLOGY EDUCATION STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN NIGER STATE

2020 ◽  
Vol 6 (2) ◽  
pp. 155-158
Author(s):  
CHARLES SAIDU TUKURA ◽  
Ibrahim Ismail Kuta
Keyword(s):  
Academic Performance ◽  
Technology Education ◽  
Total Population ◽  
College Of Education ◽  
Education Student ◽  
Colleges Of Education ◽  
Attitude Questionnaire ◽  
Education Students ◽  
Lecture Method ◽  
Student’S Performance

This study title Effect of fixed facilitator model on NCE Technology Education Students’Attitude and Academic Performance in Niger State, Nigeria. The study used quasiexperimental design. The total population was 942, while the sample size was 216educational technology from two colleges of Education in Niger State. The test instrumentdeveloped by the researcher for the study was the Student‘s Performance AssessmentInstrument (SPAI) and Technology Education Student Attitude Questionnaire (TESAQ)which contained 50 questions. The statistic used were t-test independent sample cumulativemean and the finding of the study standard deviation. The findings of the study revealed thatNCE students performed better when taught with fixed facilitator model compared to theircounter parts taught with lecture method. Based on the results obtained the researcherrecommended that: the instructors of Technology Education should endeavor to use fixedfacilitator model in teaching Technology Education in college of education.

scholarly journals Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

2016 ◽  
Vol 7 (2) ◽  
pp. 43-49
Author(s):  
John Hamilton
Keyword(s):  
Academic Writing ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Education Students ◽  
Academic Teaching ◽  
Current Assessment ◽  
Teaching Learning ◽  
Formative Learning ◽  
Concept Framework ◽  
Considerable Detail

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.

scholarly journals Motivación en educación artística. Tiempo y variables

2020 ◽  
pp. 56-61
Author(s):  
Inés López Manrique
Keyword(s):  
Arts Education ◽  
Educational Context ◽  
Artistic Practice ◽  
Comfort Zone ◽  
Education Students ◽  
Fundamental Factor ◽  
Artist Studios ◽  
Student Today ◽  
Work Done

Motivation is a fundamental factor for all kinds of activities, highlighting in it the role of emotions. Motivation is present, both in artistic practice and in the educational context, classifying as extrinsic or intrinsic. Reviewing fundamental authors on motivation directed to arts education students, variables such as time, resources, passion and the environment were found. Other strategies consist of evaluating: the importance of emotions, spaces, experimentation, recognition of the work done, reinforcement of the feeling of value and creative abilities, ideas, the introduction of new tools, unexpected objects and unexpected people. The importance of teamwork, getting out of the comfort zone, visiting artist studios or inviting artists to participate in classes is also defended. Attention is paid to the rhythms of each student, some faster, others calmer, giving them the necessary time according to the rhythm of each student. Today the increase in digitization also affects motivation in Art Education

Opportunities and Challenges of Connections, Trust, Diversity, and Conflict for Motivation, Volition, and Engagement in Online Learning

2021 ◽  
pp. 49-67
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Assessment Practices ◽  
Design Assessment ◽  
Assessment And Evaluation ◽  
Computer Monitors ◽  
Teaching Learning ◽  
Online Facilitation

Motivation is an important parameter for successful completion of the course by the student. There are many factors that can mar such motivation like digital fatigue, poor instructional design, facilitator competency, course design, assessment practices, and student support. For online teaching learning, the authors spend a lot of time in front of computer monitors, keep typing on computer keyboard, listen to audio using headsets, etc. The students may be sitting in live meeting of their class and not understand what is expected of them. They may have a sense of being lost and demotivated. The students may not want to ask questions for fear of appearing foolish. This chapter looks into the factors related to motivation in online teaching and learning settings. It examines the factors related to motivation like deepening connections, dealing with diversity, managing conflict, teacher capabilities for online facilitation, providing feedback, providing educational resources to students, digital fatigue, assessment and evaluation practices for online learning, and conversing.

Electronic Tools for Online Assessments

2009 ◽  
pp. 1291-1308
Author(s):  
Jon Margerum-Leys ◽  
Kristin M. Bass
Keyword(s):  
Teacher Education ◽  
Construct Validity ◽  
Tool Use ◽  
Assessment Process ◽  
Effective Practices ◽  
Performance Information ◽  
Education Students ◽  
Measurement Issues ◽  
Online Assessments ◽  
Teacher Education Students

The tools used in assessment allow instructors to communicate performance information to students. Each tool has particular things that it does well or poorly, encouraging particular kinds of assessment and discouraging others. This chapter explores the use of three particular software tools-Rubistar, an assessment database, and a document comparison feature—within a teacher education course. We comment on the tools’ affordances, role in the assessment process, and ability to help instructors model effective practices for teacher education students. We also discuss two measurement issues, construct validity and consequences of use, that pertain to tool use in this environment.

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