scholarly journals Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Cherry Zin Oo ◽  
Dennis Alonzo ◽  
Chris Davison
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Classroom Assessment ◽  
Intervention Group ◽  
Initial Teacher Education ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Supervising Teachers ◽  
Assessment Strategies

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes of teachers is the ability to gather and analyze assessment data to make trustworthy decisions leading to supporting student learning. However, this ability is often underdeveloped for a variety of reasons, including reports that teachers are overwhelmed by the complex process of data analysis and decision-making and that often there is insufficient attention to authentic assessment practices which focus on assessment for learning (AfL) in initial teacher education (ITE), so teachers are uncertain how to integrate assessment into teaching and make trustworthy assessment decisions to develop student learning. This paper reports on the results of a study of the process of pre-service teachers’ (PSTs) decision-making in assessment practices in Myanmar with real students and in real classroom conditions through the lens of teacher agency. Using a design-based research methodology, a needs-based professional development program for PSTs’ assessment literacy was developed and delivered in one university. Following the program, thirty PSTs in the intervention group were encouraged to implement selected assessment strategies during their practicum. Semi-structured individual interviews were undertaken with the intervention group before and after their practicum in schools. This data was analyzed together with data collected during their practicum, including lesson plans, observation checklists and audiotapes of lessons. The analysis showed that PSTs’ decision-making in the classroom was largely influenced by their beliefs of and values in using assessment strategies but, importantly, constrained by their supervising teachers. The PSTs who understood the principles of AfL and wanted to implement on-going assessment experienced tension with supervising teachers who wanted to retain high control of the practicum. As a result, most PSTs could not use assessment strategies effectively to inform their decisions about learning and teaching activities. Those PSTs who were allowed greater autonomy during their practicum and understood AfL assessment strategies had greater freedom to experiment, which allowed them multiple opportunities to apply the result of any assessment activity to improve both their own teaching and students’ learning. The paper concludes with a discussion of the kind of support PSTs need to develop their assessment decision-making knowledge and skills during their practicum.

scholarly journals THE EXPRESSION OF LEARNING ORIENTED ASSESSMENT CULTURE: A QUALITATIVE STUDY OF TEACHERS’ PERCEPTIONS ABOUT ASSESSMENT

2021 ◽  
Vol 2 ◽  
pp. 514-524
Author(s):  
Irena Raudiene
Keyword(s):  
Standardized Testing ◽  
Classroom Assessment ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
School Evaluation ◽  
Teachers Perceptions ◽  
Assessment Culture ◽  
Teachers Beliefs ◽  
The City

This article presents the results of a thematic analysis conducted after informal interviews with 10 teachers and a head teacher of one secondary school in the city of Vilnius about their classroom assessment practices. Part of a larger critical ethnographic research exploring the change of school culture when introducing assessment innovation, this analysis reveals common classroom assessment practices, teachers’ beliefs about the role of assessment, and the anxiety the  school community shares around standardized testing and examinations. Literature suggests that both formative and summative assessment practices have great potential for improving students’ learning. Teachers are encouraged to integrate assessment into their teaching in order to identify where their pupils are in their learning and the steps they need to take for improvement and progress (Gardner, Hayward, Harlen Stobart, 2008). However convincing the arguments in favour of change are, the external school evaluation data shows that the real change in the way teachers assess students’ progress is very slow and hardly noticed. The concept of learning oriented assessment culture (Birenbaum, 2014) could provide more understanding about the nature of good classroom assessment and necessary conditions that help to sustain school efforts in improving assessment practices.  

Use of an Atrial Fibrillation Medication Decision Aid Improves Knowledge and Process for Decision Making (Preprint)

2018 ◽  
Author(s):  
Molly Beinfeld ◽  
Suzanne Brodney ◽  
Michael Barry ◽  
Erika Poole ◽  
Adam Kunin
Keyword(s):  
Atrial Fibrillation ◽  
Decision Making ◽  
Shared Decision Making ◽  
Anticoagulant Therapy ◽  
Decision Aid ◽  
Response Rate ◽  
Intervention Group ◽  
Shared Decision ◽  
Community Based ◽  
Baseline Group

BACKGROUND A rural community-based Cardiology practice implemented shared decision making supported by an evidence-based decision aid booklet to improve the quality of anticoagulant therapy decisions in patients with atrial fibrillation. OBJECTIVE To develop a practical workflow for implementation of an anticoagulant therapy decision aid and to assess the impact on patients’ knowledge and process for anticoagulant medication decision making. METHODS The organization surveyed all patients with atrial fibrillation being seen at Copley Hospital to establish a baseline level of knowledge, certainty about the decision and process for decision making. The intervention surveys included the same knowledge, certainty, process and demographic questions as the baseline surveys, but also included questions asking for feedback on the decision aid booklet. Stroke risk scores (CHA2DS2-VASc score) were calculated by Copley staff for both groups using EMR data. RESULTS We received 46 completed surveys in the baseline group (64% response rate) and 50 surveys in the intervention group (72% response rate). The intervention group had higher knowledge score than the baseline group (3.6 out of 4 correct answers vs 3.1, p=0.036) and Decision Process Score (2.89 out of 4 vs 2.09, p=0.0023) but similar scores on the SURE scale (3.12 out of 4 vs 3.17, p=0.79). Knowledge and Process score differences were sustained even after adjusting for co-variates in stepwise linear regression analyses. Patients with high school or lower education appeared to benefit the most from shared decision making, as demonstrated by their knowledge scores. CONCLUSIONS It is feasible and practical to implement shared decision making supported by decision aids in a community-based Cardiology practice. Shared decision making can improve knowledge and process for decision making for patients with atrial fibrillation. CLINICALTRIAL None

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

The decision-making of treatment and outcome in elderly patients with symptomatic severe aortic stenosis

2020 ◽  
Vol 41 (Supplement_2) ◽  
Author(s):  
Q Zhao ◽  
H Xu ◽  
J Lv ◽  
Y Wu
Keyword(s):  
Decision Making ◽  
Aortic Stenosis ◽  
Elderly Patients ◽  
Science And Technology ◽  
Multivariable Analysis ◽  
Intervention Group ◽  
Left Ventricular ◽  
Lower Mortality ◽  
Funding Source ◽  
The Impact

Abstract Background The prevalence of aortic stenosis (AS) steadily increases with age. There is a consensus that intervention should be advised in patients with symptomatic severe AS. However, decision to operate raises complex issues in the elderly due to the increasing operative comorbidity and mortality. There is limited information regarding the characteristics and outcome of elderly patients with symptomatic severe AS who were denied intervention and the reasons leading to the denial. Purpose To analyze the decision-making and the prognosis in elderly patients with symptomatic severe AS. Methods In a cohort of 8929 patients aged ≥60 years with significant valvular heart disease, we divided patients with severe (valve area ≤1 cm2 or peak velocity ≥4.0 m/s or mean gradient ≥40 mmHg), symptomatic (angina or NYHA II-IV or syncope) AS into three groups by final treatment decision: intervention group, doctor-deny group, patient-deny group. The impact of characteristics on decision-making was evaluated and 1-year mortality among three groups were compared. Results Among 546 patients with severe symptomatic AS, the interventional decision was taken in 338 patients (61.9%), 134 patients (24.5%) were denied intervention by doctor after evaluation and 74 patients (13.5%) refused intervention due to personal preference. In multivariable analysis, age [OR=1.104, 95% CI (1.068–1.142)], multi-comorbidities [OR=4.706, 95% CI (2.355–9.403)] and left ventricular end-diastolic diameter (LVEDD) [OR=1.021, 95% CI (1.001–1.042)] were markedly associated with the conservative decision made by doctor, while LVEF >50% [OR=0.260, 95% CI (0.082–0.823)] was significantly linked with the interventional decision. Lower mortality was observed in intervention group during 1-year follow-up compared with either doctor-deny group or patient-deny group (both P<0.001 after adjustment). Further, diabetes [HR=2.513, 95% CI (1.243–5.084)], syncope [HR=2.856, 95% CI (1.338–6.098)], atrial fibrillation (AF) [HR=2.764, 95% CI (1.305–5.855)], stroke [HR=2.921, 95% CI (1.252–6.851)] and multi-comorbidities [HR=3.120, 95% CI (1.363–7.142)] were strong 1-year mortality predictors, whereas interventional treatment [HR=0.195, 95% CI (0.091–0.417)] and LEVF >50% [HR=0.960, 95% CI (0.938–0.984)] were related to lower mortality. Conclusions Intervention was denied in about forty percent of elderly patients with symptomatic severe AS. Patients with advanced age, multi-comorbidities and increased LVEDD tended to be denied intervention by doctors, whereas interventions were more likely to be performed on patients with normal LVEF. Diabetes, syncope, AF, stroke and multi-comorbidities were the predictive factors of 1-year mortality. Elderly patients with symptomatic severe AS could benefit from intervention. Patient education needs to be strengthened, to encourage more patients accept the appropriate intervention. Funding Acknowledgement Type of funding source: Public grant(s) – National budget only. Main funding source(s): National Twelfth Five-year Science and Technology Support Projects by Ministry of Science and Technology of China

scholarly journals Shared decision making and patient-centeredness for patients with poorly controlled type 2 diabetes mellitus in primary care—results of the cluster-randomised controlled DEBATE trial

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Anja Wollny ◽  
Christin Löffler ◽  
Eva Drewelow ◽  
Attila Altiner ◽  
Christian Helbig ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Type 2 Diabetes ◽  
Decision Making ◽  
Type 2 Diabetes Mellitus ◽  
Shared Decision Making ◽  
Intervention Group ◽  
Control Group ◽  
Shared Decision ◽  
Patient Centeredness

Abstract Background We investigate whether an educational intervention of GPs increases patient-centeredness and perceived shared decision making in the treatment of patients with poorly controlled type 2 diabetes mellitus? Methods We performed a cluster-randomized controlled trial in German primary care. Patients with type 2 diabetes mellitus defined as HbA1c levels ≥ 8.0% (64 mmol/mol) at the time of recruitment (n = 833) from general practitioners (n = 108) were included. Outcome measures included subjective shared decision making (SDM-Q-9; scale from 0 to 45 (high)) and patient-centeredness (PACIC-D; scale from 1 to 5 (high)) as secondary outcomes. Data collection was performed before intervention (baseline, T0), at 6 months (T1), at 12 months (T2), at 18 months (T3), and at 24 months (T4) after baseline. Results Subjective shared decision making decreased in both groups during the course of the study (intervention group: -3.17 between T0 and T4 (95% CI: -4.66, -1.69; p < 0.0001) control group: -2.80 (95% CI: -4.30, -1.30; p = 0.0003)). There were no significant differences between the two groups (-0.37; 95% CI: -2.20, 1.45; p = 0.6847). The intervention's impact on patient-centeredness was minor. Values increased in both groups, but the increase was not statistically significant, nor was the difference between the groups. Conclusions The intervention did not increase patient perceived subjective shared decision making and patient-centeredness in the intervention group as compared to the control group. Effects in both groups might be partially attributed to the Hawthorne-effect. Future trials should focus on patient-based intervention elements to investigate effects on shared decision making and patient-centeredness. Trial registration The trial was registered on March 10th, 2011 at ISRCTN registry under the reference ISRCTN70713571.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Teaching and Assessment through Online Platforms during the COVID-19 Pandemic: Benefits and Challenges

2021 ◽  
Vol 8 (4) ◽  
pp. 408-415
Author(s):  
Adebunmi Yetunde Aina ◽  
Ayodele Abosede Ogegbo
Keyword(s):  
Online Teaching ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Gauteng Province ◽  
Preparation Time ◽  
Case Methods ◽  
Face To Face ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Base Data

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching and assessment strategies for teaching university students through online platforms during the COVID-19 pandemic. This study has used a framework of SWOT (strength, weakness, opportunities, and threats) analysis as its theoretical base. Data was collected through semi-structured interviews with five lecturers from three universities in Gauteng Province, South Africa. The collected data was analysed using content analysis. This study found that lecturers were able to manage the teaching and assessment processes during the COVID-19 school restrictions, using a combination of platforms such as Blackboard-collaborate, WhatsApp, Kahoot, and Google Classroom. The findings also revealed that a wide variety of teaching and assessment methodologies, including small group work, collaborative learning, case methods, discussion posts, multiple choice quizzes, chats, game activities, open-ended questions, and essays were utilized on these platforms. Although the methodologies used for teaching and assessing on these platforms require additional preparation time, they also help increase interaction between students and enable immediate grading of scripts and student feedback. Further findings revealed that online assessment is highly susceptible to test/examination malpractices. This study provided recommendations helpful to policymakers, lecturers, and students regarding online teaching and assessment strategies.

scholarly journals NECESSITY OF MAPPING AND ASSESSMENT OF ECOSYSTEMS AND THEIR SERVICES IN PLANNING AND DECISION MAKING PROCESS

2016 ◽  
Vol 4 ◽  
pp. 234
Author(s):  
Līga Brūniņa ◽  
Elīna Konstantinova ◽  
Aija Peršēvica
Keyword(s):  
Decision Making ◽  
Ecosystem Services ◽  
Development Process ◽  
Economic Value ◽  
National Level ◽  
Decision Making Process ◽  
Integrate Assessment ◽  
Reporting Systems ◽  
Potential Benefits ◽  
The Eu

The EU Biodiversity Strategy to 2020 determines that “Member States, with the assistance of the Commission, will map and assess the state of ecosystems and their services in their national territory by 2014, assess the economic value of such services, and promote the integration of these values into accounting and reporting systems at EU and national level by 2020”. Mapping and assessment of ecosystem services provides several benefits, one of which is baseline data providing to measure net future gains or losses and data integration into spatial development process. The aim of the paper is to present and discuss the approach taken to assessing ecosystem services in order to introduce necessity of mapping and assessment of ecosystems and their services for planning and decision-making process in Latvia. The paper will focus on terminology interpretation of ecosystem services, introducing with set of developed indicators for assessment of ecosystem services and define appropriate for Latvia. The paper closes with estimation of potential benefits and necessity to integrate assessment of ecosystems services in spatial planning and decision-making process.

scholarly journals Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

2021 ◽  
Vol 6 ◽  
Author(s):  
Gunilla Näsström ◽  
Catarina Andersson ◽  
Carina Granberg ◽  
Torulf Palm ◽  
Björn Palmberg
Keyword(s):  
Decision Making ◽  
Formative Assessment ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Learning Activities ◽  
Behavioral Engagement ◽  
Assessment Practices ◽  
Traditional Teaching ◽  
Assessment Practice ◽  
Knowledge And Skills

Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

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