scholarly journals The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education

2021 ◽  
Vol 11 (8) ◽  
pp. 441
Author(s):  
Rochelle E. Tractenberg
Keyword(s):  
Higher Education ◽  
Educational Psychology ◽  
Cognitive Complexity ◽  
Systematic Approach ◽  
Face To Face ◽  
Teaching Objectives ◽  
Learner Centered ◽  
Teaching Goals ◽  
Hybrid Teaching ◽  
Instructional Decision

It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they—or new assessments in development—will promote learning and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.

scholarly journals The Assessment Evaluation Rubric: Promoting learning and learner -centered teaching in higher education

2020 ◽  
Author(s):  
Rochelle E. Tractenberg
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Educational Psychology ◽  
Cognitive Complexity ◽  
Systematic Approach ◽  
Ordinal Scale ◽  
Teaching Objectives ◽  
Learner Centered ◽  
Teaching Goals ◽  
Teaching In Higher Education

It is common to create courses for the higher education context that accomplishes content-driven teaching goals, and then develop assessments (quizzes, exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher- centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER evaluates four features of an assessment: its general alignment with learning goal(s); whether the assessment is intended to/effective as formative or summative; whether some systematic approach to cognitive complexity is reflected; and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment; utility; complexity; clarity) has four questions that can be rated as present/absent (or yes/no), or, using a three-level ordinal scale describing “present-useable”, “possibly present - needs clarification”, and “absent”. Other rating methods can also be conceptualized for the answers to the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they -or new assessments in development - will promote learning and learner centered teaching.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

“New Normal”: Analisis Penerimaan Menggunakan Balance Score Card

2020 ◽  
Vol 3 (2) ◽  
pp. 396-402
Author(s):  
Maria Florentina Rumba ◽  
Margaretha P.N Rozady ◽  
Theresia W. Mado
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Normal Phase ◽  
Physical Contact ◽  
New Normal ◽  
Face To Face ◽  
Balance Score Card ◽  
Score Card ◽  
Pros And Cons ◽  
The Impact

Abstrak: Kebiasaan manusia berubah karena adanya wabah COVID-19, hal ini berpengaruh ketika manusia masuk ke dalam fase new normal. New normal diartikan sebagai keadaan yang tidak biasa dilakukan sebelumnya, yang kemudian dijadikan sebagai standar atau kebiasaan baru yang mesti dilakukan manusia untuk dirinya sendiri maupun untuk bersosialisasi dengan orang lain. Kebiasaan baru ini pun menimbulkan pro dan kontra seiring dengan dampak yang timbul. Lembaga pendidikan tinggi merupakan salah satu yang merasakan dampak penerapan new normal. Perkuliahan yang selama ini dilakukan secara online/daring, akan kembali dilakukan secara luring/tatap muka, dengan tetap menerapkan protokol COVID-19 seperti mengenakan masker, menjaga jarak, mengenakan sarung tangan, serta tidak melakukan kontak fisik seperti berjabat tangan. Masalah yang muncul bukan hanya kecemasan orang tua terhadap anak – anaknya, tetapi bagaimana lembaga pendidikan tinggi mengatur segala sumber daya yang dimiliki agar memenuhi standar penerapan new normal. penelitian ini bertujuan untuk mengetahui penerimaan  terhadap kondisi normal yang baru menggunakan Perspektif balance score card. Abstract: Human habits change because of the COVID-19 outbreak, this affects when humans enter the new normal phase. New normal is defined as a condition that is not normally done before, which is then used as a standard or new habits that must be done by humans for themselves or to socialize with others. This new habit also raises the pros and cons along with the impact arising with the new normal. Higher education institutions are the ones who feel the impact of implementing new normal. Lectures that have been conducted online / online will be re-done offline / face to face, while still applying the COVID-19 protocol such as wearing a mask, keeping a distance, wearing gloves, and not making physical contact such as shaking hands. The problem that arises is not only parents' anxiety about their children, but how higher education institutions regulate all available resources to meet new normal implementation standards. This study aims to determine acceptance of new normal conditions using the balance score card Perspective.

scholarly journals Saudi Arabian Developments

2015 ◽  
Author(s):  
Philip Altbach
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Education System ◽  
Systematic Approach ◽  
Academic Development ◽  
Saudi Arabian ◽  
Higher Education System

Saudi Arabia spends significantly on higher education, and its higher education system has expanded impressively in recent years. Now the Kingdom is seeing to upgrade its higher education system and to create a more systematic approach to academic development. Challenges remain, but the effort is proceeding.

scholarly journals Higher Education Response in the Time of Coronavirus: Perceptions of Teachers and Students, and Open Innovation

2021 ◽  
Vol 7 (1) ◽  
pp. 43
Author(s):  
Santiago Tejedor ◽  
Laura Cervi ◽  
Ana Pérez-Escoda ◽  
Fernanda Tusa ◽  
Alberto Parola
Keyword(s):  
Higher Education ◽  
Open Innovation ◽  
Educational Process ◽  
Knowledge Flow ◽  
Convenience Sample ◽  
Face To Face ◽  
Assessment Tests ◽  
Positive Elements ◽  
Teachers And Students ◽  
Training Resources

The COVID-19 pandemic has transformed training processes. The transition from face-to-face to virtuality has affected the entire educational process favoring one of the open innovation key features in the higher education institutions: the ability to manage knowledge flow. Open innovation in this crisis situation will encourage universities to deal with difficulties and embrace opportunities to enhance knowledge production. In this regard, the main objective of this work is to analyze how universities have managed knowledge flow during lockdown situation. The research presents a comparative study between three countries highly impacted by the coronavirus (Spain, Italy and Ecuador) based on perceptions from teachers and students on a convenience sample of 573 individuals. The study, of a descriptive and exploratory nature, applied surveys between March and April 2020 to students and teachers of Journalism, Communication. The survey had 2956 responses, collecting 65,032 pieces of evidence from students and 6468 from teachers. Teachers and students show their preference for being present, but they recognize the justification for the change of scenery and identify positive elements in virtuality. According to the findings obtained, the absence of presence has not generated an increase in the meetings between teachers and students. In addition, the tutorials have been shorter and sporadic. Added to this is a scant commitment to the variety of resources and options offered by the Internet. The predominance of textual material collides with the demand from students for a mixture of training resources, a greater role for the podcast and, especially, a typology of assessment tests that pass the traditional exams.

Sign in / Sign up

Export Citation Format

Share Document