Ensuring Ethics and Equity With Classroom Assessments and Mobile Technology

2017 ◽  
pp. 193-214
Author(s):  
Nancy P. Gallavan ◽  
Stephanie Huffman ◽  
Erin C. Shaw
Keyword(s):  
Online Education ◽  
Mobile Technology ◽  
Self Efficacy ◽  
Social Inclusion ◽  
Classroom Assessment ◽  
Essential Elements ◽  
Classroom Assessments ◽  
K 12 ◽  
Recommended Guidelines

As online education continues to grow in both K-12 and higher education environments, teachers are becoming more attentive to the presence and power of their classroom assessments via mobile technology to enhance their self-efficacy. In online education, classroom assessments change both the role of the teacher and the function of the assessments. Mobile technology offers more choices for conducting assessments and providing feedback, accommodating learners' lives and locations, and increasing democratic participation and social inclusion. However, prevalent across online education are ethics and equity: two essential elements that can be difficult to guarantee with many approaches to classroom assessment via mobile technology. This chapter examines the essential elements of ethics and equity with classroom assessments via mobile technology in online education with recommended guidelines for teachers to enhance their self-efficacy.

Ensuring Student Wellbeing and Learning via Effective Classroom Assessments

2020 ◽  
pp. 102-125
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Research Methods ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Classroom Assessment ◽  
Well Being ◽  
Qualitative Research Methods ◽  
Classroom Assessments ◽  
K 12

Teacher candidates reflect upon their most favorite and their least favorite classroom assessment experiences in K-12 and higher education. Through qualitative research methods, their vivid images, compelling influences, and enduring implications are analyzed to reveal clear indicators of teacher presence, practice, and professionalism. Evident in the immediate importance for advancing their understanding and application of their awareness, communication, and self-efficacy, teachers benefit greatly by connecting effective classroom assessments to ensure student well-being and learning for every student.

scholarly journals Toward a framework for strengthening participants' self-efficacy in online education

2020 ◽  
Vol 15 (3) ◽  
pp. 351-370
Author(s):  
Arnab Kundu
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Content Type ◽  
Self Confidence ◽  
Intervention Measures ◽  
Academic Activities ◽  
Teachers And Students ◽  
Asian Context ◽  
Constituent Elements

PurposeThe purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context.Design/methodology/approachTo investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy.FindingsThe findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive.Research limitations/implicationsThe proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment.Originality/valueA vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

Reducing Prejudice Through Narratives

2019 ◽  
Vol 31 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Emily Moyer-Gusé ◽  
Katherine R. Dale ◽  
Michelle Ortiz
Keyword(s):  
Intergroup Relations ◽  
Self Efficacy ◽  
Intergroup Contact ◽  
Contact Hypothesis ◽  
Muslim Americans ◽  
Intergroup Anxiety ◽  
Intergroup Interactions

Abstract. Recent extensions to the contact hypothesis reveal that different forms of contact, such as mediated intergroup contact, can reduce intergroup anxiety and improve attitudes toward the outgroup. This study draws on existing research to further consider the role of identification with an ingroup character within a narrative depicting intergroup contact between Muslim and non-Muslim Americans. Results reveal that identification with the non-Muslim (ingroup) model facilitated liking the Muslim (outgroup) model, which reduced prejudice toward Muslims more generally. Identification with the ingroup model also increased conversational self-efficacy and reduced anxiety about future intergroup interactions – both important aspects of improving intergroup relations.

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