Tools to Mediate Learning and Self-Assessment in a STEAM Unit of Work

2020 ◽  
pp. 24-50
Author(s):  
Kate Thompson ◽  
Susan Narelle Chapman ◽  
Harry Kanasa
Keyword(s):  
High School ◽  
Problem Solving ◽  
Learning Environments ◽  
Interdisciplinary Collaboration ◽  
Boundary Objects ◽  
Teacher Assessment ◽  
Project Based Learning ◽  
Self Assessment ◽  
Design Based Research ◽  
School Learning

In some high school learning environments, hundreds of students engage in collaborative, term-long, project-based learning STEM or STEAM units of work. In this chapter, the authors report on an ongoing design-based research project in which researchers and teachers collaborate to design, teach, and assess STEAM units of work. They draw on research on project-based learning and interdisciplinary collaboration to inform the analysis drawing on Jonassen's typology of problem solving. The purpose of this chapter is to present two tools that functioned as boundary objects mediating learning and self-assessment: (1) a ‘STEAM slider' used by students in groups to reach consensus on the use of the tools, knowledge, and processes employed in their project and (2) a criteria sheet developed to mediate students' and teachers' engagement in self- and teacher-assessment. The authors use these results to make recommendations for the next iteration of the project.

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

Digitally Capturing Student Thinking for Self-Assessment

2012 ◽  
pp. 127-144 ◽  
Author(s):  
Sheri Vasinda ◽  
Julie McLeod
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Teacher Assessment ◽  
Student Thinking ◽  
Mathematical Problem Solving ◽  
Self Assessment ◽  
Process Thinking ◽  
Problem Solving Process ◽  
Insight Into ◽  
Verbal Thinking

The continuing improvements and access to digital technology provide opportunities for capturing student thinking never considered or available in the past. Knowing the importance of thinking processes and understanding children’s resistance to writing them down, mathcasts were used as a way of supporting students during their problem solving. Mathcasts are screencaptures of students’ work and thinking as they write and talk about their thinking during mathematical problem solving. Viewers of the mathcast gain unique insight into the students’ problem solving process, thinking process, and mathematical conceptions or misconceptions. The authors found screencasts to be a good technological match with mathematical problem solving that provided a more powerful opportunity for both self-assessment and teacher assessment that was not available with traditional paper and pencil reflection. When students can revisit their verbal thinking several times throughout the year, they are equipped to self-assess in new, powerful and more reflective ways.

Designing Study Abroad With Empathy and Engagement

2021 ◽  
pp. 168-191
Author(s):  
Cathy Cooper ◽  
Dominic DelliCarpini ◽  
David Fyfe ◽  
Annie Nguyen
Keyword(s):  
Problem Solving ◽  
Study Abroad ◽  
Case Studies ◽  
Qualitative Data ◽  
Design Thinking ◽  
Interdisciplinary Collaboration ◽  
Project Based Learning ◽  
Human Centered Design ◽  
Health Agencies ◽  
Parallel Case

This chapter describes results from a student-driven partnership between York College of Pennsylvania and governmental/non-governmental health agencies in Liberia. Presented as two parallel case studies, and narrating research processes and outcomes of the project, it argues that by combining the empathy techniques of “human-centered design” (commonly known as Design Thinking) with principles of project-based learning, this people-centered method can produce richer global experiences for students. This method can also produce qualitative data that is useful for intercultural problem-solving, and therefore can inform ongoing and productive partnerships that employ a human-centered approach to interdisciplinary collaboration.

scholarly journals PENGEMBANGAN MEDIA PAPAN FLANEL UNTUK MEMFASILITASI KEMAMPUAN KONSEP BILANGAN ANAK PADA KELOMPOK B

2019 ◽  
Vol 1 (1) ◽  
pp. 59-68
Author(s):  
Cucu Mulyati ◽  
Dindin Abdul Muiz ◽  
Taopik Rahman
Keyword(s):  
Early Childhood ◽  
Teacher Assessment ◽  
Research Subjects ◽  
Child Treatment ◽  
Design Based Research ◽  
School Learning ◽  
Preliminary Study ◽  
Test Feasibility ◽  
Group B ◽  
Expert Validation

Learning media are the most important part of implementing school learning. A preliminary study in group B of the Cendrawasih I Kindergarten and TK Cendrawasih II found that the use of learning media was used when needed. More practical media used aremarkers whiteboard and blackboardand magazines to convey information related to the concept of numbers. Whereas for early childhood more media is needed which can be used directly to practice concentration and provide new experiences for children. The results of identification and analysis of the problem, researchers followed up by designing flannel board media as a solution in facilitating the ability of the concept of child numbers in group B. In this study using the method of Design Based Research (DBR) developed by Reeves to design, develop, and test feasibility a product to overcome problems in learning. The product is designed using the main ingredients of brown duplex and flannel cloth. The research subjects were teachers and children in group B of Cendrawasih I Kindergarten and TK Cendrawasih II. Data collection is done by interviews, expert validation, teacher assessment, observation of child treatment during product use, and documentation. The product design was declared feasible by the expert validator, then revised according to suggestions and carried out the implementation of the school where the research was conducted. Product implementation was carried out in group B of Cendrawasih I Kindergarten and Group B of TK Cendrawasih II. In general, the product is declared feasible to be used as a learning medium about the concept of numbers based on the teacher's assessment and observations of the child's treatment of the product. Reflections on product development, namely to produce flannel board media to facilitate the ability to conceptualize child numbers in group B.

Drama in Project-Based Learning

2014 ◽  
Vol 3 (1) ◽  
pp. 16-23
Author(s):  
James Carpenter
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Project Based Learning ◽  
Learning Approach ◽  
Self Assessment ◽  
Student Centered ◽  
Language Support ◽  
Language Courses ◽  
And Performance

This paper describes a student-centered project-based language learning approach currently practiced at an English language school in Japan. The approach focuses on the creation and performance of original dramas as part of a school festival held every six months. These dramas are written and staged entirely by students. Instructors are responsible for providing language support and content feedback. Assessments are handled through peer and self-assessment based on criteria developed in consultation with instructors. While there are a number of important empirical questions about both project-based learning generally and this learning approach specifically that need to be addressed, the learning approach outlined here provides a good organizing frame for incorporating drama into more rigorous, student-centered project-based language courses in a variety of contexts, e.g., elementary, high school, or university English language courses.

scholarly journals Learning Frontiers: Concourse for Ideas

2019 ◽  
Author(s):  
Patrick Macasaet ◽  
Keyword(s):  
High School ◽  
Learning Environments ◽  
Real World ◽  
Think Tanks ◽  
Design Studio ◽  
Design Practice ◽  
Specific Design ◽  
School Project ◽  
New Knowledge ◽  
School Learning

Design studios are concourses for ideas. They are spatial arenas for learning and discovery that assemble and allow the formation of new knowledge and transcend existing comprehension. To enable it, students should be encouraged to constantly experiment, speculate, reimagine, critique and contribute within the agendas of the design studio whilst consistently engaged with the wider world of ideas, issues and concerns beyond studio walls. As educators and practitioner- academics, how can we curate learning environments that perform as design studio ‘think-tanks’ that simultaneously addresses the speculative ambitions of the studio (and studio leader) whilst engaging with the practicalities of the real-world brief of the client and as well as the aspirations of various partners, collaborators and stakeholders? The ‘Learning Frontiers: RMIT Urban High School’ project is a series of research-led industry partnered studios – is used here as a point of reflection to unpack specific design studio pedagogical attributes and behaviours that developed whilst leading the project. The studios simultaneously explored two primary threads of investigations; ‘typological procedural experiments’ as a design practice and experimental propositions for high school learning environments.

Standard and Modified Administrations of the Iowa Tests of Basic Skills with Learning Disabled Students

1986 ◽  
Vol 62 (2) ◽  
pp. 619-625
Author(s):  
Robert E. Estes ◽  
Douglas L. Baum ◽  
Nanci M. Bray
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Basic Skills ◽  
Learning Disabled ◽  
Disabled Students ◽  
Math Problem Solving ◽  
School Learning ◽  
Grade Placement ◽  
Iowa Tests

The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

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