Developing an Impactful Diverse Literature Course for Future Librarians

2021 ◽  
pp. 25-43
Author(s):  
Alicia K. Long
Keyword(s):  
Critical Pedagogy ◽  
Learning Environment ◽  
Faculty Member ◽  
Learning Outcomes ◽  
Course Design ◽  
Children’S Literature ◽  
Authentic Assessment ◽  
Future Research ◽  
Power Structures ◽  
Assessment Of Learning

This chapter describes the development of a course about diversity in children's literature for pre-service librarians. A discussion of the pedagogical philosophy that grounds the faculty member before designing the course is presented. With a lens of critical pedagogy, the course presents a learning environment in which students analyze their place within the power structures of society. The course's design follows a structure that takes students from reflective assignments to acquiring the tools they will need to actively diversify youth collections and programs in libraries and schools. The chapter includes suggested guidelines to develop the course's learning outcomes, materials, and tools for authentic assessment of learning. It also includes samples of assignments, resources to use in the course design, and suggestions for future research.

An Empirical Test of Cooperative Learning in a Passive Learning Environment

2005 ◽  
Vol 20 (2) ◽  
pp. 151-165 ◽  
Author(s):  
Nen-Chen Richard Hwang ◽  
Gladie Lui ◽  
Marian Yew Jen Wu Tong
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Empirical Test ◽  
Accounting Education ◽  
Accounting Students ◽  
Future Research ◽  
Traditional Lecture ◽  
Teaching Pedagogy ◽  
Passive Learning

This study examines whether cooperative learning can improve the learning outcomes of students in a passive learning environment. One hundred seventy-two accounting students who were attending a major Hong Kong university participated in this study. Using a 2 × 2 between-subjects experimental design, this study finds that students who were taught using a cooperative learning approach significantly outperformed those who were taught using a traditional lecture format. Moreover, the results of this study indicate that the students in cooperative learning sessions performed significantly better in answering indirect application-type questions than those in traditional lecture sessions. Overall, the results of this experiment suggest that cooperative learning is an effective teaching pedagogy for delivering accounting topics in a passive learning environment. The implications of this study for accounting education and the directions for future research are also discussed.

Advances in Assessment of Students' Intuitive Understanding of Physics through Gameplay Data

2013 ◽  
Vol 5 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Mario M. Martinez-Garza ◽  
Douglas Clark ◽  
Brian Nelson
Keyword(s):  
Statistical Analysis ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Computational Methods ◽  
Educational Game ◽  
Qualitative Assessment ◽  
Digital Game ◽  
Learning In Games ◽  
Assessment Of Learning ◽  
Computationally Intensive

In this paper, the authors present advances in analyzing gameplay data as evidence of learning outcomes using computational methods of statistical analysis. These analyses were performed on data gathered from the SURGE learning environment (Martinez-Garza, Clark, & Nelson, 2010). SURGE is a digital game designed to help students articulate their intuitive concepts of motion physics and organize them toward a more normative scientific understanding. Various recurring issues of assessment, which pervade assessment of learning in games more generally, prompted the authors to consider whether gameplay (actions of learners in the context of the game) can be analyzed to produce evidence of learning. The authors describe their approach to the analysis of game play in terms of qualitative assessment that the authors believe may lay the groundwork for the application of similar computationally-intensive techniques in other educational game contexts.

scholarly journals Authentic Assessment Of Hinduism Learning In Elementary School

2021 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
I Ketut Sudarsana
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Authentic Assessment ◽  
Learning Objectives ◽  
Learning Activities ◽  
Good Assessment ◽  
Assessment Of Learning ◽  
School Assessment ◽  
Main Components

<p>The purpose of this study was to describe the authentic assessment of Hinduism learning in elementary school. Assessment is an integral part of learning as a whole. The position of assessment in the design of learning implementation is part of the three main components of implementation, namely learning objectives, learning activities, and assessment of learning outcomes. Learning activities are designed to meet the learning objectives that must be achieved. Assessment is needed to determine the level of success and achievement of learning objectives. Assessment is also used as feedback for the learning process itself. Assessment is needed so that corrective actions can be taken in the learning process. One of the characteristics of a good assessment is sustainable so that improvements in the learning process can be performed continuously.</p>

scholarly journals Cooperative Learning in a Passive Learning Environment: A Replication and Extension

2008 ◽  
Vol 23 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Nen-Chen Richard Hwang ◽  
Gladie Lui ◽  
Marian Yew Jen Wu Tong
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Multiple Choice ◽  
Future Research ◽  
Multiple Choice Questions ◽  
Traditional Lecture ◽  
Passive Learning ◽  
Effective Pedagogy ◽  
Level Of Knowledge

This study replicates Hwang et al. (2005) with a different cohort of accounting majors. This study also extends Hwang et al.'s (2005) article by exploring the effectiveness of employing cooperative learning pedagogy to enhance students' learning outcomes at both the application level and analysis level of knowledge (Bloom 1956). Different from the original paper, this study evaluates participants' learning outcomes using cases with supporting calculations, instead of multiple-choice questions. Overall, this study finds that cooperative learning is a more effective pedagogy than traditional lecture for students who were raised and educated in a passive learning environment. Limitations and possible directions for future research are also discussed.

scholarly journals Authentic Assessment Implementation Subjects Islamic Education Curriculum 2013 In SMA 1 Hutabargot Mandailing Natal

2020 ◽  
Vol 6 (1) ◽  
pp. 19-30
Author(s):  
Asfiati Asfiati
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Senior High School ◽  
Islamic Education ◽  
Attitude Assessment ◽  
Civil State ◽  
Curriculum Changes ◽  
Assessment Of Learning ◽  
Assessment Techniques

Implementation of authentic assessment is motivated emergence of KTSP curriculum changes into the curriculum of 2013. Curriculum 2013 seeks to enhance authentic assessment standards. Emphasis on the authentic assessment of learning outcomes. This study aims to determine the implementation of authentic assessment on the Curriculum 2013 in public senior high school/SMA Negeri  1 Hutabargot Mandailing Natal district . The research method is descriptive qualitative. Subjects were teacher of Islamic education in public senior high school/SMA Negeri 1 Hutabargot counties Christmas Apparatus Mandailings Civil State (ASN). Data collected through observation, interviews, and documentation. The results showed the implementation of authentic assessment on the Curriculum 2013 in accordance with the technique, instruments and processes. Attitude assessment techniques is observed using a check list. Ratings knowledge using verbal and written tests. Skills assessment using tests, a list of scale

scholarly journals EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT

2021 ◽  
Vol 7 (2) ◽  
pp. 73-80
Author(s):  
Abubakar Ukashatu
Keyword(s):  
Learning Outcomes ◽  
Authentic Assessment ◽  
Learning Time ◽  
Summative Assessments ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Proper Training ◽  
Emerging Issues ◽  
Method Of Assessment ◽  
Real World Situation

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.

scholarly journals CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT

2021 ◽  
Vol 7 (2) ◽  
pp. 139-148
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Learning Time ◽  
Summative Assessments ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Proper Training ◽  
Method Of Assessment ◽  
Real World Situation

Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training

Hygienic Assessment of Factors of Learning Environment and Organization of the Educational Process at Schools in Smolensk

2020 ◽  
pp. 36-40
Author(s):  
EA Tsukareva ◽  
AV Avchinnikov ◽  
LM Sidorenkova ◽  
SO Avchinnikova ◽  
YP Korykina
Keyword(s):  
Learning Environment ◽  
Indoor Air Quality ◽  
Indoor Air ◽  
Preventive Measures ◽  
Fourth Graders ◽  
Educational Process ◽  
Adverse Health Effects ◽  
Assessment Of Learning ◽  
Learning Conditions ◽  
The City

Relevance: Parameters of learning environment and organization of the educational process can have adverse health effects in schoolchildren. Our objective was to conduct a hygienic assessment of factors of learning environment and organization of the educational process at schools of the city of Smolensk. Materials and methods: We studied indicators of indoor learning environment and the level of organization of the educational process in ten urban comprehensive schools. A hygienic assessment of the microclimate, illuminance, indoor air quality, and organization of the educational process for third and fourth graders (aged 9–11) was given. The assessment of learning conditions and organization of the educational process was carried out according to the method generally accepted in hygienic research (Suharev AG, Kanevskaya LY, 2002). Results: We found that elementary school pupils of Smolensk were exposed to multiple adverse factors such as poor microclimate parameters and insufficient natural illumination in some school rooms, excessive daily study load and irrational distribution of the academic load during the school week. The analysis of the timetable revealed an irrational distribution of the academic load in 37.3% of school days. We established that conditions of education in the surveyed urban schools were moderately dangerous to children’s health (750–806 points). Conclusion: The results enabled us to give a hygienic assessment of the factors of learning environment and organization of the educational process at schools in Smolensk and to outline a set of appropriate preventive measures.

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