scholarly journals TRAINING PROCESS OF FORMATIVE ASSESSMENT SKILLS FOR PRE-SERVICE BIOLOGY TEACHERS AT UNIVERSITY OF SCIENCE AND EDUCATION, THE UNIVERSITY OF DANANG

2021 ◽  
Vol 11 (1) ◽  
pp. 63-71
Author(s):  
Thi Hai Yen Nguyen
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Positive Impact ◽  
Training Process ◽  
Biology Teachers ◽  
Assessment Skills ◽  
Science And Education ◽  
Teaching And Learning Quality ◽  
The University

Formative assessment can be seen as an integral part of teaching and learning since this type of assessment has a positive impact on teaching and learning quality. A focus on forming and developing formative assessment skills for pre-service teachers is highly necessary in the context of innovating teaching towards capacity and quality development. This article presents the training process to foster awareness and skills of formative assessment for pre-service Biology teachers at University of Science and Education, the University of Danang. This process is formed based on the analysis of the literature on formative assessment and the curriculum of the Biology Teacher Education program at the university, and also on the consultation with educational experts for higher feasibility. The training process consists of three stages, which are mainly carried out in the Testing and Evaluation in Teaching Biology module and partlyincorporated in the Teaching Practicum module.

scholarly journals Enhancing Teaching and Learning at the University of Venda Utilising Digital Mobile Devices

2017 ◽  
Vol 3 (4) ◽  
pp. 11
Author(s):  
Ratchel Chikurunhe ◽  
Armstrong Kadyamatimba
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Academic Experience ◽  
Learning And Teaching ◽  
Tablet Pcs ◽  
Level Of Use ◽  
The University ◽  
Quality Learning ◽  
Rural Student

The University of Venda(Univen) distributed tablets to students for facilitating and enhancing their studies. However, the provision of tablet PCs to students may not be a panacea for quality learning, especially to technological disadvantaged rural student  population. The aim of study was to investigate the use of digital mobile devices for enhancing teaching and learning at the Univen. The research questions focused on determining the current level of use of mobile devices, how they can be used effectively for teaching and learning. Mixed methods approach was applied with data being solicited from a convenient sample of students, lecturers and an IT technician. The results of the study indicated that many students and lecturers are active and have higher perceptions of mobile devices usage. The results of the study are to be used to explicate and advance the integration of the mobile devices for promoting learning and teaching accomplishments. The findings clearly showed that mobile devices have a positive impact on the academic experience. The results also indicate that there is a gradual acceptance of the Learners Management Systems (Blackboard) by both academics and students. The digital mobile devices are eventually enhancing teaching and learning at Univen.

scholarly journals Resultados generales de la puesta en práctica de 29 casos sobre el desarrollo de sistemas de evaluación formativa en docencia universitaria

2017 ◽  
Vol 4 (1) ◽  
pp. 87 ◽  
Author(s):  
Juan Carlos Manrique Arribas ◽  
Cristina Vallés Rap ◽  
Juan Manuel Gea Fernández
Keyword(s):  
Formative Assessment ◽  
Evaluation System ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
University Teaching ◽  
Independent Learning ◽  
Important Conclusion ◽  
Learning And Teaching ◽  
La Red ◽  
The University

Resumen: El siguiente trabajo muestra los resultados de 29 experiencias de innovación en docencia universitaria, en las que se ha aplicado un sistema de evaluación formativa. Han participado en el estudio 7 áreas de conocimiento de 4 universidades, con un total de 1.770 alumnos y 29 profesores. El marco de referencia lo constituye la Red de Evaluación en Docencia Universitaria, centrada en investigar el potencial de la evaluación formativa para mejorar el proceso de enseñanza- aprendizaje del alumnado universitario. La metodología empleada en esta Red de profesorado es la investigación-acción y el estudio de casos. Entre los resultados obtenidos en el estudio destacan las siguientes ventajas: a)-aprender formas alternativas de evaluación, b)-permitir mayor implicación y motivación del alumnado y c)-facilitar la adquisición de competencias de aprendizaje autónomo. Se observan algunos inconvenientes como: a)-mayor carga de trabajo para el profesor y el alumno y b)-falta de costumbre del profesorado y alumnado en la aplicación de este modelo de evaluación formativa. Sin embargo, la relación entre la carga de trabajo para el profesor y el alumno está en consonancia con el requerimiento que establece el nuevo crédito ECTS de los nuevos grados según los datos obtenidos. Los resultados extraídos permiten afirmar que la evaluación formativa supone un medio adecuado para que el alumnado alcance las competencias que exigen las titulaciones, sirviendo también como elemento dinamizador del proceso de enseñanza-aprendizaje que permite buenos resultados académicos así como la motivación de los alumnos y profesores. Overall results of the implementation of 29 cases on the development of formative assessment in higher education Abstract: In this paper we show the overall results after having implemented 29 innovative experiences in university teaching, based on the application of formative assessment systems. This implementation covers 7 areas of knowledge, 4 universities, 1,770 students and 29 teachers. The framework is the University Formative Evaluation Network, formed by university professors who focus on researching the potential of formative assessment to improve student learning and teaching process. The methodology used is “action research” and case studies. The results show that this evaluation system has many advantages: a) it allows learning new practice of assessment, b) greater involvement and more student motivation and c) it facilitates the acquisition of independent learning skills. It also presents some drawbacks, such as increased workload for the teacher and student, and a traditional lack of practice of teachers in the application of this model. However, the relationship between workload for the teacher and the student is in line with the requirement set by the new ECTS credit of the new degrees. The most important conclusion we have reached is that formative assessment is a very appropriate means to achieve the competencies required by the degrees, and it develops a dynamic process of teaching and learning that improves academic performance and students and teachers’ motivation.

scholarly journals Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation

2021 ◽  
Vol 6 ◽  
Author(s):  
Nguyen Van Hai
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teacher Knowledge ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Performance Assessments ◽  
Learning Activities ◽  
Training Process ◽  
Teaching Learning

Student performance assessments play an important role in the training process. They reflect how well students performed their learning activities. The goals of assessment are multiple according to their functions. Among assessment forms currently applied at higher education institutions, the formative assessment shows its strength over others by offering great contributions to the innovation of teaching and learning activities. Appropriate use of this form of assessment leads to a successful teaching and learning process, and a much better result and quality of training. This paper focuses on the view of formative assessment management from teachers’ lenses in order to help adjust teaching/learning methods and curriculums. To learn more about the reality of formative assessment for English majors and how it is managed by various stakeholders, a questionnaire and interviews were used. The investigation's findings reveal a substantial lack of teacher knowledge of the nature and strengths of formative assessment. These findings also point to new ways to increase student motivation through the use of formative assessment.

scholarly journals INOVASI TERHADAP PENGAJARAN DAN PEMBELAJARAN BAGI PENERAPAN KEMAHIRAN INSANIAH DALAM MATA KULIAH TAMADUN ISLAM DAN ASIA (TITAS) DI UNIVERSITI MALAYA KUALA LUMPUR MALAYSIA

JIPSINDO ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 1-21
Author(s):  
Norazlan Hadi Yaacob ◽  
Faezah Kassim
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Soft Skills ◽  
Kuala Lumpur ◽  
Human Skills ◽  
Preliminary Study ◽  
Islamic Civilization ◽  
The University

Penumpuan berlebihan kepada akademik dan suasana pembelajaran yang cenderung mengukur kecemerlangan berdasarkan prestasi dalam peperiksaan didapati tidak memberi  kelebihan kepada mahasiswa dalam memperolehi kemahiran insaniah melalui proses pengajaran dan pembelajaran (P&P) sesuatu mata kuliah. Kajian ini merupakan satu kajian awal dan sebagai permulaan memfokuskan kepada salah satu MPU iaitu TITAS. Ia bertujuan untuk menjelaskan inovasi yang dilaksanakan terhadap  kursus TITAS khususnya berkaitan strategi pembelajaran di Universiti Malaya dan melihat persepsi pelajar terhadap inovasi strategi pembelajaran yang menerapkan elemen Kemahiran Insaniah (KI) serta pencapaian mereka di dalam memperolehi KI tersebut. Sebagai satu kajian awal hanya dua elemen KI sahaja yang menjadi fokus iaitu kemahiran kerja berpasukan dan kemahiran berkomunikasi. Metode kajian yang digunakan adalah kajian perpustakaan bagi menjelaskan tentang pelaksanaan kursus TITAS dan menganalisis pencapaian pelajar dalam KI kursus ini. Soal selidik juga diedarkan kepada 120 mahasiswa yang telah mengambil mata kuliah TITAS dan dapatan kajian adalah secara deskriptif iaitu dalam bentuk peratusan dan kekerapan atau frekuensi untuk menganalisis data. Hasil kajian ini mendapati bahawa persepsi mahasiswa terhadap inovasi strategi pembelajaran dan metode penilaian yang dilaksanakan adalah baik. Ini telah memberi kesan yang baik juga kepada pencapaian yang diperoleh dalam penilaian kerja kursus dan pencapaian KI mereka.  Mahasiswa tidak menghadapi masalah dalam melaksanakan tugasan secara berkumpulan yang terdiri daripada pelbagai etnik dan latar belakang.INNOVATION ON TEACHING AND LEARNING FOR THE APPLICATION OF HUMAN SKILLS IN THE COURSE OF ISLAMIC CIVILIZATION AND ASIA (TITAS) AT THE UNIVERSITY OF MALAYA KUALA LUMPUR MALAYSIAExcessive focus on academics and learning environment that tends to measure excellence based on performance in examinations was found not to give an advantage to students in acquiring soft skills through the teaching and learning process (T&L) of a subject. This study is a preliminary study and as a start focuses on one of the MPU which is TITAS. It aims to explain the innovations implemented on TITAS courses, especially related to learning strategies at the University of Malaya, and look at students' perceptions of learning strategy innovations that apply the elements of Soft Skills (KI) and their achievements in obtaining the KI. As a preliminary study, only two elements of KI were the focus, namely teamwork skills and communication skills. The research method used is a library study to explain the implementation of the TITAS course and analyze student achievement in the KI of this course. Questionnaires were also distributed to 120 students who have taken TITAS courses and the findings of the study are descriptive in the form of percentage and frequency or frequency to analyze the data. The results of this study found that students' perceptions of the innovation of learning strategies and assessment methods implemented are good. This has also had a positive impact on the achievements obtained in the evaluation of coursework and their KI achievement. Students do not face problems in performing tasks in groups consisting of various ethnicities and backgrounds.

scholarly journals An Investigation into Factors Affecting Concentration of University Students

2021 ◽  
Vol 3 (6) ◽  
pp. 07-12
Author(s):  
Hanh Vy Le
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Factors Affecting ◽  
University Environment ◽  
Low Level ◽  
Teaching And Learning Quality ◽  
The University

Concentration is one of the most influential decisive factors in student’s learning quality. The higher the student's level is, the less concentration they pay in class, especially university students. Owing to this low level of concentration ability, many lecturers find it hard to maintain their enthusiasm when teaching students from this level, and also those students find it hard to achieve the best outcome when graduating from university. For that reason, this article will provide an understanding of all the distractions that undergraduate students may have during their class. Also, the roles of a teacher will be put into a discussion so that readers as teachers from all levels can have a better and deeper look into this academic job, with the hope that they may find it useful for any of their changes later if they think it is necessary so that their learners can have better experiment with them in class. And after all the analysis, this article will suggest some good and applicable solutions that can be applied to improve the situation. Hopefully, this would advance the teaching and learning quality in the university environment.

Learning While Teaching

2019 ◽  
pp. 100-130
Author(s):  
Yukari Takimoto Amos ◽  
Nicki Kukar
Keyword(s):  
English Learners ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Academic Knowledge ◽  
Practitioner Knowledge ◽  
Collaboration Process ◽  
The University ◽  
Collaboration Project ◽  
Traditional Class

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidate exposure to English learners (ELs) with “third space” as a theoretical framework. In third spaces, the boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the three teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELs while taking a class on EL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the teacher candidates with opportunities to immediately implement what they learned in a traditional class with the ELs. In this boundary blurriness, the teacher candidates became the owner of their own practitioner knowledge, rather than the borrower of the existing academic knowledge.

Teaching and Learning Simultaneously

2017 ◽  
pp. 48-67
Author(s):  
Yukari Takimoto Amos ◽  
Nicole M. Kukar
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Reflective Practitioners ◽  
Collaboration Process ◽  
The University ◽  
Collaboration Project ◽  
Traditional Class

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidates' exposure to ELLs with “third space” as a theoretical framework. In third spaces, boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the two teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELLs while taking a class about ELL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the participants with opportunities to immediately implement what they learned in a traditional class with the ELLs. In this boundary blurriness, the ELLs became from abstract to concrete in the participants' mind, and the participants became reflective practitioners.

scholarly journals Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change

2018 ◽  
Vol 8 (3) ◽  
pp. 120 ◽  
Author(s):  
Finja Grospietsch ◽  
Jürgen Mayer
Keyword(s):  
Learning Styles ◽  
Conceptual Change ◽  
Teaching And Learning ◽  
Long Term Potentiation ◽  
University Education ◽  
Practical Training ◽  
Biology Teachers ◽  
University Course ◽  
The University ◽  
The Brain

Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called “neuromyths,” misconceptions on the subject of learning and the brain (e.g., the existence of learning styles) even though they cover neuroscientific content during their studies. These misconceptions remain relatively stable throughout university education and practical training. In this paper, we transfer the teaching and learning model of conceptual change to the university context. We investigate whether and to what extent a university course developed in accordance with a professional conceptual change model can reduce pre-service biology teachers’ endorsement of neuromyths. In a pre-post-design, 57 university students were asked about their professional knowledge, beliefs, neuromyths, and perception and utilization of the university course. We found a positive effect of the intervention on all three elements of students’ conceptual understanding. The results show that explicitly refuting misconceptions about learning and the brain (e.g., via conceptual change texts) helps to professionalize neuromyths.

Cultivating a school-university partnership for teacher learning

2017 ◽  
Vol 98 (8) ◽  
pp. 48-53 ◽  
Author(s):  
Catherine H. Reischl ◽  
Debi Khasnabis ◽  
Kevin Karr
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Title I Schools ◽  
University Of Michigan ◽  
Learning Collaborative ◽  
School Site ◽  
Ann Arbor ◽  
The University

The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan needed a school site where teaching interns could learn to teach diverse students and where it could implement and refine its newly reformed, practice-based elementary teacher education curriculum.

scholarly journals Utilizing summative test for improving the quality of teaching and learning - a direction of applying formative assessment in high school

2019 ◽  
Vol 3 (2) ◽  
pp. 52-56
Author(s):  
Duy Duc Phan ◽  
Yen Thi Hai Nguyen
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Summative Assessment ◽  
Assessment Practice ◽  
Quality Of Teaching ◽  
Dominant Period ◽  
Teaching And Learning Quality ◽  
Improving Teaching And Learning

Formative assessment plays a crucial role in improving the quality of teaching and learning process. However, this activity has superficially concerned in Vietnam whilst summative assessment (specifically the summative tests) has experienced a long dominant period for assessing student’s academic achievement. This paper highlights the outstanding issues of formative assessment practice in real context teaching. In addition, we present some implementation measures to use summative tests for improving teaching and learning quality in high school. Proposed examples in this article are illustrated in Biology teaching.

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