scholarly journals Students’ and Teacher’s Experiences of the Validity and Reliability of Assessment in a Bioscience Course

2016 ◽  
Vol 6 (4) ◽  
pp. 181 ◽  
Author(s):  
Milla Räisänen ◽  
Tarja Tuononen ◽  
Liisa Postareff ◽  
Telle Hailikari ◽  
Viivi Virtanen
Keyword(s):  
Learning Outcomes ◽  
Assessment Criteria ◽  
Validity And Reliability ◽  
Stimulated Recall ◽  
Second Year ◽  
Level Of Understanding ◽  
Stimulated Recall Interviews ◽  
Practical Implications

<p>This case study explores the assessment of students’ learning outcomes in a second-year lecture course in biosciences. The aim is to deeply explore the teacher’s and the students’ experiences of the validity and reliability of assessment and to compare those perspectives. The data were collected through stimulated recall interviews. The results showed that grades did not always reflect the learning outcomes and that the intended level of understanding was not always measured. In addition, the teacher and the students thought that the assessment criteria were unclear, which in turn led to the unreliability of the assessment. These problems with the validity and reliability of assessment led to perceptions that the assessment was unfair. The results imply that grades should be critically evaluated as indicators of the quality of learning outcomes. In addition, practical implications are discussed.</p>

Novice and expert Grade 9 teachers’ responses to unexpected learner offers in the teaching of algebra

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Julian Moodliar ◽  
Lawan Abdulhamid
Keyword(s):  
Mathematics Learning ◽  
Responsive Teaching ◽  
Study Approach ◽  
Expert Teacher ◽  
Units Of Analysis ◽  
Stimulated Recall ◽  
The Moment ◽  
Stimulated Recall Interviews

In South Africa, limited studies have been conducted investigating responsive teaching and little is known about how teachers respond to unexpected events ‘in the moment’ that did not form part of their planning. In this article, we report how a Grade 9 novice and expert teacher responded to unexpected learner offers during the teaching of algebra using a qualitative case study approach. Three consecutive lessons for each teacher were video recorded, transcribed and analysed. Our units of analysis for episodes were teachers’ responses to unexpected learner offers and we coded the responses as ‘appropriate’ or ‘inappropriate’. Indicators used to highlight the degree of quality of the response were ‘minimum’, ‘middle’ and ‘maximum’ if a response was coded as appropriate to a learner’s offer. Once lessons were analysed, the first author conducted video-stimulated recall interviews with each participant to gain insight into the two teachers’ thoughts and decision-making when responding to unexpected learner offers. The findings from this study illustrated that the novice teacher failed to press learners when their thinking was unclear, chose to ignore or provided an incorrect answer when faced with an unexpected learner offer. Conversely, the expert teacher continuously interrogated learner offers by pressing if a learner offer was unclear or if she wanted learners to explain their thinking. This suggests that the expert teacher’s responses were highly supportive of emergent mathematics learning in the collective classroom space.

scholarly journals Staffing System Management: Evidences from Singapore

2017 ◽  
Vol 7 (2) ◽  
pp. 136
Author(s):  
Mussie T. Tessema ◽  
Kubilay Gok ◽  
Alex Ngoma ◽  
Mengsteab Tesfayohannes ◽  
Gerry V. Fernando
Keyword(s):  
Public Service ◽  
Research Direction ◽  
Future Research ◽  
System Management ◽  
Critical Factors ◽  
Organization Level ◽  
The World ◽  
Practical Implications

This paper uses Singapore as a case study to illustrate how staffing policies and practices affect the quality of the workforce which ultimately influence performance at employee and organization level. It reveals that Singapore public service has been able to put in place most of the ‘critical factors’ for an effective staffing system management. The presence of those critical factors have played an important role in making Singapore to be one of the most effective public services in the world. Finally, it forwards theoretical and practical implications of the study and future research direction.

How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown

2018 ◽  
Vol 17 (2) ◽  
pp. 333-365 ◽  
Author(s):  
Suzanne Luger
Keyword(s):  
Text Comprehension ◽  
Eye Tracker ◽  
Translation Process ◽  
Morphological Knowledge ◽  
Dutch Translation ◽  
Stimulated Recall ◽  
Problem Solving Strategies ◽  
Stimulated Recall Interviews

Abstract This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

scholarly journals Business networking in organisationally thin regions: a case study on network brokers, SMEs and knowledge-sharing

2020 ◽  
Vol 27 (5) ◽  
pp. 839-861 ◽  
Author(s):  
Birgit Leick ◽  
Susanne Gretzinger
Keyword(s):  
Public Policy ◽  
Knowledge Sharing ◽  
Knowledge Exchange ◽  
Business Networks ◽  
Content Type ◽  
Different Types ◽  
Business Networking ◽  
Practical Implications

PurposeResearch on business networks in organisationally thin regions, which are characterised by a low density and quality of business networks, is still in its infancy, while the facilitation of business networks receives increasing interest. The present paper combines both perspectives by investigating how different types of network brokers facilitate business networking and knowledge-sharing in organisationally thin regions.Design/methodology/approachBurt's theory on brokers in social networks is applied to knowledge-sharing in business networks for organisational thinness as context. A qualitative case study represents the empirical basis that describes network brokers from various domains in three different German case regions, which are characterised by organisational thinness.FindingsThe network brokers studied facilitate different types of business networks, and they use various levers to increase knowledge-sharing among companies in business networks. Two broker types emerge, private business-driven versus public policy-driven network brokers with distinct approaches to the facilitation of business networking and knowledge-sharing and different limitations due to organisational thinness.Practical implicationsCompanies, notably SMEs, in contexts characterised by low networking density and quality may benefit from various types of network brokers that foster business networking and instigate knowledge exchange. Public policy should embed activities of private brokers in existing SME assistance programmes to increase the quantity and quality of business networks.Originality/valueNetwork facilitation in regions with weaknesses in their endowment with industry clusters, business networks and innovative knowledge exchange is under-explored, and this paper contributes to shedding light on this topic with a case study.

scholarly journals Implications of Assessing Student-Driven Projects: A Case Study of Possible Challenges and an Argument for Reflexivity

2020 ◽  
Vol 10 (1) ◽  
pp. 19 ◽  
Author(s):  
Sofie Pedersen ◽  
Mads Hobye
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Objectives ◽  
Assessment Criteria ◽  
Project Work ◽  
Research Focus ◽  
Assessment Criterion ◽  
External Examiner

Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives.

Public Satisfaction of Highway Landscape Quality: A Case Study from China

2011 ◽  
Vol 460-461 ◽  
pp. 611-616
Author(s):  
Hong Jie Li ◽  
Xiao Ning Zhang
Keyword(s):  
Statistical Methods ◽  
Quality Evaluation ◽  
Validity And Reliability ◽  
Evaluation Indexes ◽  
The Public ◽  
Model Based ◽  
Landscape Quality

The research presented here constructed highway landscape quality evaluation indexes and a model based on public satisfaction. The goal was to determine if public satisfaction of highway landscape quality can be statistically measured. Several methods of highway landscape quality evaluation were first reviewed to determine what limitations were existed. From that review, a highway landscape quality evaluation indexes were selected and a model based on the selected indexes were constructed according to theory of public satisfaction. An on-site study was conducted to obtain public satisfaction of a scenic road using the selected indexes and model, statistical methods were employed to test the validity and reliability. Results indicate that the public satisfaction can reflect the quality of highway landscape, and the selected indexes can fully represent highway landscape quality.

scholarly journals A note on auditing fair value of investment properties

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bo Nordlund ◽  
Johan Lorentzon ◽  
Hans Lind
Keyword(s):  
Fair Value ◽  
Financial Reports ◽  
Content Type ◽  
Market Values ◽  
Substantial Risk ◽  
Fair Market ◽  
Depth Interviews ◽  
Practical Implications

PurposeThe purpose of this article is to study how fair values in financial reports are audited.Design/methodology/approachThe study is a qualitative case study based on in-depth interviews.FindingsOne important finding is that auditors anchor in the figure presented by the company, and despite the auditing efforts, there is a substantial risk of management bias in the fair values reported. There is a risk for confirmation bias.Research limitations/implicationsRelatively, few respondents were employed in this study, but their background and competence lead to the assessment that the study provides a representative picture of what is being investigated.Practical implicationsAuditors may need to develop ways of performing auditing of fair values to reduce the risks identified in this study.Social implicationsThis study presents a perspective of the auditing process enabling an evaluation of the quality of fair value estimates regarding investment properties in the financial reports. This study also provides users of financial reports as investors, bankers and other institutions with an enhanced understanding of reported estimates of fair (market) values.Originality/valueVery few studies have investigated how auditors evaluate fair values of investment properties. This study contributes by giving users of financial reports an enhanced understanding of the quality of reported estimates of fair (market) values.

Ensuring Quality of a Large-Scale Online Assessment for Nursing Students in the 21st Century

2020 ◽  
Vol 11 (3) ◽  
pp. 49-65
Author(s):  
Emily Ng K.L.
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
21St Century ◽  
Large Scale ◽  
Multiple Choice ◽  
Online Assessment ◽  
Full Potential ◽  
Validity And Reliability

The resources and time constraints of assessing large classes are always weighed up against the validity, reliability, and learning outcomes of the assessment tasks. With the digital revolution in the 21st Century, educators can benefit from computer technology to carry out a large-scale assessment in higher education more efficiently. In this article, an in-depth case study of a nursing school that has integrated online assessment initiatives into their nursing program. To assess a large class of first-year nursing students, a series of non-proctored multiple-choice online quizzes are administered using a learning management system. Validity and reliability are commonly used to measure the quality of an assessment. The aim of the present article to analyze these non-proctored multiple-choice online assessments in the context of content validity and reliability. We use this case study to examine online assessment in nursing education, exploring the benefits and challenges. We conclude that instructors have to determine how to use the full potential of online assessment as well as ensure validity and reliability.

Ensuring Quality of a Large-Scale Online Assessment for Nursing Students in the 21st Century

2021 ◽  
pp. 26-39
Author(s):  
Emily Ng K.L.
Keyword(s):  
Nursing Students ◽  
21St Century ◽  
Large Scale ◽  
Multiple Choice ◽  
Online Assessment ◽  
Full Potential ◽  
Validity And Reliability ◽  
Online Assessments

The resources and time constraints of assessing large classes are always weighed up against the validity, reliability, and learning outcomes of the assessment tasks. With the digital revolution in the 21st Century, educators can benefit from computer technology to carry out a large-scale assessment in higher education more efficiently. In this article, an in-depth case study of a nursing school that has integrated online assessment initiatives into their nursing program. To assess a large class of first-year nursing students, a series of non-proctored multiple-choice online quizzes are administered using a learning management system. Validity and reliability are commonly used to measure the quality of an assessment. The aim of the present article to analyze these non-proctored multiple-choice online assessments in the context of content validity and reliability. We use this case study to examine online assessment in nursing education, exploring the benefits and challenges. We conclude that instructors have to determine how to use the full potential of online assessment as well as ensure validity and reliability.

Sign in / Sign up

Export Citation Format

Share Document