The survey measured how well STEM teacher preparation courses at various universities prepare preservice teachers for the Next Generation Science Standards (NGSS). It assessed 5 areas: science and engineering practices, crosscutting concepts, teaching disciplinary core ideas, integration of the three dimensions, and best practices in science education. The results showed that courses felt strongest in teaching disciplinary core ideas but weakest in crosscutting concepts. There was also a positive correlation between how familiar respondents were with the NGSS and how well they felt their courses prepared students to teach the NGSS. The survey did not measure preparation for common core state standards or all STEM preparation needs.
This document discusses the importance of being cautious about educational research and emphasizes using evidence-based practices. It makes three key points:
1. Many educational interventions studied do not have significant impacts, and studies with null results often go unreported, so one must be selective in what research to rely on.
2. Educational research often oversimplifies complex classroom environments, so established research implemented across different contexts is most reliable.
3. Experts who approach implementation suggestions pragmatically based on evidence, rather than absolutism, provide wise guidance worth considering.
The document discusses using technology effectively within a Response to Intervention (RTI) model. It describes RTI as having three tiers or levels of intervention from universal supports for all students to more intensive individualized interventions. Examples of technology that can be used for productivity, assessment tracking, communication and documentation within the RTI process are provided. The document also gives examples of free online remediation programs and assistive technologies that can be used as interventions within the different RTI tiers.
Stephen Phillips - Implementing an inquiry based approach into our schoolSails-project
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Implementing an inquiry based approach into our school
We approached the use of inquiry in our school from two different perspectives: 1) How should we go about teaching inquiry at Wilson’s School? What topics shall we pilot teaching at Wilson’s teaching? What are the challenges faced by the teacher and by students? 2) What happens when we raise students’ self-awareness of their communication skills, using inquiry tasks? How will the staff and students feel towards inquiry-based lessons? Will they enjoy them? Will they trust them? Will they see the value in them and their relevance to the real world?
The document discusses GCMS Elementary's implementation of Response to Intervention (RtI) to address low reading scores, with only 75% of students meeting state standards. The school introduced RtI to provide students with tools to increase their reading success through data-driven assessment and targeted instruction. The core components of their RtI implementation included a multi-tiered model of instruction, a problem-solving method, integrated data collection and assessments, and a focus on the five elements of reading instruction. The school assessed students using DIBELS and MAP assessments and provided interventions in increasing intensities to students based on their risk levels and needs. While proud of initial gains, the school remained committed to ongoing improvement and helping more students succeed
This document summarizes a study on school-based teacher action research. It finds that teacher participation in action research projects provides valuable professional development by helping teachers reflect on their practice, articulate tacit knowledge, and implement changes in their classrooms. Challenges include finding time and navigating expectations about research. Preliminary results show benefits like increased confidence and status for teachers, as well as a more open culture around research in some schools. The author plans to continue data collection and explore models for supporting teacher research.
Online Assessment and Feedback SeminarJulian Green
The document summarizes an online workshop about assessment and feedback. The session agenda covers what constitutes good assessment and feedback, and how digital tools can help achieve this. It then discusses principles of good assessment, including being transparent, reliable, valid, authentic. It also discusses principles of good feedback, including being timely, consistent, ongoing, actionable, friendly, and goal-oriented. Finally, it discusses how digital tools can enhance assessment and feedback, including through online questionnaires, audio feedback, and enabling peer and group assessments.
The survey measured how well STEM teacher preparation courses at various universities prepare preservice teachers for the Next Generation Science Standards (NGSS). It assessed 5 areas: science and engineering practices, crosscutting concepts, teaching disciplinary core ideas, integration of the three dimensions, and best practices in science education. The results showed that courses felt strongest in teaching disciplinary core ideas but weakest in crosscutting concepts. There was also a positive correlation between how familiar respondents were with the NGSS and how well they felt their courses prepared students to teach the NGSS. The survey did not measure preparation for common core state standards or all STEM preparation needs.
This document discusses the importance of being cautious about educational research and emphasizes using evidence-based practices. It makes three key points:
1. Many educational interventions studied do not have significant impacts, and studies with null results often go unreported, so one must be selective in what research to rely on.
2. Educational research often oversimplifies complex classroom environments, so established research implemented across different contexts is most reliable.
3. Experts who approach implementation suggestions pragmatically based on evidence, rather than absolutism, provide wise guidance worth considering.
The document discusses using technology effectively within a Response to Intervention (RTI) model. It describes RTI as having three tiers or levels of intervention from universal supports for all students to more intensive individualized interventions. Examples of technology that can be used for productivity, assessment tracking, communication and documentation within the RTI process are provided. The document also gives examples of free online remediation programs and assistive technologies that can be used as interventions within the different RTI tiers.
Stephen Phillips - Implementing an inquiry based approach into our schoolSails-project
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Implementing an inquiry based approach into our school
We approached the use of inquiry in our school from two different perspectives: 1) How should we go about teaching inquiry at Wilson’s School? What topics shall we pilot teaching at Wilson’s teaching? What are the challenges faced by the teacher and by students? 2) What happens when we raise students’ self-awareness of their communication skills, using inquiry tasks? How will the staff and students feel towards inquiry-based lessons? Will they enjoy them? Will they trust them? Will they see the value in them and their relevance to the real world?
The document discusses GCMS Elementary's implementation of Response to Intervention (RtI) to address low reading scores, with only 75% of students meeting state standards. The school introduced RtI to provide students with tools to increase their reading success through data-driven assessment and targeted instruction. The core components of their RtI implementation included a multi-tiered model of instruction, a problem-solving method, integrated data collection and assessments, and a focus on the five elements of reading instruction. The school assessed students using DIBELS and MAP assessments and provided interventions in increasing intensities to students based on their risk levels and needs. While proud of initial gains, the school remained committed to ongoing improvement and helping more students succeed
This document summarizes a study on school-based teacher action research. It finds that teacher participation in action research projects provides valuable professional development by helping teachers reflect on their practice, articulate tacit knowledge, and implement changes in their classrooms. Challenges include finding time and navigating expectations about research. Preliminary results show benefits like increased confidence and status for teachers, as well as a more open culture around research in some schools. The author plans to continue data collection and explore models for supporting teacher research.
Online Assessment and Feedback SeminarJulian Green
The document summarizes an online workshop about assessment and feedback. The session agenda covers what constitutes good assessment and feedback, and how digital tools can help achieve this. It then discusses principles of good assessment, including being transparent, reliable, valid, authentic. It also discusses principles of good feedback, including being timely, consistent, ongoing, actionable, friendly, and goal-oriented. Finally, it discusses how digital tools can enhance assessment and feedback, including through online questionnaires, audio feedback, and enabling peer and group assessments.
The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
The document outlines a plan to use student data to inform science instruction and help students improve their performance on the lowest scoring areas of the state's Science TAKS test. The plan involves analyzing past TAKS data, observing classrooms, interviewing students and teachers, identifying trends, and developing a new instructional plan focused on the weakest areas. Progress will be evaluated by assessing student performance after implementing the new strategies.
University Assignment Literacy Assessmentmforrester
Literacy is described as the ability to communicate effectively through reading, writing, speaking and listening. It allows people to make sense of messages in text, pictures, audio and other formats. Literacy is important for every subject as it is required to perform tasks and improve knowledge. Literacy assessments can help identify areas of concern, though not all are diagnostic. A literacy assessment may reflect issues across subjects depending on how it is designed. Suggestions to improve literacy include focusing more on literacy within subjects, using literacy circles to set goals, and allowing more time for exploring literacy in each subject.
Senior leaders acknowledged that historically there had been a lack of focus on Key Stage 3 (KS3) in their schools, with all attention being placed on Year 11 outcomes. They now recognize the importance of the early secondary education years, as what happens in KS3 significantly impacts future results. One headteacher changed his school's philosophy to prioritize KS3, believing it is the "bedrock" of later success and that getting Years 6 through 10 right means Year 11 will then be successful. The document discusses efforts to raise the profile of KS3, including starting a student voice project, better preparing students for exams, and standardizing assessments and homework across departments to mirror GCSEs and emphasize mastery of content at an earlier stage
This document provides an overview of plans and expectations for teachers at Glenn Hills Middle School for the 2010-2011 school year. It includes details about curriculum planning, instructional calendars, meeting schedules, morning responsibilities, unit planning, standards-based instruction, interventions, non-negotiables, assessments, data collection, professionalism, communication logs, grading scales, student achievement, portfolios, training, and announcements.
Vincent Kuri received positive evaluations as a Teaching Assistant for CSE 141 Introduction to Computer Architecture in Fall 2014. Over 90% of students agreed or strongly agreed that Vincent was well organized, arrived on time, clearly presented material, helped develop thinking skills, and was enthusiastic. Some comments praised Vincent's strong understanding of course topics and ability to clearly explain concepts. A few evaluations noted he sometimes spoke too fast. Overall, Vincent received high marks and most students would recommend him to others.
There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...Naace Naace
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...Kenji Lamb
Ted wins £3.68 short of one million pounds in the lottery. The document discusses using e-assessment tools to help raise math competence and confidence in student primary teachers. It provides details on an online math assessment tool used by the university and research showing it helped increase students' math skills and reduced anxiety compared to exams.
This report summarizes the results of a survey of 231 members of the Discovery Educator Network Leadership Council about their use of Discovery Educator Network resources and services. It finds that respondents were highly active users of all DEN has to offer, especially social media and the Weekly Update. It also finds that DEN had a major positive impact on respondents' professional growth and technology use. However, some resources like certain webinars had lower participation. The report provides recommendations for how DEN can improve engagement with all its offerings.
As the intensity of assistance for students increases from Tier 1 to Tier 2 to Tier 3, progress monitoring of those students becomes more frequent. Tier 1 involves practices and resources that are universally available to all students, Tier 2 involves short-term solutions for students not successful in Tier 1, and Tier 3 consists of more intense interventions for students not helped by Tier 2. The document asks questions about the resources, interventions, specialists, and fidelity of implementation at each tier.
Metacognition refers to thinking about one's own thinking processes. It involves monitoring and controlling one's thoughts. There are several subcategories of metacognition including metamemory and metacomprehension, which involve appraising one's own prior knowledge and comprehension. Developing metacognition in students is important as research shows academic gains with metacognitive instruction. Teachers can model metacognition for students by consciously demonstrating their own thinking processes and using strategies, checklists, and whiteboards to make their cognitive work visible.
This document summarizes information that was presented at a parent forum about MAP (Measures of Academic Progress) testing. It discusses what MAP testing is, how to read MAP reports, and how the results are used at the school. MAP tests students in reading, math, and language and provides immediate results on an equal-interval RIT scale to measure growth over time. The document explains that MAP identifies a student's instructional level, provides data to inform instructional decisions, and helps evaluate programs and curriculum, while classroom evidence provides a more complete picture of student performance.
The document discusses different methods for evaluating the impact of an education program called the Balsakhi program in India. It compares the results of 4 different evaluation methods: 1) pre-post comparison showed a test score gain of 26.42 points, 2) simple difference comparison showed Balsakhi students scored 5.05 points lower, 3) difference-in-differences estimated an impact of 6.82 points, and 4) a regression controlling for covariates estimated an impact of 1.92 points. Randomization was proposed as the best method to construct a valid counterfactual for estimating true program impact.
This document discusses alternatives to continuous assessment tests (CATs) for evaluating student progress, including portfolios, debates, presentations, oral exams, student projects, and posters. It notes some potential drawbacks of CATs, such as causing stress and not assessing a complete understanding of the material. Portfolio assessment is proposed as an alternative that more closely resembles instructional activities. Presentations, debates, and oral exams provide experience for future situations while projects help students link theories to practice. Overall, the document analyzes different assessment methods and their ability to fully and accurately evaluate student learning.
The document discusses strategies used by a school to improve geography exam results over three years. They identified underperforming groups, set additional work, and emphasized developing excellent work. Teachers modeled high-quality examples, errors, and their thinking process. An emphasis was placed on developing skills rather than just content. Collaboration between teachers was increased. As a result, exam pass rates and uptake of geography at higher levels improved significantly over the three years.
School-Wide Positive Behavior Support (SWPBS) can help schools by reducing problem behaviors, suspensions, and increasing time spent on teaching with a common language for behavior issues. However, implementing SWPBS faces resistance to change due to fears of the unknown, mistrust, peer pressure, and personality conflicts. To manage this resistance, it is important to identify all stakeholders, maintain focus and context for the change, use opposition as an opportunity, respect stakeholders, avoid ignoring resistance, define clear goals, measure progress, understand the school culture, and manage significant barriers through an evaluation plan with data collection and workshops.
This is a workshop designed to address issues of standardized testing and answers the essential question, how do teachers balance standardized testing with teaching creatively?
The document summarizes the results of a workshop on evaluation techniques for teaching. The top five challenges identified were: 1) Evaluating the impact of educational development work, 2) Getting staff to attend sessions, 3) Recognizing the value of teaching within institutions, 4) Engaging staff who need the most development, and 5) Being pulled in too many directions. The document also compares the advantages and disadvantages of using nominal group techniques, surveys, and focus groups to evaluate teaching.
Using a NAO humanoid robot to enhance the learning of children with learning disabilities
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
The document discusses the implementation of Response to Intervention (RtI) at GCMS Elementary to address low reading scores. It implemented RtI using a multi-tiered model with three tiers to identify student needs through assessments and provide research-based interventions. Tier 1 involves core instruction for 80% of students. Tiers 2 and 3 provide supplemental instruction of increasing intensity for 15% and 5% of students respectively based on progress monitoring. The school uses assessments such as DIBELS and MAP to track student progress and determine the need for tier changes. It has seen success with ISAT reading scores but still aims to improve further through continued efforts.
The document outlines a plan to use student data to inform science instruction and help students improve their performance on the lowest scoring areas of the state's Science TAKS test. The plan involves analyzing past TAKS data, observing classrooms, interviewing students and teachers, identifying trends, and developing a new instructional plan focused on the weakest areas. Progress will be evaluated by assessing student performance after implementing the new strategies.
University Assignment Literacy Assessmentmforrester
Literacy is described as the ability to communicate effectively through reading, writing, speaking and listening. It allows people to make sense of messages in text, pictures, audio and other formats. Literacy is important for every subject as it is required to perform tasks and improve knowledge. Literacy assessments can help identify areas of concern, though not all are diagnostic. A literacy assessment may reflect issues across subjects depending on how it is designed. Suggestions to improve literacy include focusing more on literacy within subjects, using literacy circles to set goals, and allowing more time for exploring literacy in each subject.
Senior leaders acknowledged that historically there had been a lack of focus on Key Stage 3 (KS3) in their schools, with all attention being placed on Year 11 outcomes. They now recognize the importance of the early secondary education years, as what happens in KS3 significantly impacts future results. One headteacher changed his school's philosophy to prioritize KS3, believing it is the "bedrock" of later success and that getting Years 6 through 10 right means Year 11 will then be successful. The document discusses efforts to raise the profile of KS3, including starting a student voice project, better preparing students for exams, and standardizing assessments and homework across departments to mirror GCSEs and emphasize mastery of content at an earlier stage
This document provides an overview of plans and expectations for teachers at Glenn Hills Middle School for the 2010-2011 school year. It includes details about curriculum planning, instructional calendars, meeting schedules, morning responsibilities, unit planning, standards-based instruction, interventions, non-negotiables, assessments, data collection, professionalism, communication logs, grading scales, student achievement, portfolios, training, and announcements.
Vincent Kuri received positive evaluations as a Teaching Assistant for CSE 141 Introduction to Computer Architecture in Fall 2014. Over 90% of students agreed or strongly agreed that Vincent was well organized, arrived on time, clearly presented material, helped develop thinking skills, and was enthusiastic. Some comments praised Vincent's strong understanding of course topics and ability to clearly explain concepts. A few evaluations noted he sometimes spoke too fast. Overall, Vincent received high marks and most students would recommend him to others.
There are many assessments being used but lack of clarity about their purposes. An organized assessment plan is needed to coordinate different initiatives and ensure all elements work together toward the overall goal of student progress. The first step is to examine current assessments being used and discard any not serving a clear need, in order to simplify the system. A valid, reliable and coordinated assessment approach can provide the right data to inform instructional decisions at each level from problem identification to evaluation of plans.
Naace Strategic Conference 2009: The Next Generation of assessment - GL Asses...Naace Naace
This document discusses assessments in schools and the evolution from standardized tests to assessing pupils' progress (APP). It summarizes GL Assessment's role in providing both formative and summative assessments online and through their Testwise system. Key points covered include the phasing out of KS3 SATs, implementing APP across all subjects by 2011, and using periodic and transitional assessments to make holistic judgments of student progress.
I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary T...Kenji Lamb
Ted wins £3.68 short of one million pounds in the lottery. The document discusses using e-assessment tools to help raise math competence and confidence in student primary teachers. It provides details on an online math assessment tool used by the university and research showing it helped increase students' math skills and reduced anxiety compared to exams.
This report summarizes the results of a survey of 231 members of the Discovery Educator Network Leadership Council about their use of Discovery Educator Network resources and services. It finds that respondents were highly active users of all DEN has to offer, especially social media and the Weekly Update. It also finds that DEN had a major positive impact on respondents' professional growth and technology use. However, some resources like certain webinars had lower participation. The report provides recommendations for how DEN can improve engagement with all its offerings.
As the intensity of assistance for students increases from Tier 1 to Tier 2 to Tier 3, progress monitoring of those students becomes more frequent. Tier 1 involves practices and resources that are universally available to all students, Tier 2 involves short-term solutions for students not successful in Tier 1, and Tier 3 consists of more intense interventions for students not helped by Tier 2. The document asks questions about the resources, interventions, specialists, and fidelity of implementation at each tier.
Metacognition refers to thinking about one's own thinking processes. It involves monitoring and controlling one's thoughts. There are several subcategories of metacognition including metamemory and metacomprehension, which involve appraising one's own prior knowledge and comprehension. Developing metacognition in students is important as research shows academic gains with metacognitive instruction. Teachers can model metacognition for students by consciously demonstrating their own thinking processes and using strategies, checklists, and whiteboards to make their cognitive work visible.
This document summarizes information that was presented at a parent forum about MAP (Measures of Academic Progress) testing. It discusses what MAP testing is, how to read MAP reports, and how the results are used at the school. MAP tests students in reading, math, and language and provides immediate results on an equal-interval RIT scale to measure growth over time. The document explains that MAP identifies a student's instructional level, provides data to inform instructional decisions, and helps evaluate programs and curriculum, while classroom evidence provides a more complete picture of student performance.
The document discusses different methods for evaluating the impact of an education program called the Balsakhi program in India. It compares the results of 4 different evaluation methods: 1) pre-post comparison showed a test score gain of 26.42 points, 2) simple difference comparison showed Balsakhi students scored 5.05 points lower, 3) difference-in-differences estimated an impact of 6.82 points, and 4) a regression controlling for covariates estimated an impact of 1.92 points. Randomization was proposed as the best method to construct a valid counterfactual for estimating true program impact.
This document discusses alternatives to continuous assessment tests (CATs) for evaluating student progress, including portfolios, debates, presentations, oral exams, student projects, and posters. It notes some potential drawbacks of CATs, such as causing stress and not assessing a complete understanding of the material. Portfolio assessment is proposed as an alternative that more closely resembles instructional activities. Presentations, debates, and oral exams provide experience for future situations while projects help students link theories to practice. Overall, the document analyzes different assessment methods and their ability to fully and accurately evaluate student learning.
The document discusses strategies used by a school to improve geography exam results over three years. They identified underperforming groups, set additional work, and emphasized developing excellent work. Teachers modeled high-quality examples, errors, and their thinking process. An emphasis was placed on developing skills rather than just content. Collaboration between teachers was increased. As a result, exam pass rates and uptake of geography at higher levels improved significantly over the three years.
School-Wide Positive Behavior Support (SWPBS) can help schools by reducing problem behaviors, suspensions, and increasing time spent on teaching with a common language for behavior issues. However, implementing SWPBS faces resistance to change due to fears of the unknown, mistrust, peer pressure, and personality conflicts. To manage this resistance, it is important to identify all stakeholders, maintain focus and context for the change, use opposition as an opportunity, respect stakeholders, avoid ignoring resistance, define clear goals, measure progress, understand the school culture, and manage significant barriers through an evaluation plan with data collection and workshops.
This is a workshop designed to address issues of standardized testing and answers the essential question, how do teachers balance standardized testing with teaching creatively?
The document summarizes the results of a workshop on evaluation techniques for teaching. The top five challenges identified were: 1) Evaluating the impact of educational development work, 2) Getting staff to attend sessions, 3) Recognizing the value of teaching within institutions, 4) Engaging staff who need the most development, and 5) Being pulled in too many directions. The document also compares the advantages and disadvantages of using nominal group techniques, surveys, and focus groups to evaluate teaching.
Using a NAO humanoid robot to enhance the learning of children with learning disabilities
Interactive Technologies and Games (ITAG) Conference 2014
Health, Disability and Education
Dates: Thursday 16 October 2014 - Friday 17 October 2014
Location: The Council House, NG1 2DT, Nottingham, UK
This study investigated whether working with a robot could enhance learning for children with intellectual disabilities. Interviews with teaching staff identified potential benefits of using robots, including increased student motivation and engagement. A pilot study was then conducted with 5 students over 5 sessions to explore potential teaching strategies. Results showed a significant increase in student engagement when working with the robot compared to typical lessons. No significant changes in engagement or goal achievement were observed across the 5 sessions, indicating engagement was sustained. The study provides initial evidence that robots may increase learning for students with intellectual disabilities and identifies directions for future research.
This document summarizes the results of an online survey investigating the use of assessment materials in schools for pupils with Social, Emotional and Behavioural Difficulties. The survey received responses from 11 schools. It found that while schools widely use assessment, it is not often for specific behavioral issues. Schools commonly assess academic abilities but seem to lack knowledge and confidence in administering behavioral assessments. The author concludes that rigorous behavioral assessment could help schools defend academic progress for these students. They plan to conduct further research on behavioral assessments and disseminate information to help schools.
This document discusses classroom observation. It defines classroom observation as a process where an observer sits in on classroom sessions to record teacher practices, student behavior, and the teacher-student relationship. The purpose is to analyze the data and provide feedback to help enhance teacher performance. It notes that observation helps researchers study education processes, provides more detailed evidence than other sources, and stimulates change. The document also provides tips for observers, such as being objective, supportive, and careful not to be judgmental when providing feedback to teachers.
Effectiveness of using Scripts to increase play skills for children with ASDAmanda Goh
- Patient and calm in dealing with children
- Good at following instructions
- Able to build rapport with children
Strengths:
- Willing to learn new skills
- Positive attitude
Weaknesses:
- Lack of confidence in taking initiative
- Needs improvement in time management
Personal Reflections (Wei Kim)
Lesson learnt from the job of an
intervention professional
The importance of being patient, having empathy
and building rapport with children with special
needs.
Personal Reflections (Wei Kim)
Follow up actions
Read up more strategies to build rapport and
engage children with special needs. Observe
experienced teachers and therapists to
This document discusses using data and evidence to make decisions to improve teaching and learning in Teen Parent Units. It considers what data is collected, why, and how it is used. Evidence-driven decision making requires analyzing data to understand patterns and insights that can inform changes to improve student achievement. The document outlines a cycle for evidence-based inquiry including speculating about issues, exploring the evidence, questioning, assembling data, analyzing, intervening, evaluating the impact of changes, and reflecting on lessons learned. Teachers are encouraged to use this process to set goals for improving their practice using an evidence-based approach.
This document provides an overview of an early childhood testing instrument. It outlines key details about the instrument's purpose, type, developmental domain assessed, target age group, scoring procedures, how results are used, reliability, validity, cultural sensitivity, practicality, and costs. The purpose is to measure specific developmental domains for a targeted age group. It is a norm-referenced test that provides standardized scores to evaluate children's performance compared to peers.
Presentation by Dr Ann Ooms , Kingston University and St Georges, University of London, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The presentation provides and overview of the findings from the HEA Pathfinder Project 'Rapid Reaction and Response' concerning the use of mobile classroom technologies to enhance feedback.
Powerful professional development lesson study and observationIRIS Connect
This document summarizes research on effective professional development for teachers. It finds that the most impactful professional development is collaborative, sustained over time, grounded in proven teaching practices, and focused on improving student outcomes. Two high-impact methods discussed are lesson study, where teachers collaboratively plan, observe, and reflect on lessons, and instructional coaching, where teachers receive support in implementing new strategies. The document advocates for moving away from one-off workshops and toward job-embedded professional learning done in collaboration with colleagues.
How the Centre for Innovation in Higher Education (CIHE) drives and enhances multi-disciplinary pedagogic innovation
Presented at the Advance HE Teaching and Learning Conference 2-4 July 2019 by Dr Simon Pratt-Adams (Director of CIHE), Dr Emma Coonan (Research Fellow, CIHE), Dr Paul Dyer (Senior Lecturer in Biomedical Science, Anglia Ruskin University), David Jay (Language Skills Tutor, Anglia Ruskin University), Sarah Etchells (Acting Director of Studies, Anglia Ruskin University) and Paul Driver (Learning Technologist, Anglia Ruskin University).
This document summarizes an education technology product called R Square, which is a formative assessment tool. It discusses how R Square incorporates elements that are important for learning like motivation, exploration, gradual increases in difficulty, intervention and feedback. It then compares R Square to other popular learning methods like blackboard teaching and shows how R Square better accommodates individual learning needs. The document demonstrates R Square's interface and reports. It lists the benefits of R Square as improved school results, better exam performance, happier parents and increased teacher efficiency.
The document provides an overview and review of methods and techniques course content. It discusses research problem definition, variables, hypotheses, instrumentation, validity and reliability. It reviews quantitative and categorical variables, dependent and independent variables, and advantages and disadvantages of hypotheses. Examples of data collection instruments are given like rating scales, questionnaires, observations. Scoring types like raw scores, derived scores for norm-referenced versus criterion-referenced instruments are also outlined.
This research study investigates how teachers' beliefs and attitudes impact their use of technology in Maltese primary schools. The researcher obtained permission from various educational authorities to conduct questionnaires, observations, interviews and have teachers keep reflective journals. A pilot study was conducted to test and modify the research instruments. So far, 40 questionnaires have been collected from 3 schools, and 6 teachers agreed to keep reflective journals. However, scheduled observations and interviews were often postponed. The researcher plans to analyze questionnaire data quantitatively and content analyze open-ended responses thematically. Examples of technology used in some classrooms are shown.
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
This document provides an overview of assessing and evaluating student learning. It defines assessment as gathering information on student learning and evaluation as analyzing and making judgments based on assessment data. The aims of student evaluation are outlined, including providing feedback and modifying instruction. The document discusses formative, summative, and diagnostic evaluation. It also covers various tools for evaluation, including observation, records, checklists, rating scales, and examinations. The qualities of good tests and advantages and disadvantages of different test types like oral exams, practical exams, essays, and multiple choice questions are summarized.
This document discusses key concepts and approaches in educational research. It defines research methodology as the theory of obtaining knowledge through appropriate methods. There are two main research approaches - quantitative procedures that use numbers and qualitative procedures based on interpretation. Common data collection methods include questionnaires, interviews, observations, and case studies. The document also outlines steps for designing surveys, considerations for interviews and observations, and discusses research paradigms like action research.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Similar to B.Eng Thesis - Evaluation of Children’s Interactive Toys: Exploring Evaluation Methods with Preschoolers (20)
2. Nadia Serveti | 2015 All Rights Reserved.
Executive Summary (1/2)
Design and apply an evaluation
method for interactive toys for
preschoolers
Select a representative
interactive toy for this purpose
(exergame)
Objectives
Heuristic Evaluation / Expert Review
Ethnographic Field Study (with recording)
- 3 sessions within 3 months
Individual Interviews with teachers
Methodologies Participants
Age Sample size Boys Girls
3 yrs 3 2 1
4 yrs 4 3 1
5 yrs 4 1 3
Total 11 6 5
Experimental Study
Diagnostic, summative & formative evaluation
Challenges
No scientific literature
Children’s skills develop rapidly
Very limited vocabulary
Can’t write
Shy and like to please people
3. Nadia Serveti | 2015 All Rights Reserved.
Executive Summary (2/2)
Hypotheses
Can children play with this toy?
Hypothesis 1: The child - toy interaction is not intuitive.Third person involvement is
required.
Hypothesis 2: The concurrent physical activity (pedalling and hand turning), visual response
on the display (TV) and learning activity are very demanding for children from 3-5 years old.
Hypothesis 3: The child - toy interaction as a physical activity (pedalling & hand turning) and
the visual response on the display (TV) are not clear - understandable.
Hypothesis 4: The toys setup encourages - promotes physical activity.
Evaluation Criteria
Accessibility / Ability
Learnability
Mediated / Intermediated
4. Target Group
Target Group & Competitor Analysis
Nadia Serveti | 2015 All Rights Reserved.
Children 3-6 years old, boys & girls
• Very limited vocabulary
• Can’t write
Competitor
Analysis
Cyberbike, but without learning
activity
5. UX Research Design
Nadia Serveti | 2015 All Rights Reserved.
UX
The research was conducted in 3 phases.
Heuristic
Evaluation
1
Ethnographic
Field Study
2
Individual
Interviews
with Teachers
3
6. Why?
Nadia Serveti | 2015 All Rights Reserved.
Methodology Why
Heuristic Evaluation / Expert
Review
This methodology does not rely on user involvement and so it
can give us a cost effective base for all other components.
Ethnographic Field Study
Collect qualitative feedback about the user’s interaction with
the product
Individual Interviews with
teachers
Interviews (after the ethnography session) will help us obtain
more detailed feedback and clarify issues identified during the
observations. Since interviewing preschoolers will not provide
us with accurate data, we’ve decided to interview their
teachers, as professionals in Education.
7. Before the Ethnographic Field Study
Nadia Serveti | 2015 All Rights Reserved.
Heuristic
Evaluation
1
Ethnographic
Field Study
2
Individual
Interviews
with Teachers
3
Visit the school & the teachers
Meet & interact with children several times
Ask parents for permission
8. Nadia Serveti | 2015 All Rights Reserved.
Ethnographic Field Study - Experiments setup
Observer'2''&''Computer
Microphone
Web'camera
9. Ethnographic Field Study
Nadia Serveti | 2015 All Rights Reserved.
Heuristic
Evaluation
1
Ethnographic
Field Study
2
Individual
Interviews
with Teachers
3
Small gift to the participants
View Recordings multiple times and take
notes of our observations.
10. Individual Interviews with Teachers
Nadia Serveti | 2015 All Rights Reserved.
Heuristic
Evaluation
1
Ethnographic
Field Study
2
Individual
Interviews
with Teachers
3
The input of the teachers, who knew the
children, their background & character,
helped us clarify some areas of the
observations, as well as get valuable feedback
as they were professionals in Education.
11. Nadia Serveti | 2015 All Rights Reserved.
Cognitive Aspects Identified
Six skills need to be combined
Moving legs
Moving hands
Processing of the visual stimuli
Processing of the acoustic stimuli
Thinking to organise the movements
Absorbing knowledge received
12. Meta-Evaluation
Pros Cons
Easy to apply
No large number of evaluators/observers
is required (2 observers are enough)
Insights / data coming from 2 scientific
areas (educators & designers/evaluators)
Large number of problems were
identified, comparing to the short
duration of the experiments
Testing environment / conditions were
reduced (familiar environment for the
children)
Not very costly
Small sample size
Short duration of the experiments
Children felt awkward due to the
observation & recording (as a procedure).
If a group of children were present, the
awkwardness would be minimised.
However, this would not allow the right
execution of the experiments.
Low frequency of the experiments.
13. Nadia Serveti | 2015 All Rights Reserved.
Recommendations to Improve our Method
We recommend:
Larger sample size
Longer duration of the experiments (e.g. more rounds of
experiments and also each round separately)
Hide recording media (cameras and microphones)
The teacher of each child to be present during the experiment
14. Nadia Serveti | 2015 All Rights Reserved.
THANK YOU!
nadia.serveti@gmail.com
www.nadiaserveti.com