Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Recipe for success maninger sam houston -focus (done)William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Individual differences are important for the learning environments so that it can be said that learning environments that are designed by using adaptation techniques are effective in improving the performance level of students. In this study a flipped classroom model was developed for elementary school students by using adaptivetechniques in English lectures. In this way advantageous and strong aspects of adaptive and flipped learning complete each other. In the research, two different flipped learning environments were developed. The flipped learning environment was designed without adaptations and with adaptations. The students worked for a period of ten weeks in the designed environments. The aim of the study is to show the benefits of adaptive technologies for flipped learning environments. In total 60 students from Libya were selected randomly then placed in adaptive flipped learning and Flipped learning environments. T-test was used in the substance analysis performed for knowledge test. Based on the findings obtained from the success rates of the students displayed on tests, administered as a pre and post test, it was demonstrated that adaptability of the flipped learning environment and levels of the adaptability have a positive effect on the academic achievement rates of the English lecture students.
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Recipe for success maninger sam houston -focus (done)William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Individual differences are important for the learning environments so that it can be said that learning environments that are designed by using adaptation techniques are effective in improving the performance level of students. In this study a flipped classroom model was developed for elementary school students by using adaptivetechniques in English lectures. In this way advantageous and strong aspects of adaptive and flipped learning complete each other. In the research, two different flipped learning environments were developed. The flipped learning environment was designed without adaptations and with adaptations. The students worked for a period of ten weeks in the designed environments. The aim of the study is to show the benefits of adaptive technologies for flipped learning environments. In total 60 students from Libya were selected randomly then placed in adaptive flipped learning and Flipped learning environments. T-test was used in the substance analysis performed for knowledge test. Based on the findings obtained from the success rates of the students displayed on tests, administered as a pre and post test, it was demonstrated that adaptability of the flipped learning environment and levels of the adaptability have a positive effect on the academic achievement rates of the English lecture students.
A case study of an affiliated undergraduate engineering institution showing f...Premier Publishers
The objective of the study is to examine the faculty members’ perspective (qualification wise) of parameters affecting the quality of education in an affiliated undergraduate engineering institution in Haryana. The research is a descriptive type of research in nature. The data has been collected with the help of Questionnaire Based Survey. The sample size for the study is 110 comprising of the faculty respondents. The sample has been taken on the random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) chosen on the random basis from an affiliated undergraduate engineering institution in Haryana. For data analysis and conclusion of the results of the survey, statistical tool like f test was performed with the help of high quality software; SPSS. To conclude, the faculty members’ perceptions about the “Selection Process”, “Academic Excellence”, “Infrastructure”, “Personality Development and Industry Exposure” and “Management and Administration”, does not change according to their level of qualification in the affiliated undergraduate engineering institution in Haryana.
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Johnston, pattie enhancing validity of critical tasksWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
A case study of an affiliated undergraduate engineering institution showing f...Premier Publishers
The objective of the study is to examine the faculty members’ perspective (qualification wise) of parameters affecting the quality of education in an affiliated undergraduate engineering institution in Haryana. The research is a descriptive type of research in nature. The data has been collected with the help of Questionnaire Based Survey. The sample size for the study is 110 comprising of the faculty respondents. The sample has been taken on the random (Probability) basis and the questionnaire was filled by the faculty members (teaching B.Tech) chosen on the random basis from an affiliated undergraduate engineering institution in Haryana. For data analysis and conclusion of the results of the survey, statistical tool like f test was performed with the help of high quality software; SPSS. To conclude, the faculty members’ perceptions about the “Selection Process”, “Academic Excellence”, “Infrastructure”, “Personality Development and Industry Exposure” and “Management and Administration”, does not change according to their level of qualification in the affiliated undergraduate engineering institution in Haryana.
Sustained Digital Learning Management Systems For Quality Educational Improve...Dustin Bessette, CIG
Learning management systems (LMS) are vital to learning environments and particularly in distance education. The use of learning management operations is typically based upon the needs of universities and colleges; however, educational tools are driven by learner-centered demands, e-learning, m-learning, and cost. Faculty, students, and administrators can all adapt to these technological changes if they are exposed to user-friendly platforms and software geared towards learner-centered outcomes. These quality improvements in operations need to be sustainable, as they will encounter transitions due to system and software enhancements over time. This paper will explore course delivery in the 21st century as it relates to e-learning and m-learning. Practitioners and academicians will gain knowledge regarding strategic planning learning management system upgrades. Further, the researchers will explore and provide understanding on forward thinking to address development and delivery for 21st century technology. Process improvements are achieved from adaption that lead to performance outcomes in education. The highest performance can be achieved with quality driven process improvement sustainable plans that are tied in to the performance, organization philosophy, and the andragogic learning style. Together, these quality paths can return value creation for learners, faculty, and administrators back to where it should sit- under the educational strategy framework.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Johnston, pattie enhancing validity of critical tasksWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Running Head Target of Program Evaluation Plan, Part 11TARG.docxtoltonkendal
Running Head: Target of Program Evaluation Plan, Part 1
1
TARGET OF PROGRAM EVALUATION PLAN
6
Shamika Cockfield
Strayer University
Dr. Melanie Gallman
EDU571: Evaluating School Programs
January 19, 2017
Teacher Preparation Program
The evaluation of an education program is an evolving profession. The purpose of testing the efficiency of a program is to give the decision-makers substantial information to use in enhancing or improving the recommended program. For example, an institution, say a school, may use program evaluation to assist in making decisions regarding whether to establish a program (needs assessment), ways of developing a program (formative evaluation) and whether to revise or continue using the existing program (summative evaluation) (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013). As such, the objective of this paper is to evaluate the efficiency of a teacher preparation program in enhancing the value of the teachers and the performance of the students.
Describe three (3) elements of a worthy object for program evaluation - its type, the department administrating it, and target population.
The program evaluation under perspective is the Teacher Preparation program. It is a program that the three levels of government, Federal, State and local government establishes to ascertain the efficiency of the teachers engaged in educational institutions at all the levels ranging from the Pre-school to the University Levels. As such, the program falls under or it’s rather administered by the Council for the Accreditation of Education Programs (CAEP). The target focuses mostly on the teacher candidates (Faxon-Mills, Hamilton, Rudnick & Stecher, 2013).
Describe the program's history, primary purpose(s), and / or expected outcomes.
Effective tutoring has always been significant and is recently a nationwide concern. The increased emphasis on effective tutoring can be attributed to a several factors, such as (a) long-lasting accomplishment gaps that endure in spite of the comprehensive transitions at both the national and State levels, (b) the poorer academic performance registered by the students on international examination compared to their counterparts living in other industrialized nations and lastly(c) the need of managing the expenditure by the government at the Federal, State and local positions. All these aspects have raised a major concern concerning the efficiency of the teachers in schools and the significance of preparing teachers adequately while in colleges and campuses. Furthermore, the emphasis on enhancing teacher education is as well triggered by the competition and assessment with the alternate certification programs and the fresh standards recommended by the Board mandated to accredit the education preparation programs.
The board requires these programs to illustrate that the approved candidates can impact strong positive impacts on the students learning. One key outcome of these developments is the level o ...
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docxagnesdcarey33086
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
IMPROVING FAIRNESS ON STUDENTS’ OVERALL MARKS VIA DYNAMIC RESELECTION OF ASSE...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Improving Fairness on Students' Overall Marks via Dynamic Reselection of Asse...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students
distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a
major task is to fairly mark all students’ various assessment items. It is well observed that a given
assessment is likely to receive different marks if it is given to different markers, often regardless of how
detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In
this work, we propose an effective strategy to improve the fairness on the students’ overall marks by
accepting that markers may have inherent marking leniency of different magnitude and by dynamically
reselecting markers for different groups of students in such a way that the students will eventually share a
similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of
the marking criteria.
Improving Fairness on Students' Overall Marks via Dynamic Reselection of Asse...IJITE
A fundamental subject delivered at the tertiary level could have a cohort of several hundreds of students distributed into multiple campuses. The running of such a unit typically calls for a teaching team of which a major task is to fairly mark all students’ various assessment items. It is well observed that a given assessment is likely to receive different marks if it is given to different markers, often regardless of how detailed the marking criteria are, especially when the content is of subjective or opinion based nature. In this work, we propose an effective strategy to improve the fairness on the students’ overall marks by accepting that markers may have inherent marking leniency of different magnitude and by dynamically reselecting markers for different groups of students in such a way that the students will eventually share a similar amount of marking leniency in their overall marks. This strategy is completely objective, purely
based on the markers’ previous marking statistics, and is independent of the design and interpretation of the marking criteria.
Journal of Curriculum and Instruction (JoCI) Copyright 2014 .docxcroysierkathey
Journal of Curriculum and Instruction (JoCI) Copyright 2014
May 2014, Vol. 8, No. 1, Pp. 86-110 ISSN: 1937-3929
http://www.joci.ecu.edu doi:10.3776/joci.2014.v8n1p86-110
A New Approach to Educator Preparation Evaluation:
Evidence for Continuous Improvement?
Corinne Baron Donovan
Jane E. Ashdown
Anne M. Mungai
Adelphi University
Abstract
The landscape for educator preparation has shifted to accountability models emphasizing
performance assessment of teaching, employer feedback reports, newly approved accreditation
standards showing impact on K-12 student learning, and expectations of public access to all of
this information. This article provides a perspective on the extent to which this change offers
promise for improving educator preparation programs and consequently excellence in teaching in
K-12 schools. Two accountability reports are used as the empirical evidence for review; one is a
pilot institutional feedback report from the Teacher Quality Research Center (Boyd, Lankford, &
Wyckoff, 2009) and the second is a new Teacher Preparation Program report prepared by New
York City’s department of education (NYCDOE, 2013a). Ultimately, a systems perspective is
recommended, in which candidates, IHEs, and K-12 schools are involved in the process of how
educator preparation is evaluated and how that connects to other aspects of the education
profession.
Historically, educator preparation evaluation models have relied on state
approval of programs, pass rates on licensure exams, and meeting accreditation
standards that privileged operational and descriptive data as a basis for evaluating
program quality. That landscape has shifted in educator preparation to accountability
models emphasizing performance assessment of teaching practice, employer feedback
reports that include growth scores for program graduates based on their students’
standardized test scores, newly approved accreditation standards that require evidence
of positive impact on K-12 student learning, and expectations of public access to all of
this information. This article provides a critical perspective on the extent to which this
changing accountability landscape offers promise for improving educator preparation
programs and consequently for driving excellence in teaching and learning in K-12
schools as evidence of continuous improvement.
The empirical basis for this article is two reports that establish data linkages
between the graduates of one Institution of Higher Education’s (IHE) educator
preparation program and the school systems where those graduates have been
______________________________________
Donovan, Ashdown, and Mungai 86
http://www.joci.ecu.edu/
Journal of Curriculum and Instruction (JoCI) Copyright 2014
May 2014, Vol. 8, No. 1, Pp. ISSN: 1937-3929
http://www.joci.ecu.edu doi:10.3776/joci.2014.v8n1p
teaching. The first report is a pilot institutional feedback report from the ...
Discussion 5Critically think about ethnocentrism, culture, andLyndonPelletier761
Discussion 5
Critically think about ethnocentrism, culture, and how these concepts impact research. Familiarize yourself with the objectives in Module 5 as well as the assigned course materials, videos, articles, and introduction. Use the assigned readings for this week as a primary reference as well as material from the Saint Leo Online Library for peer reviewed sources and to find relevance to this week’s topic. Please share your information with our classmates on this thread.
Questions:
1. Define culture, ethnocentrism and social construction. What are ways in which ethnocentrism can be avoided when conducting research? What core values or ethical principles are violated when ethnocentrism is not avoided and is included in research in the form of a bias?
2. How does avoiding ethnocentrism and including diversity in one’s research positively impact the quality of one’s work? How will you use what you have learned about diversity and ethnocentrism in your own life both as a student and in a future career in the field of psychology?
Articles to read:
Marshall, A., & Batten, S. (2004). Researching across cultures: Issues of ethics and power. Forum: Qualitative Social Research, 5. Retrieved from http://www.qualitative-research.net/index.php/fqs /article/view/572/1241
Medin, D. L., & Lee, C. D. (2012). Presidential column. Diversity makes better science. Observer, 25. Retrieved from http://www. psychologicalscience.org/ index.php/publications/ observer/2012/may-june-12/diversity-makes-better-science.html
Redding, R. E. (2001). Sociopolitical diversity in psychology: The case for pluralism. American Psychologist, 56(3), 205-215. doi:10.1037/0003-066X.56.3.205
5
Recommendations for Solving Equity Gaps at James Monroe High School, Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 816
Interview Questions
Central Question:
How can the gaps in college readiness between students from low-income and underserved communities and those from wealthy and majority groups be eliminated?
Interview Questions
1. What parameters/Indicators are used to determine whether a student is college-ready or not?
The question is crucial in identifying whether the instructors are aware of the factors that contribute to college readiness among the students. Several indicators influence college readiness. Such parameters are combined before understanding whether a high school student is college-ready. Some indicators accurately show students’ college preparedness, while others give a false picture. Leeds & Mokher (2019) showed that using placement tests to assign students to developmental courses results in frequent misplacement. The authors used data from Florida. They concluded that it might be preferable to choose cutoffs that minimize misplacement than to use new metrics (Leeds & Mokher, 2019). Also, they proposed that each state use metrics that are unique to their con ...
EMOTION DETECTION AND OPINION MINING FROM STUDENT COMMENTS FOR TEACHING INNOV...ijejournal
Students can provide their opinions, comments, or suggestions about a course, course instructor, study environment, and available resources using the course evaluation at the end of every semester. This helps the course professors and other college authorities make appropriate changes or continue a particular approach to get the best experience in classrooms. These course evaluations are in both quantitative and qualitative forms. In quantitative feedback the evaluation is performed in terms of measurable outcomes and include a Likert-type scale to capture the level of agreement and disagreement. In qualitative feedback the students can convey their feelings, opinions or suggestions about the course, the course instructor, or their overall thoughts/comments towards the course. The qualitative feedbacks provide freedom for the students to express their honest thoughts on a course. The data collected in the qualitative form provides deeper insight into a student’s emotional state. In this work we focus on mining the qualitative student feedbacks and analyzing the student sentiments. We also analyze the efficiency of Light Weight teams and Flipped Classroom approach which are Active Learning methods. Results show that the implementation of these Active Learning methods is linked with increased positivity in student emotions.
Similar to Lumadue, rick utilizing merlot content builder focus v7 n1 2013 2 (20)
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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This will be used as part of your Personal Professional Portfolio once graded.
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1. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
VOLUME 7, NUMBER 1, 2013
1
An Innovative Approach to Assessing Student-Learning Outcomes:
Utilizing MERLOT Content Builder
Rick Lumadue, PhD
Assistant Professor
Department of Educational Leadership
College of Education and Human Services
Texas A&M University-Commerce
Commerce, TX
_________________________________________________________________________________________________
Abstract
Three student-learning outcomes of an online master’s degree program at regional University in
Texas were assessed in this study. An innovative use of MERLOT’s Content Builder provided a
platform this study. The Astin Model provided the framework for the evaluation. This study has
provided a model for conducting well-informed, instructional and programmatic assessments of
student-learning outcomes. The results of this study demonstrated that MERLOT has provided a
platform for students to both showcase and preserve their ability to meet programmatic student-
learning outcomes.
Key Words: assessment, student-learning outcomes, evaluation, MERLOT content
builder
_________________________________________________________________________________________________
The mission of the online master’s program assessed in this study is to equip specialists
in adult education for practice in public education, private education, business, industry, and
non-profit organizations. The vision of the program is to equip world-class leaders in critical
thinking, communication, digital fluency, cultural fluency, global fluency, servant leadership and
lifelong learning in the global community of education and industry.
This online master’s degree program is taught using a fully interactive online format in a
primarily asynchronous delivery model. Asynchronous activities used in the program included:
threaded discussion, video and audio presentations, written lecture linked to video and audio
presentations embedded into the course management system, Voicethreads, faculty developed
MERLOT web pages created using the MERLOT Content Builder, e-Textbooks, etc. The focus
of this study was on the assessment of three of the student-learning outcomes utilizing the
MERLOT Content Builder (Multimedia Educational Resources for Learning and Online
Teaching; www.merlot.org).
The Astin Model (1993) provided a framework for this assessment. In the Astin Model,
quality education not only reaches established benchmarks but also is founded upon the ability to
transition students from where they are to reach intended competencies.
2. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
2____________________________________________________________________________________________
Purpose of the Study
The purpose of this study was to assess three of the seven student-learning outcomes in
an online master’s program at a regional university in Texas utilizing MERLOT’s Content
Builder. The goal of this study was to help students reach the intended learning outcomes for
digital fluency, communication and servant leadership. Definitions of these learning outcomes
are provided here. Students will evidence digital fluency in the adoption and integration of
appropriate technologies into digital presentations. Students will be able to communicate ideas
and content to actively engage participants. Students will practice the principles of servant
leadership as espoused by Robert Greenleaf in his work titled, The Leader as Servant (1984).
According to Greenleaf, “The servant-leader is servant first. It begins with the natural feeling
that one wants to serve first. Then conscious choice brings one to aspire to lead.”
Significance of the Study
The ability to digitally capture much of the learning that takes place by students in an
online program is significant for conducting well-informed, instructional and programmatic
assessments of student-learning outcomes. The process for digitally capturing evidence to assess
student-learning outcomes in this study was based on an innovative use of the MERLOT
community of resources; specifically educational web pages developed by students with the
MERLOT Content Builder.
Overview
Digital education presents many challenges. Barnett-Queen, Blair, and Merrick (2005)
identified perceived strengths and weaknesses of online discussion groups and subsequent
instructional activities. Programmatic assessment is required for all institutions accredited by the
Council of Higher Education Accreditation or the US Department of Education. Walvoord
(2003) indicated that good assessment should focus on maximizing student performance. The
following questions rise to the forefront: (1) Have graduates mastered programmatic
expectations; (2) What relationships exist between student performance and other factors; and (3)
How can faculty improve the program based upon the analysis of student performance.
Walvoord further stresses the importance of direct assessment in determining student
performance. Indirect measures may provide evidence of student-learning, but direct assessment
is widely viewed as more valid and reliable.
Brandon et al. (2008) developed a model for embedded formative assessment. The model
was collaborative and stressed embedded assessment. Their study stressed the difficulties
associated with broad-based collaboration given the difficulties of formally identifying partners
and spanning large geographic distances. Price and Randall (2008) demonstrated the importance
of embedded direct assessment in lieu of indirect assessment. Their research revealed a lack of
correlational fit between indirect and direct assessment of the same aspect of student-learning
with the same course in a pre- and post-test design. They documented a difference between
student perceived knowledge and actual knowledge. These findings further underscore the
3. RICK LUMADUE
____________________________________________________________________________________________3
importance of direct assessment of student-learning. Walvoord’s (2003) findings further
indicated the need for embedded direct assessment of student-learning owned and supported by
those who will implement the change. Those implementing change would include program
faculty and students.
Gardner (2007) found that education has long wrestled with defining and assessing life-
long learning. Though loosely defined as the continued educational growth of the individual,
lifelong learning is rapidly rising to the forefront of 21st
century education to assume a more
prominent place than that held in the 20th
century. Broonen (2002) described the difficulty of
assessing the intention to pursue learning beyond the completion of a program. Intention and
subsequent performance are affected by many different factors including, but not limited to,
normative beliefs and motivation. Educational programs have often been encouraged to avoid
assessment of behavior beyond the point of graduation as such behavior as been viewed as
beyond the control of program educators (Walvoord, 2003). The question arises as to the
importance of future behavior as an indicator of current learning.
Astin (1993) pointed out that educators are inclined to avoid assessment of the affective
domain viewing such as too value laden. Accordingly, the cognitive domain became the defacto
assessment area though affective assessment more closely paralleled the stated aims and goals of
most institutions of higher education. The avoidance of assessment in the affective domain is
well documented by Astin. The advent of social media tools coupled with e-portfolios offers
some intriguing possibilities in regard to assessment in the affective behavioral domain. Astin
pointed out that a change in the affective domain should translate into changed behavior.
Secolsky and Wentland (2010) found many advantages to portfolio assessment that
transcend regular assessment practices by providing a glimpse into non-structured behavioral
activities. Behavior beyond the classroom can be captured and documented within a properly
designed portfolio. Behavior that has not been directly observed by the teacher can be measured
in light of portfolio submissions via a broad collection of relevant and targeted information.
Established performance criterion can be assessed to measure student-learning and determine
specific areas for programmatic improvement. Though Secolsky and Wentland point out that
reliability and validity concerns still exist with portfolio measurement, they concur that portfolio
assessment potentially gauges authentic student performance outside the educational
environment. With the development of a portfolio transportable beyond program enrollment and
across the life experience the opportunity exists to assess the impact of the instructional
experience upon real time student performance. Evaluation of life-long portfolios promises to
provide meaningful insight into the real life impact of the educational experience. Astin (1993)
viewed changed behavior over time as the real evidence of affective enlightenment.
As noted above, the program examined in this study promotes the assimilation of an
established taxonomy of seven programmatic learning competencies (outcomes) in the Astin
Model. The student learning outcomes are provided here. The student will: 1) Evidence Meta-
cognition skills; 2) Effective communication; 3) Demonstration of digital fluency; 4) Evidence
appreciation of cultural fluency; 5) Develop global fluency; 6) Practice servant leadership; and
7) Engage in life-long learning (see table below).
4. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
4____________________________________________________________________________________________
Student Learning Outcomes
Specific instructions were provided to students to complete the MERLOT web page
assignments. In addition, several examples of MERLOT web pages created by former students
were posted for current students to give them an idea of the style and quality they should strive
for in developing their web pages.
Findings
An interesting finding from this study was the creative manner in which some of the
students layered or nested other web 2.0 technologies into their MERLOT web pages. Examples
of layering or nesting included embedded student developed Voicethread presentations,
embedded open-ended discussion Voicethreads used to promote participation and feedback,
embedded YouTube Videos, embedded Prezis, and the like.
The learning outcome of digital fluency examined a random sample of student developed
web pages using MERLOT content builder. The Global eLearning Assessment of Digital Student
Presentation Rubric was used to for this assessment. This analysis was conducted by the fulltime
bachelor’s and master’s faculty. Scores were deemed acceptable with an average of 45 on a 50-
point scale in the area of technology. The average score for technology was 45.33, meaning the
standard was met (see appendix C for a copy of the scores). The faculty noted that some students
tended to use more familiar software and avoided the utilization of emerging software.
Accordingly, an upcoming course has been modified to include requirements for all students to
5. RICK LUMADUE
____________________________________________________________________________________________5
utilize at least one Web 2.0 software program to complete their MERLOT web page. The faculty
will conduct further assessments in the next annual year evaluation.
Communication was also assessed using the Global eLearning Assessment of Digital
Student Presentation Rubric. Working with MERLOT’s Content Builder, students were required
to develop a web page that demonstrated their ability to effectively communicate educational
content to an intended audience. A random sample of student developed web pages were
analyzed by the fulltime bachelor’s and master’s faculty in the program. Scores were deemed
acceptable with an average of 42 on a 50-point scale in each of the five areas of purpose,
organization, content, language, and voice & tone. The average score for purpose was 45.33. The
average score for organization was 46.67. The average score for content was 46.00. The average
score for language was 44.00. The average score for voice and tone was 44.
Though all standards were met, faculty noted that language scored the lowest. Therefore,
the faculty modified an assignment in one of the intercultural courses to provide students an
opportunity to develop their language skills. This project was developed to provide students a
heightened sensitivity to language that might be offensive in other cultures. The faculty will
conduct further assessments in the next annual year evaluation.
Servant leadership was assessed using the Global eLearning Servant Leadership Rubric
by the fulltime bachelor’s and master’s faculty. A random sample of students were selected and
scores were deemed acceptable with an average of 40 on a 50 point scale in each of the five areas
of servant leadership, strategic insight & agility, building effective teams & communities, ethical
formation & decision making. The average score for servant leadership was 41.33. The average
score for strategic insight and agility was 39.33. The average score for building effective teams
and communities was 44.00. The average score for ethical formation and decision making was
43.33. The standard was not met for strategic insight and agility. Faculty noted problems in the
effective feedback of peer-evaluation assignment. Accordingly, the group peer assessment
process has been expanded to include MERLOT GRAPE Camp to provide training on
conducting peer-evaluations. All students will be required to complete MERLOT GRAPE Camp
training. These changes will be enacted in all new course sections.
Conclusions and Recommendations
The explosion in the popularity of online degree programs necessitated the need for a
study such as this to be conducted. This study has provided a model for conducting well-
informed, instructional and programmatic assessments of student-learning outcomes. An
innovative use of MERLOT’s Content Builder provided a means for assessing three of the seven
student-learning outcomes in an online master’s program. The results of this study demonstrated
that MERLOT has provided a platform for students to both showcase and preserve their ability to
meet programmatic learning outcomes.
Student-learning outcomes are being assessed on an annual basis within the University’s
Institutional Effectiveness process for instructional programs. Program faculty members
regularly and systematically participate in institutional professional development opportunities to
maintain currency of technological expertise.
The recent integration of MERLOT GRAPE Camp peer review training into this Master
Degree Program has provided an additional platform for further research to be conducted relative
6. FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS
6____________________________________________________________________________________________
to the assessment of all seven of the programmatic learning outcomes of the program. For
example, metacognition may be assessed as it relates to MERLOT’S peer-reviewers serving as
content expert in assessing materials that pertain to one’s field. Communication may be assessed
through interaction with peers and peer-reviews. Digital fluency is obviously what is required to
contribute to MERLOT. Cultural Fluency may be demonstrated through peer reviewing
submissions of MERLOT’s international community of partners. Global Fluency may be
measured through the development and contribution of appropriate content for use in a global
community of learners. Servant Leadership is the motto of MERLOT, “Give a Gift not a Burden!”
(Gerry Hanley, 2010). Finally, the development of students into lifelong learners will help to
establish the identity of the program. Student performance outside of the program is one of the
best measures of student-learning and the MERLOT Content Builder along with MERLOT peer-
reviews is a tremendous platform for measuring student-learning outcomes.
Life long learning may be assessed by current and former students’ contributions of
materials to MERLOT and by those providing peer reviews of materials contributed to
MERLOT. As a benefit of being a MERLOT partner, the dashboard report provides information
on contributions made by members of the partner organization. Contributions and/or peer
reviews completed by students who have graduated from the program will be recorded in the
dashboard report. This is a tremendous tool to measure the commitment to life long learning.
Ultimately, this study has demonstrated that the MERLOT platform has been a key component in
assessing student-learning outcomes an online master’s program at a regional University in
Texas. Other online degree programs should seriously consider the MERLOT Content Builder’s
potential to help them assess student-learning outcomes.
References
Astin, A. (1993). Assessment for excellence. Wesport, CT: Oryx Press.
Barnett-Queen, T., Blair, R., & Merrick, M. (2005). Student perspectives of online discussions:
Strengths and weaknesses. Journal of Technology in Human Services, 23(3/4), 229-244.
Brandon, P., Young, D., Shavelson, R., Jones, R. Ayala, C., Ruiz-Primo, M., & Yin, Y. (2008).
Lessons learned from the process of curriculum developers’ and assessment developers’
collaboration on the development of embedded formative assessments. Applied
Measurement in Education, 21, 390-402.
Broonen, J.P. (2002). Determinants of intentions and related factors by life-long learning
educational graduating students. AIP Conference Proceedings, 627(1), 330-339.
Gardner, P. (2007). The ‘life-long draught’: From learning to teaching and back. History of
Education, 36(4-5), 465-482.
Greenleaf, R. A. (2008). The servant as leader. Westfield, IN: The Greenleaf Center for Servant
Leadership.
Price, B., & Randall, C. (2008). Assessing learning outcomes in quantitative courses: Using
embedded questions for direct assessment. Journal of Education for Business, 83(5), 288-
294.
Secolsky, C., & Wentland, E. (2010). Differential effect of topic: Implications for portfolio
assessment. Assessment Update, 22(1), Wilmington, DE: Wiley Periodicals.