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This document summarizes a review of behavior analysis research in physical education. The review examined intervention studies across four categories: preservice/inservice teacher behavior, student learning, class management, and learning for students with disabilities. It analyzed 34 articles selected through a thorough selection process. The review found that most studies focused on improving teaching behaviors through interventions and were systematic replications. It also found that peers mediating instruction was the most studied intervention. The review concluded that treatment integrity and assessing maintenance and generalization should be areas of focus for future research.
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2.a.madden
This document describes the development and assessment of a scientific journal assignment for introductory biology students. The assignment aims to develop students' abilities to evaluate scientific literature and analyze scientific journal articles. It involves students completing a journal review in four draft sections, receiving feedback, and revising into a final version. Analysis found that using drafts significantly improved student performance and ability to identify and analyze the scientific method compared to completing the assignment without drafts. The assignment was modified over time to further improve learning outcomes.
Ethics in assessment
The document discusses ethics in assessment and outlines four key points:
1. Learning outcomes related to ethics can be conceptualized in different ways, such as complementary, translation, or enabling orientations.
2. The assessment of ethics involves articulating learning outcomes and selecting appropriate assessment methods.
3. It also involves determining the basis for making judgements about students' achievement.
4. Finally, it involves considering students' role in the assessment process.
Diagnostic evaluation Dr.kshirsagar
Diagnostic evaluation Dr.kshirsagarDr.Ravindra Kshirsagar P.G Department of Zoology Modern College Ganeshkhind Pune
This document discusses diagnostic evaluation tests which are used to assess students' strengths, weaknesses, and skills prior to instruction. It allows teachers to diagnose student difficulties and guide lesson planning. The tests can identify slow and advanced learners. Teachers can then provide remediation for slow learners or enrichment activities for advanced learners. The purpose is to create a baseline and design instruction that meets each student's needs. An example is provided of a study that used diagnostic tests and found students taught with information and communication technology performed better than those taught without it.Assessment 1 b
The document discusses a case study of a student in a Stage 3 classroom who was working at an Early Stage 1 level due to extremely low attendance. This presented challenges for classroom planning and assessment. Strategies implemented to help the student included differentiating instruction and seeking assistance from the Associate Teacher. Overall the document discusses the challenges of catering to diverse learners, particularly those with low attendance, and implications for classroom practice.
Assesment in education
Observation is one of the most important methods for collecting data in research studies. There are different types of observation, including direct/indirect, natural/artificial, scheduled/unscheduled, and participant/non-participant. Observation involves studying subjects through the senses. Some merits of observation are that it studies external behavior and environments, and each observer has their own unique perspective. Some drawbacks are that it takes time, not all observations are proven, and it can be affected by biases of the observer or observed subject. Project-based assessments provide opportunities for students to apply higher-order thinking skills. They supplement standard testing and have continued growing in popularity as concepts have evolved beyond traditional curriculums. Projects can provide extensive value to
AboutahaAESL7004-8-4
This document discusses different types of assessment used to measure student progress, including formative and summative assessment. It describes traditional standardized assessments as measuring facts and memorization through multiple choice questions, lacking representation of classroom activities. Alternatively, authentic assessment reflects real-life contexts, utilizes higher-order thinking skills, and allows teachers flexibility in tools that meet diverse student needs. Characteristics of authentic assessment include encouraging transfer of learning, emphasizing problem-solving and integrating skills in meaningful, student-selected tasks.
C:\Documents And Settings\All Users\Documents\Chapter4
This chapter presents an analysis of data gathered from students at Laboratory High School about factors affecting performance in mathematics. It examines students' interest in mathematics, study habits, teachers' personality traits and teaching skills, and instructional materials used. The data is presented in tables that show weighted means and interpretations. Overall, students reported being often interested in mathematics and often following good study habits. They viewed teachers as always having good relationships and being smart/confident, and as often displaying other personality traits. Teaching skills were often strong. Chalkboards were always used while other materials were sometimes or rarely used. Students' mathematics performance was generally satisfactory. However, the factors examined did not show a significant relationship to mathematics performance.
Research methods presentaion part 1
This document discusses quantitative and qualitative research methods used in educational research. Quantitative methods use numerical data to test hypotheses, generalize findings, and examine relationships and causation through experimental, correlational, causal-comparative, descriptive, and single-subject designs. Qualitative methods seek to understand human experiences through narrative and ethnographic designs. Both approaches are complementary and the research question should determine the most credible design.
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2.a.madden
This document describes the development and assessment of a scientific journal assignment for introductory biology students. The assignment aims to develop students' abilities to evaluate scientific literature and analyze scientific journal articles. It involves students completing a journal review in four draft sections, receiving feedback, and revising into a final version. Analysis found that using drafts significantly improved student performance and ability to identify and analyze the scientific method compared to completing the assignment without drafts. The assignment was modified over time to further improve learning outcomes.
Ethics in assessment
The document discusses ethics in assessment and outlines four key points:
1. Learning outcomes related to ethics can be conceptualized in different ways, such as complementary, translation, or enabling orientations.
2. The assessment of ethics involves articulating learning outcomes and selecting appropriate assessment methods.
3. It also involves determining the basis for making judgements about students' achievement.
4. Finally, it involves considering students' role in the assessment process.
Diagnostic evaluation Dr.kshirsagar
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This document discusses diagnostic evaluation tests which are used to assess students' strengths, weaknesses, and skills prior to instruction. It allows teachers to diagnose student difficulties and guide lesson planning. The tests can identify slow and advanced learners. Teachers can then provide remediation for slow learners or enrichment activities for advanced learners. The purpose is to create a baseline and design instruction that meets each student's needs. An example is provided of a study that used diagnostic tests and found students taught with information and communication technology performed better than those taught without it.Assessment 1 b
The document discusses a case study of a student in a Stage 3 classroom who was working at an Early Stage 1 level due to extremely low attendance. This presented challenges for classroom planning and assessment. Strategies implemented to help the student included differentiating instruction and seeking assistance from the Associate Teacher. Overall the document discusses the challenges of catering to diverse learners, particularly those with low attendance, and implications for classroom practice.
Assesment in education
Observation is one of the most important methods for collecting data in research studies. There are different types of observation, including direct/indirect, natural/artificial, scheduled/unscheduled, and participant/non-participant. Observation involves studying subjects through the senses. Some merits of observation are that it studies external behavior and environments, and each observer has their own unique perspective. Some drawbacks are that it takes time, not all observations are proven, and it can be affected by biases of the observer or observed subject. Project-based assessments provide opportunities for students to apply higher-order thinking skills. They supplement standard testing and have continued growing in popularity as concepts have evolved beyond traditional curriculums. Projects can provide extensive value to
AboutahaAESL7004-8-4
This document discusses different types of assessment used to measure student progress, including formative and summative assessment. It describes traditional standardized assessments as measuring facts and memorization through multiple choice questions, lacking representation of classroom activities. Alternatively, authentic assessment reflects real-life contexts, utilizes higher-order thinking skills, and allows teachers flexibility in tools that meet diverse student needs. Characteristics of authentic assessment include encouraging transfer of learning, emphasizing problem-solving and integrating skills in meaningful, student-selected tasks.
C:\Documents And Settings\All Users\Documents\Chapter4
This chapter presents an analysis of data gathered from students at Laboratory High School about factors affecting performance in mathematics. It examines students' interest in mathematics, study habits, teachers' personality traits and teaching skills, and instructional materials used. The data is presented in tables that show weighted means and interpretations. Overall, students reported being often interested in mathematics and often following good study habits. They viewed teachers as always having good relationships and being smart/confident, and as often displaying other personality traits. Teaching skills were often strong. Chalkboards were always used while other materials were sometimes or rarely used. Students' mathematics performance was generally satisfactory. However, the factors examined did not show a significant relationship to mathematics performance.
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This document discusses quantitative and qualitative research methods used in educational research. Quantitative methods use numerical data to test hypotheses, generalize findings, and examine relationships and causation through experimental, correlational, causal-comparative, descriptive, and single-subject designs. Qualitative methods seek to understand human experiences through narrative and ethnographic designs. Both approaches are complementary and the research question should determine the most credible design.
Ot educators assessing students' reflection assignments
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This document discusses different types and purposes of assessment. It describes traditional, alternative, and authentic assessment. Assessment can be for learning, of learning, or as learning. Assessment for learning includes placement, formative, and diagnostic assessment done before and during instruction to determine student needs and monitor progress. Assessment of learning is summative assessment done after instruction to measure proficiency and inform stakeholders. Assessment as learning involves training teachers to effectively assess student learning. The roles of assessment include using placement tests to determine entry skills, formative assessment to monitor learning, diagnostic assessment to identify difficulties, and summative assessment to measure mastery at the end of a course.
Time-Related Academic Behavior: State or Trait?
This study examined whether time-related academic behavior is stable or context-dependent. Researchers analyzed data from over 450 undergraduate students who completed surveys in a fall semester and spring semester. They identified four clusters of time-related behavior: generalized timely engagement, timely engagement/approach, generalized procrastination, and timely engagement/avoidance. Most students (51%) changed clusters between semesters, indicating behavior is context-dependent. Motivation factors like self-efficacy, goal orientation, and self-regulation predicted changes in behavior, particularly increases in adaptive timely engagement and decreases in maladaptive procrastination avoidance. This suggests motivation can influence academic behavior and existing intervention strategies may help students adopt more productive habits.
Types of Evaluation
Evaluation can be classified based on when it is conducted or if a student's score affects others. There are three types of evaluations based on period: formative, conducted during instruction; summative, at the end of a unit or program; and diagnostic, prior to instruction. Evaluations are also categorized as criterion-referenced, measuring individual performance without comparing to others, or norm-referenced, comparing a student's performance to other students. Placement evaluation determines a student's entry-level knowledge and skills.
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This document discusses educational testing and assessment, including definitions of tests and assessments, factors that make them appealing to policymakers, the history of test-based educational reform over the past four decades, national and international assessments, technological advances, public concerns, effects on students, and issues of fairness. It covers a wide range of topics related to educational testing at a high level.
Critical evaluation of a master’s thesis
This thesis evaluated the relationship between teachers' knowledge of reading strategies, students' reasoning skills, and student performance in English. It investigated teachers' reading strategy knowledge, students' reasoning abilities in interpretation, deliberation and expression, and student English test scores. The thesis hypothesized no significant relationships between 1) teachers' reading knowledge and student reasoning, 2) student reasoning and English performance, and 3) teachers' reading knowledge and English performance. A questionnaire and English test were administered to teachers and students, and regression analysis was conducted. The analysis found no significant relationships between teachers' reading knowledge and student reasoning or English performance. It found a significant relationship between student interpretation skills and English performance, but not for deliberation and expression.
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This document provides an overview of methodological considerations for medical education research projects. It discusses key aspects of developing research questions, choosing appropriate methodologies, and ensuring rigor. Sample conceptual frameworks, quantitative and qualitative approaches, and mixed methods models are presented. Considerations for resources, tools, publishing challenges, and integrating different data types are also reviewed to help researchers design strong studies.
Assessment & evaluation
Evaluation is the process of assessing test and measurement results to determine their meaning and value. It involves using criteria and standards to appraise how well outcomes match objectives. Evaluation serves several functions, including improving teaching, curriculum, student progress, and instructional approaches. The primary purpose of evaluation is improving individual learner outcomes, but it also helps maintain standards, select students, motivate learning, guide instruction, and assess educational tools. There are different kinds of evaluation, such as placement, formative, diagnostic, and summative evaluations. Key principles of effective evaluation are that it must be based on objectives, consider the whole student, be ongoing and comprehensive, involve students, be positive and action-oriented, and account for educational context limitations.
Diagnostic evaluation
The document discusses diagnostic evaluation techniques used by teachers to assess students' learning difficulties and needs, similar to how doctors diagnose patients. It explains that diagnostic evaluations pinpoint specific errors, analyze performance and achievement tests, and search for underlying causes. Features include constant observation, analyzing records, and using tests to examine individual profiles compared to norms. Diagnostic evaluations are more intensive and help analyze learning challenges, especially for lower-ability students. The document also discusses criterion-referenced evaluation, which measures mastery of learning outcomes without grading, and norm-referenced evaluation, which compares students to peer performance.
measurement assessment and evaluation
The document discusses key concepts related to educational assessment including tests, measurement, evaluation, and different types of assessment. It defines tests as instruments used to measure student performance or traits, and measurement as collecting test score data. Evaluation is interpreting and analyzing measurement data to make judgments. Assessment can be formative (assessment for learning) or summative (assessment of learning) and teachers have different roles in each. Standardized tests differ from teacher-made tests, and assessment serves various instructional purposes like identifying student needs and progress.
Cooperative group lab- Alka Seltzer Experiment
This document outlines a cooperative group lab on reaction rate and enthalpy. The goals are for students to collaboratively design experiments working in groups, effectively complete assigned group roles, and determine how temperature, concentration, and contact of reagents affect reaction rate and the heat of reaction. Students are assigned to long-term groups and roles. They design procedures, which are approved by the teacher. Groups then conduct the experiment at their station. Assessments include informal observations of collaboration and formal lab reports and data analysis. The teacher evaluates students' abilities to work in groups and design experiments.
Classroom Research
Classroom-based research can be used to discover students' knowledge, skills, and attitudes as well as the impact of classroom interventions. It benefits teachers by helping them plan and teach effectively while enhancing their research, teaching skills, and understanding of how they impact student learning. The steps of classroom-based research involve developing questions about student learning, collecting and analyzing data through methods like surveys, pre/post-tests, and observations, examining assumptions, discussing findings, and sharing conclusions.
Taxonomy of Educational objectives
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This chapter discusses assessing classroom behavior for students. It outlines the purposes of assessing behavior which include determining if it is severe and affects school performance. The primary approaches are direct observation and gathering information from others. Current practices involve both informal and formal measures, with rating scales and inventories commonly used. Sources of information include school records, observations, and reports from teachers and parents. The chapter reviews several specific behavior rating scales and tools used to assess attention deficits, self-concept, peer acceptance, and the learning environment.
ETHICS IN ASESSMENT
There are some situations where assessment may not be appropriate:
1) Asking elementary students sensitive personal questions without parental consent.
2) Using tests to evaluate students' mental abilities when the validity and reliability of the instrument are unknown.
3) Requiring students to disclose private sexual fantasies.
The document also discusses ethical issues around assessment, including maintaining confidentiality of results, avoiding deception unless justified, and not assisting certain students during testing.
Effective feedback practices in formative assessment recognizing the relevance
This study examined the impact of feedback sessions after formative assessments compared to just written comments on answer sheets. The study involved medical students who were randomly assigned to a case group that received feedback sessions or a control group that just received written comments. Scores on a summative assessment were significantly higher for the case group compared to the control group. Within the case group, scores improved significantly from the formative to the summative assessment, but not within the control group. A student survey also found that feedback sessions were perceived more positively than just written comments. The study concludes that feedback sessions can better engage students and improve learning outcomes compared to only written feedback comments.
Educational measurement and evaluation
This document defines key concepts in educational measurement and evaluation including measurement, evaluation, testing, and the functions and principles of evaluation. It discusses different types of tests and measurements including criterion-referenced and norm-referenced tests. Various measures of central tendency (mean, median, mode) and variability (range, standard deviation) are explained. Different point measures like quartiles, deciles, and percentiles are also defined. Formulas for calculating measures like the mean, median, and mode from frequency distribution tables are provided.
Experimental research journal
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Essay on formative assessment
Formative assessment is important for facilitating student learning but defining and applying it in classrooms can be complicated. The study aimed to describe formative assessment practices and their impact on student performance in public secondary schools in Badin district. Teachers and male students participated through a questionnaire using a 5-point Likert scale. The analysis showed formative assessment's role in student performance but also confusion from different interpretations and difficulties implementing it effectively in classrooms. Suggestions are provided.
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Pet735 week 4 presentation
This document discusses different theoretical perspectives - positivist, interpretive, socially critical, poststructuralist, and feminist - that can inform physical education research. Each perspective is defined, and its strengths and weaknesses are outlined. The document cautions that theories should be empirically grounded and connected to important issues. It concludes that using multiple perspectives can provide richer insight than a single paradigm alone. Researchers should understand the perspectives underpinning their work and how theories relate to the overall research questions.
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Ot educators assessing students' reflection assignments
Ot educators assessing students' reflection assignments The American Occupational Therapy Association
This paper describes the process of reviewing literature to identify a valid and reliable assessment for evaluating students' reflection assignments. The review identified two potential assessments: a questionnaire and a four-code assessment. Both were found to demonstrate validity and reliability. The four codes classify reflection at different levels from non-reflection to critical reflection. As occupational therapy educators, developing students' critical reflection skills is important for preparing them to address current healthcare challenges through evidence-based practice and influencing policy.Educational research
This document discusses different approaches to research in education including quantitative, qualitative, analytical, and mixed methods approaches. For quantitative research, it describes experimental, non-experimental, and correlational designs. For qualitative research, it outlines case study, phenomenology, ethnography, and grounded theory approaches. It also discusses analytical approaches like concept analysis and historical analysis, mixed methods research, and action research.
purposes of assessment
This document discusses different types and purposes of assessment. It describes traditional, alternative, and authentic assessment. Assessment can be for learning, of learning, or as learning. Assessment for learning includes placement, formative, and diagnostic assessment done before and during instruction to determine student needs and monitor progress. Assessment of learning is summative assessment done after instruction to measure proficiency and inform stakeholders. Assessment as learning involves training teachers to effectively assess student learning. The roles of assessment include using placement tests to determine entry skills, formative assessment to monitor learning, diagnostic assessment to identify difficulties, and summative assessment to measure mastery at the end of a course.
Time-Related Academic Behavior: State or Trait?
This study examined whether time-related academic behavior is stable or context-dependent. Researchers analyzed data from over 450 undergraduate students who completed surveys in a fall semester and spring semester. They identified four clusters of time-related behavior: generalized timely engagement, timely engagement/approach, generalized procrastination, and timely engagement/avoidance. Most students (51%) changed clusters between semesters, indicating behavior is context-dependent. Motivation factors like self-efficacy, goal orientation, and self-regulation predicted changes in behavior, particularly increases in adaptive timely engagement and decreases in maladaptive procrastination avoidance. This suggests motivation can influence academic behavior and existing intervention strategies may help students adopt more productive habits.
Types of Evaluation
Evaluation can be classified based on when it is conducted or if a student's score affects others. There are three types of evaluations based on period: formative, conducted during instruction; summative, at the end of a unit or program; and diagnostic, prior to instruction. Evaluations are also categorized as criterion-referenced, measuring individual performance without comparing to others, or norm-referenced, comparing a student's performance to other students. Placement evaluation determines a student's entry-level knowledge and skills.
Educational testing and assessment
This document discusses educational testing and assessment, including definitions of tests and assessments, factors that make them appealing to policymakers, the history of test-based educational reform over the past four decades, national and international assessments, technological advances, public concerns, effects on students, and issues of fairness. It covers a wide range of topics related to educational testing at a high level.
Critical evaluation of a master’s thesis
This thesis evaluated the relationship between teachers' knowledge of reading strategies, students' reasoning skills, and student performance in English. It investigated teachers' reading strategy knowledge, students' reasoning abilities in interpretation, deliberation and expression, and student English test scores. The thesis hypothesized no significant relationships between 1) teachers' reading knowledge and student reasoning, 2) student reasoning and English performance, and 3) teachers' reading knowledge and English performance. A questionnaire and English test were administered to teachers and students, and regression analysis was conducted. The analysis found no significant relationships between teachers' reading knowledge and student reasoning or English performance. It found a significant relationship between student interpretation skills and English performance, but not for deliberation and expression.
Class session 4 question design and methodological choices
This document provides an overview of methodological considerations for medical education research projects. It discusses key aspects of developing research questions, choosing appropriate methodologies, and ensuring rigor. Sample conceptual frameworks, quantitative and qualitative approaches, and mixed methods models are presented. Considerations for resources, tools, publishing challenges, and integrating different data types are also reviewed to help researchers design strong studies.
Assessment & evaluation
Evaluation is the process of assessing test and measurement results to determine their meaning and value. It involves using criteria and standards to appraise how well outcomes match objectives. Evaluation serves several functions, including improving teaching, curriculum, student progress, and instructional approaches. The primary purpose of evaluation is improving individual learner outcomes, but it also helps maintain standards, select students, motivate learning, guide instruction, and assess educational tools. There are different kinds of evaluation, such as placement, formative, diagnostic, and summative evaluations. Key principles of effective evaluation are that it must be based on objectives, consider the whole student, be ongoing and comprehensive, involve students, be positive and action-oriented, and account for educational context limitations.
Diagnostic evaluation
The document discusses diagnostic evaluation techniques used by teachers to assess students' learning difficulties and needs, similar to how doctors diagnose patients. It explains that diagnostic evaluations pinpoint specific errors, analyze performance and achievement tests, and search for underlying causes. Features include constant observation, analyzing records, and using tests to examine individual profiles compared to norms. Diagnostic evaluations are more intensive and help analyze learning challenges, especially for lower-ability students. The document also discusses criterion-referenced evaluation, which measures mastery of learning outcomes without grading, and norm-referenced evaluation, which compares students to peer performance.
measurement assessment and evaluation
The document discusses key concepts related to educational assessment including tests, measurement, evaluation, and different types of assessment. It defines tests as instruments used to measure student performance or traits, and measurement as collecting test score data. Evaluation is interpreting and analyzing measurement data to make judgments. Assessment can be formative (assessment for learning) or summative (assessment of learning) and teachers have different roles in each. Standardized tests differ from teacher-made tests, and assessment serves various instructional purposes like identifying student needs and progress.
Cooperative group lab- Alka Seltzer Experiment
This document outlines a cooperative group lab on reaction rate and enthalpy. The goals are for students to collaboratively design experiments working in groups, effectively complete assigned group roles, and determine how temperature, concentration, and contact of reagents affect reaction rate and the heat of reaction. Students are assigned to long-term groups and roles. They design procedures, which are approved by the teacher. Groups then conduct the experiment at their station. Assessments include informal observations of collaboration and formal lab reports and data analysis. The teacher evaluates students' abilities to work in groups and design experiments.
Classroom Research
Classroom-based research can be used to discover students' knowledge, skills, and attitudes as well as the impact of classroom interventions. It benefits teachers by helping them plan and teach effectively while enhancing their research, teaching skills, and understanding of how they impact student learning. The steps of classroom-based research involve developing questions about student learning, collecting and analyzing data through methods like surveys, pre/post-tests, and observations, examining assumptions, discussing findings, and sharing conclusions.
Taxonomy of Educational objectives
This document presents an overview of Benjamin Bloom's Taxonomy of Educational Objectives. It discusses the three domains of the taxonomy: cognitive, affective, and psychomotor. For each domain, it describes the classification and subdivision of educational objectives. The cognitive domain contains 6 categories related to thinking and reasoning skills. The affective domain has 5 categories associated with attitudes, values, and interests. The psychomotor domain is divided into 5 levels related to manual and physical skills. Overall, Bloom's Taxonomy provides a framework for defining different types of learning objectives and sequencing learning activities from lower to higher order thinking.
Chap10
This chapter discusses assessing classroom behavior for students. It outlines the purposes of assessing behavior which include determining if it is severe and affects school performance. The primary approaches are direct observation and gathering information from others. Current practices involve both informal and formal measures, with rating scales and inventories commonly used. Sources of information include school records, observations, and reports from teachers and parents. The chapter reviews several specific behavior rating scales and tools used to assess attention deficits, self-concept, peer acceptance, and the learning environment.
ETHICS IN ASESSMENT
There are some situations where assessment may not be appropriate:
1) Asking elementary students sensitive personal questions without parental consent.
2) Using tests to evaluate students' mental abilities when the validity and reliability of the instrument are unknown.
3) Requiring students to disclose private sexual fantasies.
The document also discusses ethical issues around assessment, including maintaining confidentiality of results, avoiding deception unless justified, and not assisting certain students during testing.
Effective feedback practices in formative assessment recognizing the relevance
This study examined the impact of feedback sessions after formative assessments compared to just written comments on answer sheets. The study involved medical students who were randomly assigned to a case group that received feedback sessions or a control group that just received written comments. Scores on a summative assessment were significantly higher for the case group compared to the control group. Within the case group, scores improved significantly from the formative to the summative assessment, but not within the control group. A student survey also found that feedback sessions were perceived more positively than just written comments. The study concludes that feedback sessions can better engage students and improve learning outcomes compared to only written feedback comments.
Educational measurement and evaluation
This document defines key concepts in educational measurement and evaluation including measurement, evaluation, testing, and the functions and principles of evaluation. It discusses different types of tests and measurements including criterion-referenced and norm-referenced tests. Various measures of central tendency (mean, median, mode) and variability (range, standard deviation) are explained. Different point measures like quartiles, deciles, and percentiles are also defined. Formulas for calculating measures like the mean, median, and mode from frequency distribution tables are provided.
Experimental research journal
This paper analyzes the collective and improvisational process of meaning making in classroom dialogue. It uses a sociocultural discourse analysis of a series of history lessons with 6-7 year old children to explore the distinction between a teacher's intended meaning-making trajectory and the actual meaning-making trajectories that emerge through dialogic interaction with students. It argues that when students' questions or contributions diverge from lesson plans, there are opportunities to collaboratively construct new understandings.
Essay on formative assessment
Formative assessment is important for facilitating student learning but defining and applying it in classrooms can be complicated. The study aimed to describe formative assessment practices and their impact on student performance in public secondary schools in Badin district. Teachers and male students participated through a questionnaire using a 5-point Likert scale. The analysis showed formative assessment's role in student performance but also confusion from different interpretations and difficulties implementing it effectively in classrooms. Suggestions are provided.
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Ot educators assessing students' reflection assignments
Ot educators assessing students' reflection assignments
Class session 4 question design and methodological choices
Class session 4 question design and methodological choices
Effective feedback practices in formative assessment recognizing the relevance
Effective feedback practices in formative assessment recognizing the relevance
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Pet 735 duffy et al sport coaching presentation presentation wk13
The document discusses the criteria for defining a profession and examines sport coaching as an example. It analyzes literature that argues sport coaching meets some but not all criteria to be considered a profession due to weaknesses in its organization compared to established professions. There is a lack of universal application of qualifications and standards. However, international organizations are taking steps to professionalize sport coaching through coach education programs and developing competency frameworks. The paper concludes there is a need for future research and cooperation to establish common ground and understanding of the criteria and qualifications required to define sport coaching as a blended profession.
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This document discusses different theoretical perspectives - positivist, interpretive, socially critical, poststructuralist, and feminist - that can inform physical education research. Each perspective is defined, and its strengths and weaknesses are outlined. The document cautions that theories should be empirically grounded and connected to important issues. It concludes that using multiple perspectives can provide richer insight than a single paradigm alone. Researchers should understand the perspectives underpinning their work and how theories relate to the overall research questions.
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The document lists the top 10 skills that employers are looking for based on a 2014 survey. The top skill is teamwork, with the ability to work efficiently by distributing workloads based on strengths and improving cohesion. The second most important skill is problem solving and decision making, to quickly address issues by developing solutions. Third is organizational skills to plan, prioritize and complete work efficiently. The remaining skills include verbal communication, data collection/processing, analytical ability, job-specific knowledge, computer software proficiency, report writing, and the ability to influence others.
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Pet 735 aba presentation
- 1. A REVIEW OF BEHAVIOR ANALYSIS RESEARCH IN PHYSICAL EDUCATION Ward, P., & Barrett, T. (2002). A review of behavior analysis research in physical education. Journal of Teaching in Physical Education, 21, 242- 266. Annie Machamer
- 2. Type - Purpose - Framework • Type: Review of Literature • Purpose: To examine intervention studies in relation to the behavioral theory • Theoretical Framework: Reviewing multiple samples of research on behavior analysis focusing on four parts; preservice or inservice teacher behavior, student learning, class management, or student learning specifically focused on students with disabilities in adapted or inclusive settings.
- 3. Background and significance of study • Background: Viewing articles that assessed the effects of behavioral interventions in P-12 or teacher preparation settings. Studies were organized into the four categories, observing each individually. • Four Categories: preservice or inservice teacher behavior, student learning, class management, student learning specifically focused on students with disabilities in adaptive or inclusive settings. • Significance: Describes several behavioral interventions in multiple settings viewing different research methods. This allows us to determine areas of improvement in implementing future research to better assess generality, maintenance, or social validity.
- 4. Methods/Analysis • The articles to be considered for this review of ABA followed a thorough four step process of selection. • Step 1: choosing only studies that occurred in physical education, adapted physical education, or preservice/inservice training for teachers. • Step 2: Coding into (a) author and date of publication, (b) number and description of participants, (c) setting, (d) design, (e) the dependent variable or variable, (f) independent variable or variable, (g) whether treatment integrity was assessed, (h) whether generalization across settings, behaviors, and participants was assessed, (i) whether maintenance was assessed, (j) whether social validation was assessed.
- 5. Analysis Methods • Step 3: Review by others to categorize done by 2 graduate students and one co-author not involved in the selection process • Step 4: Agreement of review between all articles and all participants (chart comparison of purpose of article) • After this process was complete, 34 articles were chosen to be applied to the ABA review.
- 6. Findings/Main arguments • Majority of behavioral studies focus on interventions designed to improve teaching behaviors. • Most studies were systematic replications. • Most studied intervention was peers as mediators of instruction in both RPE and APE.
- 7. Conclusions/implications for practice and/or future research • The research has been completed by a number of researchers in a number of areas, leading to diversity in replication strength, which give confidence in results. • Treatment integrity should become mandatory, and assessment of maintenance and generality should occur more often. • Future research should discuss theory behind interventions that are used in their studies.
- 8. Questions? • Coaching studies were automatically eliminated from the review of research because of the particular setting. Do you think that viewing these studies may effect the results found? If so how? • The article review consisted of articles from 1970-2000. Do you believe that this may have limited research? Is this history of research important before 1970? Why? • Additional questions………..?