Pub Date : 2020-12-30DOI: 10.20533/IJTIE.2047.0533.2020.0197
W. Al-Ani, Ali Sharaf Al Musawi, W. Al-Hashmi, Balqees Al-Saddi
This study is conducted to explore students with disabilities use of Assistive Technology in learning at Sultan Qaboos University (SQU) in Oman. To achieve this objective, a descriptive approach was followed by developing a questionnaire that includes five domains: learning achievement, learning motivation, sharing and communication, critical thinking, and self-esteem. The questionnaire was tested to ensure its validity and reliability, and was applied to a study sample of 60 students (27 males, and 33 females), representing 83% of the total population. The findings show that students perceive Assistive Technology positively, as it develops their abilities to search for information, provides them with more opportunities to collaborate and share ideas and information with their peers, motivates them to learn, and allows them to develop their senses of questioning and investigating using more creativity and problem-solving skills. In light of these findings, the study suggests some recommendations.
{"title":"Status of Using Assistive Technology by Students with Disabilities at Sultan Qaboos University","authors":"W. Al-Ani, Ali Sharaf Al Musawi, W. Al-Hashmi, Balqees Al-Saddi","doi":"10.20533/IJTIE.2047.0533.2020.0197","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2020.0197","url":null,"abstract":"This study is conducted to explore students with disabilities use of Assistive Technology in learning at Sultan Qaboos University (SQU) in Oman. To achieve this objective, a descriptive approach was followed by developing a questionnaire that includes five domains: learning achievement, learning motivation, sharing and communication, critical thinking, and self-esteem. The questionnaire was tested to ensure its validity and reliability, and was applied to a study sample of 60 students (27 males, and 33 females), representing 83% of the total population. The findings show that students perceive Assistive Technology positively, as it develops their abilities to search for information, provides them with more opportunities to collaborate and share ideas and information with their peers, motivates them to learn, and allows them to develop their senses of questioning and investigating using more creativity and problem-solving skills. In light of these findings, the study suggests some recommendations.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121451934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-30DOI: 10.20533/IJTIE.2047.0533.2020.0199
A. Kaur
{"title":"Role Stress in Adolescents of Employed and Unemployed Mothers","authors":"A. Kaur","doi":"10.20533/IJTIE.2047.0533.2020.0199","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2020.0199","url":null,"abstract":"","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131118391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-31DOI: 10.31686/IJIER.VOL7.ISS7.1590
E. D. L. Santos
Abstract A sixth grade student’s ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student’s understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student’s previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student’s ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts.
{"title":"Helping a Student with Learning Disabilities Memorize Multiplication Facts","authors":"E. D. L. Santos","doi":"10.31686/IJIER.VOL7.ISS7.1590","DOIUrl":"https://doi.org/10.31686/IJIER.VOL7.ISS7.1590","url":null,"abstract":"Abstract \u0000A sixth grade student’s ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student’s understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student’s previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student’s ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts. \u0000 \u0000 ","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121846836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/IJTIE.2047.0533.2019.0168
A. Sangalli, Angelo Lascioli, A. Lascioli
We report the first results of a longitudinal research carried out on a sample of 100 people with Down syndrome, with the aim of verifying the skills achieved, maintained and preserved in reading and writing, over a period of time. The aim of this research is to rebuild the rehabilitation path of each subject through a structured interview questionnaire. At present, we have gathered a series of data relating to the capacity for reading, comprehension and writing, giving a series of tests to a sample of 26 subjects with the Down syndrome, some still integrated in the context of school, while others are no longer at school having already completed the planned study cycle. It is also our intention, at the conclusion of the research, to succeed in understanding which educational and/or didactic methods and which rehabilitative approaches have led to the best results in terms of development and conservation of basic educational skills. Although the sample on which we have gathered data is limited, we are already able to present some significant results pertaining to our research.
{"title":"Development and Conservation of Basic Educational Skills in Individuals with Down Syndrome: A Longitudinal Research Study","authors":"A. Sangalli, Angelo Lascioli, A. Lascioli","doi":"10.20533/IJTIE.2047.0533.2019.0168","DOIUrl":"https://doi.org/10.20533/IJTIE.2047.0533.2019.0168","url":null,"abstract":"We report the first results of a longitudinal research carried out on a sample of 100 people with Down syndrome, with the aim of verifying the skills achieved, maintained and preserved in reading and writing, over a period of time. The aim of this research is to rebuild the rehabilitation path of each subject through a structured interview questionnaire. At present, we have gathered a series of data relating to the capacity for reading, comprehension and writing, giving a series of tests to a sample of 26 subjects with the Down syndrome, some still integrated in the context of school, while others are no longer at school having already completed the planned study cycle. It is also our intention, at the conclusion of the research, to succeed in understanding which educational and/or didactic methods and which rehabilitative approaches have led to the best results in terms of development and conservation of basic educational skills. Although the sample on which we have gathered data is limited, we are already able to present some significant results pertaining to our research.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132966207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0163
D. Foley
Twenty-plus percent (8 to 12 million) of US school-age youth have moderate to severe emotional, behavioral and mental health problems. Eighty percent receive no mental health services. For the few who do receive it, the vast majority of mental health services are school-based. Nationaland state-level initiatives and the literature regarding mental health RTI practices provide conceptual frameworks but lack research-based guidelines for schools to implement and evaluate interventions or monitor progress. This study sought to begin bridging the theory to practice gap for best practice guidelines and procedures for providing tiered systems of school-based mental health supports for children and adolescents by identifying baseline current practices, facilitators and barriers. Preliminary results of a state-wide survey of 174 psychologists found that only 16% of schools engaged in universal mental health screening. Generally, data regarding risk or documented mental health concerns was not systematically gathered or maintained for students not services or accommodations for mental health concerns via IEPs or 504 plans. Facilitators and barriers to mental health RTI centered on available resources to support students, communication, expertise and leadership. Next step recommendations for data collection, analysis and monitoring, and regulation-compliant communication processes are offered.
{"title":"Bridging the Mental Health RTI Theory to Practice Gap: Preliminary Investigation into Current Practices, Facilitators and Barriers","authors":"D. Foley","doi":"10.20533/ijtie.2047.0533.2019.0163","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0163","url":null,"abstract":"Twenty-plus percent (8 to 12 million) of US school-age youth have moderate to severe emotional, behavioral and mental health problems. Eighty percent receive no mental health services. For the few who do receive it, the vast majority of mental health services are school-based. Nationaland state-level initiatives and the literature regarding mental health RTI practices provide conceptual frameworks but lack research-based guidelines for schools to implement and evaluate interventions or monitor progress. This study sought to begin bridging the theory to practice gap for best practice guidelines and procedures for providing tiered systems of school-based mental health supports for children and adolescents by identifying baseline current practices, facilitators and barriers. Preliminary results of a state-wide survey of 174 psychologists found that only 16% of schools engaged in universal mental health screening. Generally, data regarding risk or documented mental health concerns was not systematically gathered or maintained for students not services or accommodations for mental health concerns via IEPs or 504 plans. Facilitators and barriers to mental health RTI centered on available resources to support students, communication, expertise and leadership. Next step recommendations for data collection, analysis and monitoring, and regulation-compliant communication processes are offered.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133700146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0171
O. Bojuwoye
With time pressure and increased use of technology people nowadays tend to put off things or delay intended courses of action. The behaviour tendency to voluntarily postpone, delay or put off a task or decision is described as procrastination which has serious negative outcomes. The purpose of the study was to ascertain the causes of academic procrastination by pupils with learning disabilities in the secondary schools of Ilorin metropolis, Kwara State, Nigeria. Structured questionnaire consisting of statements about different factors responsible for procrastination was used to gather relevant information from respondents. Results of data analysis revealed that indecision, time management, lack of motivation, fear of failure, poor organizational skills, high stress, poor coping strategies and peer influence, in that descending order of importance or priority, were considered by participants as causes for their academic procrastination. Results also revealed gender differences in the causes of academic procrastination considered by the respondents. The results have implications for the creation of knowledge and awareness of factors responsible for academic procrastination among secondary school pupils in order to intervene in the negative consequences to the well-being of the pupils.
{"title":"Causes of Academic Procrastination Among High School Pupils with Learning Disabilities in Ilorin, Kwara State, Nigeria","authors":"O. Bojuwoye","doi":"10.20533/ijtie.2047.0533.2019.0171","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0171","url":null,"abstract":"With time pressure and increased use of technology people nowadays tend to put off things or delay intended courses of action. The behaviour tendency to voluntarily postpone, delay or put off a task or decision is described as procrastination which has serious negative outcomes. The purpose of the study was to ascertain the causes of academic procrastination by pupils with learning disabilities in the secondary schools of Ilorin metropolis, Kwara State, Nigeria. Structured questionnaire consisting of statements about different factors responsible for procrastination was used to gather relevant information from respondents. Results of data analysis revealed that indecision, time management, lack of motivation, fear of failure, poor organizational skills, high stress, poor coping strategies and peer influence, in that descending order of importance or priority, were considered by participants as causes for their academic procrastination. Results also revealed gender differences in the causes of academic procrastination considered by the respondents. The results have implications for the creation of knowledge and awareness of factors responsible for academic procrastination among secondary school pupils in order to intervene in the negative consequences to the well-being of the pupils.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129229295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0170
Marie-eve Gadbois
The purpose of this study was to assist school personnel in planning and organizing the integration of students with special needs. Group interviews and analyses of pedagogical situations have helped implement and document the progressive integration of students with disabilities from special classes into regular classes as well as increase the level of collaboration among all the parties involved. This article will focus on the analysis of the conditions that promote inclusion. It will analyses the best collaboration practices to be put in place and a procedure which entails exchange meetings, listening, and understanding. In addition, it will focus on the creation of a bond of trust among the various members of the personnel including the school management. Results show that the school staff, as a whole, wants to ensure that all students are given the best opportunities to achieve educational success and this goal is kept in mind when they prepare integration. Furthermore, teachers are concerned about generating a positive perception about inclusion among their peers who teach in regular classrooms.
{"title":"Analysis of Pedagogical Situations to Promote Inclusive Education","authors":"Marie-eve Gadbois","doi":"10.20533/ijtie.2047.0533.2019.0170","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0170","url":null,"abstract":"The purpose of this study was to assist school personnel in planning and organizing the integration of students with special needs. Group interviews and analyses of pedagogical situations have helped implement and document the progressive integration of students with disabilities from special classes into regular classes as well as increase the level of collaboration among all the parties involved. This article will focus on the analysis of the conditions that promote inclusion. It will analyses the best collaboration practices to be put in place and a procedure which entails exchange meetings, listening, and understanding. In addition, it will focus on the creation of a bond of trust among the various members of the personnel including the school management. Results show that the school staff, as a whole, wants to ensure that all students are given the best opportunities to achieve educational success and this goal is kept in mind when they prepare integration. Furthermore, teachers are concerned about generating a positive perception about inclusion among their peers who teach in regular classrooms.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"727 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133949564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0166
Alemayehu Dugassa Geleta
The main purpose of this study was to explore the perceptions of school principals and teachers of Sebeta town primary government schools (grade 1-8) on inclusive education. To achieve this purpose a descriptive survey research designs was implemented. The data were collected from 16 school principals and 78 teachers of eight different schools using questionnaire, structured interview and observational check list. Quantitative data were analyzed using SPSS version 20.The finding of the study revealed that, school principals and teachers have positive perceptions towards inclusive education. However, due to the lack of inclusive educational materials and unsuitable school physical structures, the level of implementation of inclusive education in general schools were very poor (mean score < 9). There was no significant difference (p > 0.05) between teachers of different schools, gender, teaching experience, education level, and subject of graduation of teachers’ on perceptions of inclusive education. Support given to schools from various educational stakeholders to implement inclusive education is unsatisfactory. Thus, collaborative efforts between schools and various educational stakeholders to implement inclusive education in general schools are recommended.
本研究的主要目的是探讨西贝塔镇公立小学(1-8年级)校长和教师对全纳教育的看法。为了达到这一目的，实施了描述性调查研究设计。采用问卷调查法、结构化访谈法和观察性检查表法，对8所不同学校的16名校长和78名教师进行调查。定量数据采用SPSS version 20进行分析。研究结果显示，校长及教师对全纳教育持积极态度。然而，由于全纳教材的缺乏和学校物理结构的不适宜，普通学校的全纳教育实施水平很差(平均得分< 9分)。不同学校教师、性别、教学经验、受教育程度、教师毕业科目对全纳教育的认知差异无统计学意义(p > 0.05)。各教育持份者对学校推行全纳教育的支持并不理想。因此，建议学校与各教育利益相关者共同努力，在普通学校实施全纳教育。
{"title":"School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia","authors":"Alemayehu Dugassa Geleta","doi":"10.20533/ijtie.2047.0533.2019.0166","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0166","url":null,"abstract":"The main purpose of this study was to explore the perceptions of school principals and teachers of Sebeta town primary government schools (grade 1-8) on inclusive education. To achieve this purpose a descriptive survey research designs was implemented. The data were collected from 16 school principals and 78 teachers of eight different schools using questionnaire, structured interview and observational check list. Quantitative data were analyzed using SPSS version 20.The finding of the study revealed that, school principals and teachers have positive perceptions towards inclusive education. However, due to the lack of inclusive educational materials and unsuitable school physical structures, the level of implementation of inclusive education in general schools were very poor (mean score < 9). There was no significant difference (p > 0.05) between teachers of different schools, gender, teaching experience, education level, and subject of graduation of teachers’ on perceptions of inclusive education. Support given to schools from various educational stakeholders to implement inclusive education is unsatisfactory. Thus, collaborative efforts between schools and various educational stakeholders to implement inclusive education in general schools are recommended.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122717120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0164
Stefan Voß, Yvonne Blumenthal
Since the ratification of the Convention on the Rights of Persons with Disabilities Germany has been forced to restructure the school system towards an inclusive education. This is a challenge for Germany as there is a high rate of students with special educational needs and a highly selective school system. In the following report, the Rügen Inclusion Model (RIM) will be described as an alternative inclusive schooling concept. RIM is conceptually based on the US Response-toIntervention (RTI) approach. Being the first largescale implementation of RTI structures in Germany, the study will focus on how RTI can be successfully implemented and if it is viable for successful prevention of special educational needs and an appropriate inclusive schooling model. Starting from a brief introduction to RTI, the RIM concept is outlined by taking into account individual core elements. Subsequently, we give an overview of the results of the comprehensive evaluation study. Within a control group study (treatment group N = 441, control group N = 385) the effectiveness of RIM was compared with traditional schooling structures. Systemic variables and students-related data were evaluated at the end of elementary school. All in all, the RTI approach seems to be a promising framework model for an inclusive school system in Germany.
{"title":"Impacts of the Response-to-Intervention Approach on German Elementary Students","authors":"Stefan Voß, Yvonne Blumenthal","doi":"10.20533/ijtie.2047.0533.2019.0164","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0164","url":null,"abstract":"Since the ratification of the Convention on the Rights of Persons with Disabilities Germany has been forced to restructure the school system towards an inclusive education. This is a challenge for Germany as there is a high rate of students with special educational needs and a highly selective school system. In the following report, the Rügen Inclusion Model (RIM) will be described as an alternative inclusive schooling concept. RIM is conceptually based on the US Response-toIntervention (RTI) approach. Being the first largescale implementation of RTI structures in Germany, the study will focus on how RTI can be successfully implemented and if it is viable for successful prevention of special educational needs and an appropriate inclusive schooling model. Starting from a brief introduction to RTI, the RIM concept is outlined by taking into account individual core elements. Subsequently, we give an overview of the results of the comprehensive evaluation study. Within a control group study (treatment group N = 441, control group N = 385) the effectiveness of RIM was compared with traditional schooling structures. Systemic variables and students-related data were evaluated at the end of elementary school. All in all, the RTI approach seems to be a promising framework model for an inclusive school system in Germany.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123317314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-30DOI: 10.20533/ijtie.2047.0533.2019.0165
J. Chung
In our traditional Chinese culture, there is the widespread dominance of the exam-oriented curriculum with limited students’ engagement in learning. This study is aimed at understanding the assessment issues and investigating the perspectives and experiences towards the assessment of the subject coursework and thesis at doctoral level in South-east Asia since there is scant study on this specific context. Relevant documents and the indepth individual interviews of a few learners and teachers were used to get complementary perceptions on this issue. This paper is analyzed based on several perspectives: the purposes for assessment, language assessment policy, assessment standards and frameworks, and factors affecting the assessment performance. Findings include the coursework assessment practice has aligned with AFL Assessment for learning. Assessment is embedded in the teaching and learning context. Individual abilities including the language proficiency and educational knowledge of learners, and the circumstances are factors related to the performance of the assessment in higher education.
{"title":"Understanding the Assessment in Higher Education in South-east Asia: Four Perspectives","authors":"J. Chung","doi":"10.20533/ijtie.2047.0533.2019.0165","DOIUrl":"https://doi.org/10.20533/ijtie.2047.0533.2019.0165","url":null,"abstract":"In our traditional Chinese culture, there is the widespread dominance of the exam-oriented curriculum with limited students’ engagement in learning. This study is aimed at understanding the assessment issues and investigating the perspectives and experiences towards the assessment of the subject coursework and thesis at doctoral level in South-east Asia since there is scant study on this specific context. Relevant documents and the indepth individual interviews of a few learners and teachers were used to get complementary perceptions on this issue. This paper is analyzed based on several perspectives: the purposes for assessment, language assessment policy, assessment standards and frameworks, and factors affecting the assessment performance. Findings include the coursework assessment practice has aligned with AFL Assessment for learning. Assessment is embedded in the teaching and learning context. Individual abilities including the language proficiency and educational knowledge of learners, and the circumstances are factors related to the performance of the assessment in higher education.","PeriodicalId":106634,"journal":{"name":"International Journal of Technology and Inclusive Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131285755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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