Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-0531-0.CH009
E. White
Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.
{"title":"Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study","authors":"E. White","doi":"10.4018/978-1-5225-0531-0.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-0531-0.CH009","url":null,"abstract":"Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129546233","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 : 1900-01-01DOI: 10.4018/978-1-5225-0892-2.CH014
Barbara Hagler
Although not new, many believe authentic assessments need to be used more frequently than traditional objective assessments in classrooms of all types and at all educational levels. Authentic assessments are subjective, provide a better picture of student learning, and require students to perform tasks more similar to what they will be required to do in the real world. While completing the assessments students also improve skills and apply knowledge from content learned in previous situations. Authentic assessments can be used to evaluate knowledge as well as soft and hard skills. Rubrics are frequently created and used by the teacher to evaluate these assessments.
{"title":"Best Practices for Authentic Assessments in Learner-Centered Classrooms","authors":"Barbara Hagler","doi":"10.4018/978-1-5225-0892-2.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-0892-2.CH014","url":null,"abstract":"Although not new, many believe authentic assessments need to be used more frequently than traditional objective assessments in classrooms of all types and at all educational levels. Authentic assessments are subjective, provide a better picture of student learning, and require students to perform tasks more similar to what they will be required to do in the real world. While completing the assessments students also improve skills and apply knowledge from content learned in previous situations. Authentic assessments can be used to evaluate knowledge as well as soft and hard skills. Rubrics are frequently created and used by the teacher to evaluate these assessments.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132708597","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 : 1900-01-01DOI: 10.4018/978-1-7998-0420-8.ch061
W. Nuninger, Jean-Marie Chatelet
To improve learning efficiency in Computer Programming courses, a voluntary decision was to fully integrate different learner-centered pedagogical devices. The result is the development of a set of pedagogical serious mini-Games (mGs) in synchronous time in the classroom for a decided scenario of the hybrid course. Supported by a Learning Management System, the innovation results in a common flexible and modular framework for mGs, taking into account a really short duration and higher constraints of the training. The expected outcome is to make future end users (who will not be IT developers) aware of the potential of the underlying transversal skills developed while building up universal algorithms, stressing functional analysis regardless of specific expertise required for a given coding. The challenge is to make their knowledge ownership easier, to prevent rejection, to incent involvement and collective intelligence and further Agile method adoption with a concern for quality.
{"title":"Pedagogical Mini-Games Integrated into Hybrid Course to Improve Understanding of Computer Programming","authors":"W. Nuninger, Jean-Marie Chatelet","doi":"10.4018/978-1-7998-0420-8.ch061","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch061","url":null,"abstract":"To improve learning efficiency in Computer Programming courses, a voluntary decision was to fully integrate different learner-centered pedagogical devices. The result is the development of a set of pedagogical serious mini-Games (mGs) in synchronous time in the classroom for a decided scenario of the hybrid course. Supported by a Learning Management System, the innovation results in a common flexible and modular framework for mGs, taking into account a really short duration and higher constraints of the training. The expected outcome is to make future end users (who will not be IT developers) aware of the potential of the underlying transversal skills developed while building up universal algorithms, stressing functional analysis regardless of specific expertise required for a given coding. The challenge is to make their knowledge ownership easier, to prevent rejection, to incent involvement and collective intelligence and further Agile method adoption with a concern for quality.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131677764","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 : 1900-01-01DOI: 10.4018/978-1-7998-0420-8.ch062
Melissa Biles, J. Plass, B. Homer
Findings from two studies on the design of digital badges for a middle school geometry game and their impact on motivational and cognitive learning outcomes are reported. Study 1 compared the effect of badges in the game to a group with no badges. Badges did not increase posttest performance for all. Learners with high situational interest performed better with badges, learners with low situational interest performed worse with badges. Study 2 compared mastery goal orientation badges with performance goal orientation badges. The interaction of condition and situational interest from Study 1 was replicated. Furthermore, students receiving performance badges performed better on the posttest than students in the mastery badges condition; the no-badges condition was not different from either of the other conditions. Results suggest badges do not always help in educational video games: Types of badges interact with students' interest and motivation to affect learning outcomes.
{"title":"Designing Digital Badges for Educational Games","authors":"Melissa Biles, J. Plass, B. Homer","doi":"10.4018/978-1-7998-0420-8.ch062","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch062","url":null,"abstract":"Findings from two studies on the design of digital badges for a middle school geometry game and their impact on motivational and cognitive learning outcomes are reported. Study 1 compared the effect of badges in the game to a group with no badges. Badges did not increase posttest performance for all. Learners with high situational interest performed better with badges, learners with low situational interest performed worse with badges. Study 2 compared mastery goal orientation badges with performance goal orientation badges. The interaction of condition and situational interest from Study 1 was replicated. Furthermore, students receiving performance badges performed better on the posttest than students in the mastery badges condition; the no-badges condition was not different from either of the other conditions. Results suggest badges do not always help in educational video games: Types of badges interact with students' interest and motivation to affect learning outcomes.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125029287","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：