Improving student performance in a first-year geography course: Examining the importance of computer-assisted formative assessment

2011 ◽  
Vol 57 (2) ◽  
pp. 1493-1500 ◽  
Author(s):  
Kathi Wilson ◽  
Cleo Boyd ◽  
Liwen Chen ◽  
Sarosh Jamal
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Computer Assisted ◽  
First Year ◽  
Improving Student Performance

scholarly journals Embedding Digital (Information) Literacy in the First Year Curriculum: An Intervention

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Belinda Jane Cooke
Keyword(s):  
Student Performance ◽  
Information Literacy ◽  
Digital Literacy ◽  
Systematic Approach ◽  
First Year ◽  
Digital Information ◽  
Collaborative Approach ◽  
Individual Interviews ◽  
The Impact ◽  
Improving Student Performance

This paper describes an intervention aimed at reducing the occurrence of common weaknesses in first level work and thereby improving student performance in assessments. The project involved developing a more systematic approach to embedding information literacy (IL) into the first year curriculum in the Carnegie Faculty at Leeds Beckett University by combining the expertise of subject librarians with that of first year tutors. It was part of a broader programme of institutional curricular change. This collaborative approach was informed by data from individual interviews with previous students and based on a dual rationale: firstly from Sadler’s (2002) call for more high impact, low stakes assessment in the first year and secondly a need to avoid creating a culture of ‘testing’ (Sambell, McDowell, & Montgomery, 2013) in which students position themselves as submitting to others’ judgments rather than developing rational autonomy (Baxter-Magolda, 2003). In other words, we needed to design an assessed activity which encouraged students to engage in learning but created a supportive and collaborative approach. The embedding process together with some of the resources and tools which we developed are described in this paper as well as the respective contributions of the various participants. We explore the impact of two years of implementation based on student interviews and tutor evaluations. Recommendations and examples are provided to demonstrate how a similar approach might work elsewhere either as a local, course-specific intervention or as part of an institution-wide approach to improving students’ digital literacy.

scholarly journals Tutorials And In Class Activity For Improving Student Performance In A First Year Engineering Course

2020 ◽  
Author(s):  
Lisa Benson ◽  
David Bowman ◽  
Randolph, Randy Hutchison ◽  
Carol Wade
Keyword(s):  
Student Performance ◽  
First Year ◽  
Improving Student Performance

Improving student performance through loss aversion.

2019 ◽  
Vol 5 (4) ◽  
pp. 278-288
Author(s):  
Ben O. Smith ◽  
Rebekah Shrader ◽  
Dustin R. White ◽  
Jadrian Wooten ◽  
John Dogbey ◽  
...  
Keyword(s):  
Student Performance ◽  
Loss Aversion ◽  
Improving Student Performance

scholarly journals STEM-Oriented activities for improving student performance in Chu Van An secondary school, Thai Nguyen province, Vietnam

2021 ◽  
Vol 1835 (1) ◽  
pp. 012053
Author(s):  
Thanh-Tung Nguyen ◽  
Dieu-Linh Hoang ◽  
Hoang-Thuy Linh Nguyen ◽  
Thanh-Binh Nguyen
Keyword(s):  
Secondary School ◽  
Student Performance ◽  
Improving Student Performance

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

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