Using assessment data to make decisions about teaching and learning.

2012 ◽  
pp. 87-110 ◽  
Author(s):  
John L. Hosp
Keyword(s):  
Teaching And Learning ◽  
Assessment Data

scholarly journals THE POTENTIAL OF BIOCHEMISTRY EDUCATION APPS IN THE FORMATIVE ASSESSMENT

2015 ◽  
Vol 13 ◽  
pp. 27
Author(s):  
M. L. Oliveira ◽  
T. Silva ◽  
J. C.V. Garzón ◽  
E. Galembeck
Keyword(s):  
Formative Assessment ◽  
Metabolic Pathways ◽  
Teaching And Learning ◽  
Educational Software ◽  
Relevant Information ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
Effective Feedback ◽  
Process Material

Introduction and objectives: Apps can be designed to provide usage data, and most of them do. These data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how can it be used to map students’ behavior and to promote a formative assessment using educational software. The purpose of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors and students to improve the teaching and learning process. Thus, this modality aims to help both students and instructors to identify strengths and weaknesses that need to be developed. This study aimed to describe the potential of educational apps in the formative assessment process. Material and Methods: We have implemented assessment tools embedded in three apps (ARMET, The Cell and 3D Class) used to teach: 1) Metabolic Pathways; 2) Scale of the cellular structures, and 3) Concepts from techniques used in a Biochemistry Lab course. The implemented tools allow to verify on what issues there were recurring mistakes, the total number of mistakes presented, which questions they most achieved, how long they took to perform the activity and other relevant information. Results and conclusion: Educational apps can provide transparent and coherent evaluation metrics to enable instructors to systematize more consistent criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for preparation, tabulation and analysis of assessment data. This approach allows instructors to understand better where students struggle, giving to them a more effective feedback. It also helps instructor to plan interventions to help students to perform better and to achieve the learning objectives.

scholarly journals Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs

2021 ◽  
Vol 33 (1) ◽  
pp. 82-105
Author(s):  
Chris Cartwright ◽  
Michael Stevens ◽  
Katharina Schneider
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Pacific Northwest ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Experience ◽  
Assessment Data ◽  
Mba Students ◽  
Intercultural Assessment

Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.

Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants

2014 ◽  
pp. 280-299 ◽  
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Special Needs ◽  
Teaching And Learning ◽  
Immigrant Children ◽  
Curriculum Planning ◽  
Learning Assessment ◽  
Assessment Data ◽  
Young Learners ◽  
Effective Assessment

Assessment is an integral part of teaching and learning. Assessment data is gathered to monitor progress and developmental gains in child development and learning, to guide curriculum planning and decision making, to identify special needs, and to evaluate the effectiveness of early childhood programs. Current research indicates that assessment data gathered from children who are immigrants does not always lead to the development of effective curriculum and instruction, and the data is not reliable in identifying immigrant children with special needs. This chapter discusses the possible technologies available to mitigate the threats and challenges that continue to affect the gathering of effective assessment data from young learners who are immigrants.

scholarly journals Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning

Pythagoras ◽  
2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Meshack Moloi ◽  
Anil Kanjee
Keyword(s):  
Teaching And Learning ◽  
Summative Assessment ◽  
Mathematics Assessment ◽  
Limiting Factor ◽  
Assessment Data ◽  
National Assessment ◽  
Learner Performance ◽  
Reporting Framework ◽  
Effective Use ◽  
Assessment Results

In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.

scholarly journals Toward a Framework for Classifying Teachers’ Use of Assessment Data

AERA Open ◽  
2019 ◽  
Vol 5 (4) ◽  
pp. 233285841988357
Author(s):  
Elizabeth N. Farley-Ripple ◽  
Austin S. Jennings ◽  
Joan Buttram
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Data Use ◽  
Shared Knowledge ◽  
Assessment Data ◽  
Research And Practice ◽  
Mixed Methods Approach ◽  
Use Of Data ◽  
Instructional Decision ◽  
Use Of Assessment

Research consistently has found teachers’ use of assessment data for instructional purposes challenging and inconsistent. To support teachers’ use of data, we need to develop shared knowledge about how data are and can be used to advance teaching and learning. However, the literature on the specific actions teachers take is inconsistent, creating challenges for both research and practice. As part of a larger project examining data use in instructional decision making, we developed a framework to classify teachers’ instructional responses to data. Then, we used quantitative and qualitative data from educators across 5 districts and 20 schools to evaluate the utility of the framework. This article documents the process and outcomes of our multistage, mixed-methods approach to these tasks. We conclude with the potential uses of this framework for research and practice.

scholarly journals Shape-shifting Davydov’s ideas for early number learning in South Africa

2020 ◽  
Author(s):  
Hamsa Venkat ◽  
Mike Askew ◽  
Samantha Morrison
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Number Word ◽  
Assessment Data ◽  
Task Sequence ◽  
Early Grades ◽  
Early Number ◽  
Key Aspects ◽  
Directing Attention

AbstractIn this paper, we share details of a South African early grades’ number intervention informed by aspects of Davydov’s writing on early number teaching and learning. A key part of Davydov’s approach to early number teaching involves starting with attention to relationships between quantities rather than with counting. The Structuring Number Starters (SNS) intervention focused—over a nine-year period—on supporting early grades’ students to move beyond the calculating-by-counting approaches that are prevalent in South Africa. In attending to this focus, the intervention shifted increasingly towards an emphasis on relationships between quantities, though not in the same format or task sequence as advocated by Davydov. The contextual and cultural features that led to our adaptations—or shape-shifting—are highlighted in this paper. We interrogate key aspects of Davydov’s approaches to early number teaching in relation to key features typical of South African classroom mathematics teaching in order to understand the evolution of the SNS initiative. Quasi-longitudinal interview-based assessment data available from a cross-attainment sample of students in 2011, 2014 and 2018 indicate shifts over time from calculating-by-counting to calculating-by-structuring. These outcomes point to successes with moves into increasingly structured ways of working with early number, but suggest also that these successes may be contingent on some fluency with forward and backward number word sequences. The outcomes suggest that it is feasible to explore interventions directing attention to early number structure from the outset in larger scale studies.

scholarly journals Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?

2014 ◽  
Vol 13 (3) ◽  
pp. 444-452 ◽  
Author(s):  
Christopher Beck ◽  
Amy Butler ◽  
Karen Burke da Silva
Keyword(s):  
Cell Biology ◽  
Teaching And Learning ◽  
Assessment Data ◽  
Data Set ◽  
Undergraduate Biology ◽  
Active Teaching ◽  
Laboratory Courses ◽  
Repeated Calls ◽  
State Of Research ◽  
Biology Laboratory

Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized.

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