Effects of Introducing Classroom Performance Assessments on Student Learning

1995 ◽  
Author(s):  
Lorrie A. Shepard ◽  
Roberta J. Flexer ◽  
Elfrieda H. Hiebert ◽  
Scott F. Marion ◽  
Vicky Mayfield ◽  
...  
Keyword(s):  
Student Learning ◽  
Performance Assessments ◽  
Classroom Performance

scholarly journals EVALUASI PROGRAM PEMBELAJARAN SEJARAH PADA MADRASAH ALIYAH NEGERI (MAN) DI KOTA PEKANBARU

2020 ◽  
Vol 3 (2) ◽  
pp. 170
Author(s):  
Zulfa Hendri ◽  
Kurniawati Kurniawati ◽  
Umasih Umasih
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Average Score ◽  
Classroom Performance ◽  
Learning Attitudes ◽  
Analysis Technique ◽  
Class Climate ◽  
Learning Programs ◽  
Research Problems ◽  
Evaluation Of Learning

Abstract: The purpose of this research was to determine how the implementation of the teaching of history in schools (Madrasah Aliyah Negeri) MAN 1 and 4 of Pekanbaru. The research method used in this study is amixed methodology. Mixed methods produce more comprehensive facts in researching research problems, because this researcher has the freedom to use all data collection tools according to the type of data needed. The analysis technique uses a qualitative data analysis approach carried out interactively and continues continuously until completion. Activities in this data analysis include data reduction, data display, and conclusion drawing / verification. The results of this study using the EKOP model on (1) Evaluation of the quality of learning among Teachers in the Classroom Performance is already good with maximum score results above 80.00%, Learning Facilities are quite above 60.00%, Class climate is enough above 60.00%, Learning Attitudes are quite good above 70.00%, and (5) Student learning motivation in student learning is quite good above 70.00%. Furthermore, the evaluation of learning outputs in terms of academic skills, which are taken from the results of formative and summative tests in both madrasas are also quite good. The average score raport of the Mapel History in MAN 1 was 84.34, while in MAN 4 Pekanbaru City it was 82.08. Thus it can be concluded that the evaluation of history learning programs in Madrasah Aliyah Negeri (MAN) in Pekanbaru City by using the EKOP learning model is very effective for evaluation of learning in schools. 

scholarly journals Using Performance Assessments to Support Student Learning: How District Initiatives Can Make a Difference

2020 ◽  
Author(s):  
Anna Maier ◽  
Julie Adams ◽  
Dion Burns ◽  
Maya Kaul ◽  
Marisa Saunders ◽  
...  
Keyword(s):  
Student Learning ◽  
Performance Assessments ◽  
District Initiatives

scholarly journals How Remote Response Devices Enable Student Learning: A Four-Year Analysis

2010 ◽  
Vol 3 (8) ◽  
pp. 21-26
Author(s):  
William A. Anderson ◽  
Thomas G. Noland
Keyword(s):  
Student Learning ◽  
Student Perception ◽  
Student Participation ◽  
Classroom Performance ◽  
Personal Response Systems ◽  
Response Systems ◽  
Student Grades ◽  
The Impact ◽  
Remote Response

The use of Personal Response Systems (PRS) / Classroom Performance Systems (CPS) has expanded considerably since introduction in the early 2000s.  Much of the exploration of the technology has focused on methodology, student participation, and student perception.  This paper examines actual testing results over nine semesters to provide some insights to the impact of the technology on student grades. 

scholarly journals FORMATIVE STUDIES OF PRAXIS III: CLASSROOM PERFORMANCE ASSESSMENTS AN OVERVIEW

1994 ◽  
Vol 1994 (1) ◽  
pp. i-67
Author(s):  
Carol Myford ◽  
Ana Maria Villegas ◽  
Anne Reynolds ◽  
Roberta Camp ◽  
Charlotte Danielson ◽  
...  
Keyword(s):  
Performance Assessments ◽  
Classroom Performance ◽  
Praxis Iii

Assessment in Music Education

2019 ◽  
pp. 232-254
Author(s):  
Mark Hudson ◽  
Karol Gates
Keyword(s):  
Music Education ◽  
Student Learning ◽  
Music Educators ◽  
Department Of Education ◽  
Performance Assessments ◽  
Assessment Literacy ◽  
Performance Tasks ◽  
Music Classroom ◽  
Curriculum Project ◽  
Colorado Department

This chapter provides the reader with a practical perspective and working knowledge of the process by which the Colorado Department of Education (CDE) and the Colorado Music Educators Association (CMEA) developed performance assessments sample resource options in response to the need to measure student learning in the music classroom. This process, along with the ongoing bank of performance tasks developed via the Colorado Content Collaboratives partnership, is reviewed and placed in perspective within the current Colorado educational landscape as well as the intersection with the CDE Sample Curriculum Project and the Assessment Literacy Program. In this manner, one method for developing reliable and valid measures of student learning is presented for consideration. Finally, the use of these assessments in measuring music teaching practices and teacher effectiveness is examined.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

Sign in / Sign up

Export Citation Format

Share Document