scholarly journals JUTLP Editorial Issue 14.3

2017 ◽  
Vol 14 (3) ◽  
pp. 2-4
Author(s):  
Alisa Percy ◽  
◽  
Dominique Parrish ◽  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Student Perceptions ◽  
Teaching Practice ◽  
Summative Assessment ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Assessment Design ◽  
Significant Difference ◽  
Class Presentation

Welcome to the final edition of the Journal of University Learning and Teaching Practice for 2017. We would like to acknowledge the significant contributions of our five Associate Editors - Dr Peter Copeman, University of Canberra, Dr Jo-Anne Kelder, University of Tasmania, Dr Tracey Kuit, University of Wollongong, Dr Morag McFadyen, Robert Gordon University, and Dr Vikki Pollard, Deakin University. The first two papers in this issue focus explicitly on assessment activities. In the first paper, Houston and Thompson describe and evaluate an assessment design that aimed to integrate formative assessment with summative assessment in a capstone paramedic subject. The assessment design provided students with feedback tailored to their unique learning needs. Students perceived this assessment as valuable and effective as well as promoting their readiness to practice. In the second paper Braun compares online and in class presentation assessments exploring student perceptions and academic performance with regard to these two assessment modes. This comparison identified that there was no significant difference between the two modes and there is a suggestion that online presentations might even be favoured by students.

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

scholarly journals Use of Basic Technological Devices and Student’s Academic Performance

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Mildred A. Lozano ◽  
Keyword(s):  
Academic Performance ◽  
Significant Relationship ◽  
Traditional Method ◽  
Learning Needs ◽  
Cellular Phones ◽  
Significant Difference

Technology has always flourished for the gain of mankind. Broadly speaking, all cellular phones, laptops and computers belong to technological devices. Thus, students used these devices for learning. This quantitative inquiry investigated the use of technological devices of students and its relationship to their academic performance. Hence, a researcher-made questionnaire was utilized to answer the descriptive and inferential questions. It was found out that there is no significant difference between the use of technological devices and the academic performance of students. But there was a significant relationship found between the two variables. A recommendation on the use of both traditional method and use of technological devices was made to augment and improve the learning needs of the students.

Gathering Information

2018 ◽  
pp. 34-58
Author(s):  
Brian P. Shaw
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Summative Assessment ◽  
Personal Communication ◽  
Verbal Response ◽  
Assessment Design ◽  
Assessment Techniques ◽  
Infinite Variety

This chapter details many ways of collecting information about student performance. Diagnostic assessment, formative assessment, and summative assessment all work together to inform teaching and learning throughout a lesson or unit. Summative assessment is what comes to mind when many people think of “assessment,” but summative assessment is the assessment type that supports learning the least. Assessment for learning, as opposed to assessment of learning, is the type of classroom assessment that helps students know where they are going, where they are now, and how to get there. Assessment design can improve validity. A nearly infinite variety of possible assessment methods, or ways to gather information, exists. The most common methods in schools can be categorized as selected response, written response, verbal response, performance or demonstration, personal communication, portfolios, quick formative assessment techniques, and self and peer assessment. Using a variety of methods helps to ensure curricular comprehensiveness.

scholarly journals Lecturer Identities and Perceptions of CPD for Supporting Learning and Teaching in FE and HE in the UK

2020 ◽  
Vol 7 (4) ◽  
pp. 432-453
Author(s):  
Charles Buckley ◽  
Gary Husband
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Compulsory Education ◽  
Learning Needs ◽  
Longitudinal Impact ◽  
Initial Training ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
The Uk ◽  
Teaching Qualifications

This paper draws together the findings of two separate studies that were focused on the professional learning of lecturers working in the post compulsory education sector. The studies were conducted independently in separate locations and institutions in the United Kingdom and focused in different sectors of post compulsory education (further and higher). Each study aimed to discover the ongoing professional learning needs of lecturers some years after initial training had been completed. Through conducting semi structured interviews, each researcher gained a situational understanding from the perspective of the respondent lecturers through a lens of their experience and agency. This paper acts an extending study as the researchers bring together their independent results and findings in a further analysis. Focusing on understanding the similarities and differences in experiences, the paper reports several additional findings based on this cross analysis. Further to the pedagogical developments and support for undertaking teaching practice, this research reports that in both communities of further and higher education lecturers, their initial teaching qualifications and related experiences had a more profound and longitudinal impact on their professional identity and practices than they had previously considered. Organisationally, these finding prove to be interesting as it demonstrates that initial training and induction support networks and courses of study, have a longer lasting impact on individuals and consequently, the cultural and social aspects of associated organisations. By looking at the both combined studies, it was possible to broaden the sample size and ascertain whether observed phenomenon were present in a cross sectoral capacity.

scholarly journals Investigating Students’ Attitudes, Motives, Participation and Performance Regarding Out‑of‑Class Communication (OCC) in a Flipped Classroom

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Tristan Cui ◽  
Andrew Coleman
Keyword(s):  
Academic Performance ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Future Research ◽  
Business Law ◽  
Online Participation ◽  
Class Time ◽  
Teacher Student ◽  
Significant Difference ◽  
And Performance

In a flipped classroom, students engage in active learning during class time and have individual information‑transmission outside class time. University students need to complete the pre/post‑class activities to fully benefit from flipped classroom. It is important that teachers adopt practical methods including teacher‑student out‑of‑classroom communication (OCC) to help students manage their time effectively and stay on task. This research examines the practice of OOC in a flipped first‑year postgraduate Business Law course at an Australian university that comprises a large overseas student cohort. By means of a questionnaire, the researcher collected data about student perceptions of OCC, their motives for engaging in OCC, and the change of the motives in a flipped classroom. Student demographics, online participation, and academic performance data were exported from the university database. The student answers, participation, and performance were measured and compared with t‑tests. The preliminary results show that in a flipped classroom, students were more motivated to engage in OCC. Moreover, the short‑term online participation improved for the students who were communicated by the teacher outside classroom. However, an analysis of the data indicated no statistically significant difference in students’ academic performance. In the concluding sections of this paper, the limitations of this study are acknowledged, followed by several recommendations for future research.

scholarly journals Reflections on academics' assessment literacy

2015 ◽  
Author(s):  
Rebecca Lees ◽  
Deborah Anderson
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Summative Assessment ◽  
Assessment Methods ◽  
Formative Assessments ◽  
Small Scale ◽  
Assessment Literacy ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Improve Student Performance

This small-scale, mixed-methods study aims to investigate academics' understanding of formative and summative assessment methods and how assessment literacy impacts on their teaching methods. Six semi-structured interviews and a scrutiny of assessments provided the data and results suggest that while these academics understand summative assessment, they have a poorer awareness of the implementation of well-constructed formative assessment. While the academics were able to clearly articulate the perceived benefits to students from undertaking formative assessments, they were less able to identify potential benefits for themselves as educators, so these went largely unrealized. Opportunities therefore exist for tutors to utilize the outcomes of formative assessment to improve student performance, particularly around tutor-reflection to amend future learning and teaching approaches in line with the theory underpinning summative and formative assessment methods. The study highlights the importance of considering all stakeholders when thinking about assessment literacy.

scholarly journals Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'

2017 ◽  
Vol 14 (3) ◽  
pp. 5-18
Author(s):  
Don Houston ◽  
◽  
James N. Thompson ◽  
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Student Perceptions ◽  
Summative Assessment ◽  
Communication Process ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Assessment Of Learning ◽  
Outcome Information ◽  
Professional Disciplines

Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in constructive ways are rare. In paramedic education, like many other professional disciplines, strong traditions of summative assessment - assessment ‘of’ learning - have long dominated. Communities require that a graduate has been judged fit to practice. The assessment redesign described and evaluated in this paper sought to rebalance assessment relationships in a capstone paramedic subject to integrate formative assessment for learning with summative assessment of learning. Assessment was repositioned as a communication process about learning. Through a variety of frequent assessment events, judgement of student performance is accompanied with rich feedback. Each assessment event provides information about learning, unique to each student’s needs. Each assessment event shaped subsequent assessment events. Student participants in the formal evaluation of the subject indicated high levels of perceived value and effectiveness on learning across each of the assessment events, with broad agreement also demonstrated relating to student perceptions for preparedness: ‘readiness to practice’. Our approach focused on linking assessment events, resulted in assessments providing formative communication to students and summative outcome information to others simultaneously. The formative-summative dichotomy disappeared: all assessment became part of communication about learning.

scholarly journals Assessment in Islamic Higher Education

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Erwin Hafid
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Summative Assessment ◽  
Educational Institutions ◽  
Learning And Teaching ◽  
Islamic Institutions

Assessment is an important part of learning and teaching in educational institutions, including Islamic institutions. Therefore, assessment should guarantee that it can be used to improve learning and teaching. This article concludes that formative assessment is more useful and beneficial to Islamic higher education, because it will encourage more to learning than summative assessment will. However, this kind of assessment seems more difficult to be valid and reliable in grading. Creating rubric may become a solution to avoid such a problem.

scholarly journals Impacts of Formative Assessment on EFL Students’ Academic Performance at Kandahar University

2019 ◽  
Vol 4 (2) ◽  
pp. 102-111
Author(s):  
Javed Sahibzada ◽  
Abdul Nafi Himat
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Group Work ◽  
Sampling Method ◽  
Summative Assessment ◽  
Project Work ◽  
Final Exam ◽  
Work Assignment ◽  
Efl Students ◽  
Four Levels

This study investigated the implementation of formative assessment and its impacts on EFL students’ academic performance at Kandahar University. The study is descriptive in nature; quantitative questionnaire was used to collect data from one hundred and fifty EFL students at all four levels selected through random sampling method. The collected data was analyzed by using IBM 24 version of SPSS and results are reported in tables by showing means, standard deviation, percentage and frequency. The major findings revealed that teachers are using formative assessment as part of their plan, allocating time for peer feedback, methods and tools of assessment teachers are using are group work, assignment, homework, presentation, project work which had positive impacts on students’ academic performance and improved final exam grades. Study also disclosed that teachers are valuing more summative assessment than formative, some important methods of assessment are ignored by teachers aversively affected their lower performance.

scholarly journals Comparative Evaluation of Online and In-Class Student Team Presentations

2017 ◽  
Vol 14 (3) ◽  
pp. 19-40
Author(s):  
Michael Braun ◽  
Keyword(s):  
Academic Performance ◽  
Student Perceptions ◽  
Science Courses ◽  
Online Mode ◽  
Modes Of Presentation ◽  
Student Teams ◽  
Alternative Approach ◽  
Significant Difference ◽  
Student Team ◽  
Tertiary Science

Student team presentations are commonly utilised in tertiary science courses to help students develop skills in communication, teamwork and literature research, but they are subject to constraints arising from class size, available time, and limited facilities. In an alternative approach, student teams present online using a variety of tools, such as screencast and blended media, but it is not clear whether this offers an authentic alternative to in-class experience. In this study, the two modes of presentation were compared in terms of student perceptions and academic performance. A survey probed students’ familiarity with digital technology, presentation anxiety, and differential perceptions of the two modes. Aside from a confirmation bias, no significant difference was found between those who presented in class and online. In a notable exception, a clear asymmetry appeared when students were asked to choose a mode for a future presentation: none of the online presenters opted for the in-class mode while a third of in-class presenters selected the online mode. Presentation anxiety was similar for in-class and online presenters and was insensitive to gender and familiarity with English. No significant difference was detected between the modes in terms of academic performance.

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