Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives     

Elaine Doyle  Patrick Buckley  Joanne Whelan 《Teaching in Higher Education》2019,24(6):739-754

In recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context.  相似文献   

Becoming Better Primary Science Teachers: A Description of Our Journey     

Dickinson  Valarie L.  Burns  Judy  Hagen  Elaine R.  Locker  Kathryn M. 《Journal of Science Teacher Education》1997,8(4):295-311

Journal of Science Teacher Education -  相似文献   

Global injustice,pedagogy and democratic iterations: some reflections on why teachers matter     

Elaine Unterhalter 《课程研究杂志》2017,49(1):24-37

Abstract

The article argues teachers matter because of their potential to engage in critical reflection on values associated with connecting the local, the national and the global. Their practice can support those who are dislocated, and who have no place. Teachers matter because they can help us understand how we share humanity and aspirations across many differences. The discussion identifies some similarities between approaches to pedagogy and Seyla Benhabib’s notion of democratic iteration. Both concepts suggest a navigation between the general, the particular and some of the complexities of their contradictions which can guide teachers’ work. Frameworks from cosmopolitanism and the capability approach are explored for detail they provide on how this navigation can be considered in practice across differently politically constituted formations and diverse, unequally situated groups. Drawing on some reflections on work in an international classroom, the conclusion explores some of these navigations across inequalities.  相似文献   

Sustainability of a Scale-Up Intervention in Early Mathematics: A Longitudinal Evaluation of Implementation Fidelity     

Douglas H. Clements  Julie Sarama  Christopher B. Wolfe  Mary Elaine Spitler 《Early education and development》2015,26(3):427-449

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy: Although a logical expectation would be that, after the cessation of external support and professional development provided by the intervention, teachers would show a pattern of decreasing levels of fidelity, these teachers actually demonstrated increasing levels of fidelity, continuing to demonstrate high levels of sustained fidelity in their implementation of the underlying curriculum 2 years past exposure. Different profiles of variables predicted separate aspects of sustainability.  相似文献   

Sexualities of initial teacher education applicants in the Republic of Ireland: addressing the hidden dimension of diversity in teaching     

Manuela Heinz  Elaine Keane  Kevin Davison 《师资教育杂志》2017,43(1):99-116

While research and policy recommendations internationally have pointed to the need to diversify teaching populations with regard to ethnicity, social class background and, to a lesser extent, dis/ability, there is a paucity of research addressing sexualities as a diversity dimension in teaching. This article explores initial teacher education (ITE) applicants’ and entrants’ (N = 746) sexualities and the intersections of sexualities with other socio-demographic background variables and career motivations. The analysis suggests that the topic of sexual orientation caused high levels of discomfort among respondents and that sexual minority student teachers are underrepresented in ITE cohorts in Ireland. The socio-demographic and motivational profiles of our non-heterosexual respondents generally mirrored those of their heterosexual counterparts. Non-heterosexual respondents reported a stronger motivation to affect social change and lower levels of participation in religious services. Findings are discussed within the context of persisting cultural and institutional barriers for sexual minority (student) teachers in Irish schools and in ITE.  相似文献   

Journal of Research in Science Teaching annual report: January 1, 2005–December 31, 2005     

J. Randy McGinnis  Angelo Collins  Kim Charmatz  Kelly Schalk  Elaine Henry 《科学教学研究杂志》2006,43(6):531-534

  相似文献   

The effects of combined learning cues on teacher learning outcomes     

Elaine J. Anderson 《科学教学研究杂志》1978,15(3):221-226

  相似文献   

Innovative course selection system combines student characteristics: With assessment results     

Eve Kelemen-Lohnas  Jack Friedlander  Elaine Cohen 《Assessment Update》1991,3(5):8-9

  相似文献   

To enter the castle of fear: engendering children's story writing from home to school at KS2     

Elaine Millard 《Gender and education》2005,17(1):57-73

This paper describes a small‐scale writing project in which a class of KS 2 primary pupils were invited to import their own narrative interests into a task designed by their teacher and the researcher within the constraints of the National Literacy Strategy. By employing an adventure genre, based on problem and puzzle solving, pupils were encouraged to introduce familiar scenarios and characters from their favourite stories in books, comics, videos or computer games. The work produced has been analyzed to highlight the different ways in which boys and girls engaged with key aspects of narrative and how this enabled discussion of gendered literacy practices in which boys and girls held an equal stake. The author discusses the importance of developing strategies by means of which children's understanding and transformations of their preferred modes of narrative pleasures can be housed within the current literacy framework.  相似文献   

Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula     

Elen Instefjord  Elaine Munthe 《欧洲师范教育杂志》2016,39(1):77-93

  相似文献