ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Washback Effect of Online Formative Assessment (OFA) during the COVID-19 Pandemic: A Case of Perceptual Mismatches between Prospective Teachers and Teacher Educators
Author: Khodamoradi, Abolfazl
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Testing,Formative Evaluation,Preservice Teachers,Language Teachers,English (Second Language),Student Attitudes,Evaluation Methods,Student Evaluation,Teacher Educators,COVID-19,Pandemics,School Closing,Barriers,Behavior

This study aimed to explore the washback effects of implementing online formative assessment (OFA) in Iranian Teacher Education Universities. To this end, a sample of 227 prospective teachers majoring in Teaching English as a Foreign Language and 21 teacher educators were randomly selected. In an explanatory sequential design, their perceptions of the washback effects of the OFA were measured via a researcher-made questionnaire and a semi-structured interview. The results of the quantitative phase of the study showed that the washback effects of the new assessment modality were mainly negative. The results also revealed some perceptual mismatches between the prospective teachers and their educators. The qualitative results confirmed those observed in the quantitative data while shedding light on the origin of those areas of mismatch. It can be concluded that teacher educators have been unable to take full advantage of OFA in education.
Practical t-test Power Analysis with R
Author: Tan, Teck Kiang
Date: 2022-08-00
Type: Journal Articles
Subjects: Programming Languages,Sample Size,Bayesian Statistics,Intervention,Computer Software,Evaluation Methods

Power analysis based on the analytical t-test is an important aspect of a research study to determine the sample size required to detect the effect for the comparison of two means. The current paper presents a reader-friendly procedure for carrying out the t-test power analysis using the various R add-on packages. While there is a growing of R users in the academic that uses R as the base for carrying out research, there is a lack of reference that discusses both frequentist and Bayesian approaches and point out their distinct features for t-test power analysis. The practical aspects of the consequences of unequal variances and sample sizes are often neglected and this paper discusses and illustrates using the graphical power curve. A written R function and several programs are used to illustrate the usefulness of choosing an appropriate sample size under the frequentist approach. The Bayes factor is introduced to show its expediency to generate the required sample size under the Bayesian approach. Researchers and practitioners with intervention research using the t-test to carry out hypothesis testing will find this paper a commendable power analysis reference to design their project.
Reimagining MTMM Designs for Examining Intersectionality in Latent Variables
Author: Konold, Timothy R.
Date: 2022-08-00
Type: Journal Articles
Subjects: Intersectionality,Models,Educational Environment,Power Structure,Racism,Gender Bias,Disadvantaged,Ethnicity,Comparative Analysis,African American Students,Learner Engagement,Hispanic American Students,Educational Change,Secondary School Students,Multitrait Multimethod Techniques,Teacher Student Relationship,Factor Analysis,Student Attitudes

The present study represents a novel method not yet used in the quantitative intersectionality literature -- the CT-C(M-1) model (Eid et al., 2003) -- for measuring and understanding the similarities and uniquenesses among intersectional subgroups. Intersectionality is a conceptual framework from which to investigate and remedy the ways in which oppression manifests at the intersections of socio-politico-geo-temporal power structure contexts and individuals' interwoven experiences of racism, sexism, and other forms of marginalization (Cho et al., 2013). Specifically, we describe and illustrate the usefulness of the CT-C(M-1) model in intersectionality research through estimation of the latent variable structure of two school climate variables (engagement and support) using data from N = 165 schools in which Black non-Hispanic students' experience is centered as the reference category, and which other race-ethnicity subgroups are compared. Consistent with prior research, our substantive findings indicated that, while a large share of commonality among subgroups was observed, Black Hispanic students experienced school climate differently from the other groups. This analytic tool adds to the growing set of quantitative methods that can aid in advancing the second goal of intersectionality research -- intervening in the status quo for true transformational change.
An &quot;Unspeakable&quot; Act: Disciplinary Literacy, Racial Literacy, and the Tulsa Race Massacre
Author: Clabough, Jeremiah C.
Date: 2022-00-00
Type: Journal Articles
Subjects: Racial Attitudes,Racism,Literacy,Racial Discrimination,United States History,African American History,History Instruction,Slavery,Elementary School Students,Grade 6,Social Studies,Violence,Essays,Writing Assignments,Reading Materials,Books

A current topic in U.S. public schools is teaching issues of racial discrimination in American history. There are those motivated by political gain for elected office that are trying to shut down conversations about slavery and Jim Crow segregation laws in K-12 schools while others point out the central role that race has played in U.S. history and stress our schools must explore such topics. In this article, we focus on a one-week project with the Tulsa Race Massacre implemented in a sixth grade U.S. history class at a free public charter school in a mid-size Southern city. The conceptual framework of our project was an emphasis on disciplinary literacy skills and the inquiry-based teaching practices argued for in the C3 Framework by the National Council for the Social Studies (NCSS). We coded students' essays summarizing the Tulsa Race Massacre. Seven themes emerged from coding students' essays, which we discuss with excerpts from their work. Finally, we offer a discussion section to reflect on the findings from students' essays and suggest future areas of scholarship with the Tulsa Race Massacre.
Rethinking Education for the Practitioner Using Fink&apos;s Taxonomy of Significant Learning: Lessons Learned in Redesigning an Introductory Level Doctoral Course
Author: Wicker, Ashley Johnston
Date: 2022-00-00
Type: Journal Articles
Subjects: Taxonomy,Educational Change,Learning Processes,Doctoral Programs,Instructional Leadership,Introductory Courses,Educational Administration,Instructional Design,Professional Identity,Student Needs,Skill Development,Educational Experience,Course Descriptions,Capstone Experiences,Kindergarten,Elementary Secondary Education

In this practitioner-based paper, the author provides insight into the course redesign process of an introductory doctoral level leadership course for a Doctor of Education in Educational Leadership program. Students needed more support in bridging the scholar and practitioner identities; therefore, to support doctoral student skill development and academic experiences, faculty sought to address several weaknesses with a redesign process using Fink's Taxonomy of Significant Learning. The discussion follows the redesign process, as well as offers observations and lessons learned for faculty seeking to support doctoral student identity development and disposition skill acquisition and retention.
Was Shakespeare a Man or a Woman? Discipline-Based Art Education as a Tool for Literary Inquiry and Guided Discovery
Author: Agnello, Mary Frances
Date: 2022-00-00
Type: Journal Articles
Subjects: Art Education,Guidelines,Teaching Methods,Educational Objectives,Intellectual Disciplines,Authors,English Literature,Secondary School Students,English Instruction,History,Learning Activities,Cooperative Learning,Independent Study,Critical Reading,Socialization,Drama,Inquiry,Active Learning

This article provides guidelines for student investigation that address teaching and learning objectives for both the social studies and language arts. Building on historical inquiry methods, the authors advocate for Discipline-Based Art Education (DBAE) as a vehicle for this learning. Because the curricula in secondary English/language arts and history potentially overlap, the question of the legitimacy of William Shakespeare's contributions to the Western canon provides opportunities for interdisciplinary learning. Students grapple with the question of whether Shakespeare would have been capable of writing all the works for which he is credited. They consider two other individuals who represent possible authors who were in position to develop the literary works that conventional histories ascribe to Shakespeare. Students pursue teacher-guided, self-directed, and collaborative activities to attempt to unravel the mystery of Shakespeare's identity and establish the legitimacy of his authorship of internationally celebrated dramas that have been celebrated for over four centuries. The importance of this learning is the impetus it offers students to pursue deep reading of Shakespeare's works to achieve social learning, as well as to exercise research skills that may avail students of keen insights to become better critical readers and historians.
Assessing Global Awareness in Associate Level Microbiology: Adapting Case Studies and the AAC&amp;U Value Rubrics to Examine the Global Challenges of Mosquito Borne Disease
Author: Vemu, Sheela
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,Undergraduate Students,Microbiology,Science Instruction,Associate Degrees,Diseases,Entomology,Geographic Regions,Public Health,Disease Control,College Science,Group Activities,Global Approach

A process for adapting a case study as a high impact practice for undergraduate microbiology classes is described and its use in assessing global awareness as an institutional outcome at the course level. Documenting the student learning of content objectives and retention is addressed. Four student artifacts are assessed with an adaption of American Association of Colleges &amp; Universities (AAC&amp;U) rubrics at various points in the unit for formative and summative assessment. Student attrition, critical thinking, global awareness, and engagement in biology are addressed.
Transfer Student Success on Professional Licensure Assessments for Future Educators
Author: Grunzke, Rebecca Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Transfer Students,Success,Preservice Teachers,Performance Based Assessment,Licensing Examinations (Professions),Middle School Teachers,High School Teachers,Academic Achievement,Student Experience,Scoring Rubrics

This study examines transfer students in our teacher education programs and their comparative success on the Educative Teacher Performance Assessment (edTPA®), a content pedagogy assessment currently required by many states for professional educator licensure and program completion. A two-sample t-test using edTPA scores from 2015 to 2019 revealed no statistically significant difference between the mean total scores of transfer students and non-transfer students on the assessments completed by candidates seeking certification in middle and secondary grade subjects. However, the difference between the mean total scores on the elementary education assessment was significant. A chi-square test of independence also revealed a statistically significant relationship between transfer student status and achieving a passing score on edTPA. Transfer students face unique challenges when attempting licensure exams, including differential preparation in their pre-transfer coursework, as well as nonacademic factors, such as employment and family obligations, that may contribute to their differential success. A more thorough identification of the academic and nonacademic challenges experienced by transfer students may reveal the need for and form of additional assistance with the skills required to successfully complete licensure exams in any field.
Creating a Faculty-Centric Approach as a Catalyst to Improve Teaching and Learning
Author: Landau, Valerie
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Instructional Innovation,Educational Improvement,Alignment (Education),Educational Objectives,Educational Philosophy,College Faculty,Faculty Development,Technology Integration,Universities,Strategic Planning,Evaluation Methods,Communities of Practice

We created a faculty-centric model to serve as a catalyst for faculty engagement that resulted in improved teaching and learning. We aligned the goals and objectives to improve teaching with faculty-centric guiding principles, creating policies and practices that are in the best interest of the faculty. Simple but effective philosophical guiding principles were defined and implemented to openly support and defend faculty. We facilitated dialog among faculty, leveraged technology, and opened new opportunities for faculty scholarship, resulting in documented improvement in student learning. We witnessed innovation in pedagogy become pervasive across the university. This strategy sparked meaningful improvements in teaching and learning. The model is so effective that accreditors noted that a culture of assessment was created &quot;at mach speed.&quot;
Culture of Assessment Matrix
Author: Walker, Kimberly
Date: 2020-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Higher Education,Organizational Culture,Evaluation Methods,Accountability,Institutional Evaluation,Rewards,Consultants,College Faculty,Costs,Professional Personnel,Evaluators,Educational Improvement,College Administration,Educational Resources

The Culture of Assessment Matrix is a one-page rubric intended to provide institutions of higher education with a simplistic way to quickly gauge the status of their institution's assessment culture and the degree to which the culture is an integral part of the institution's operations, expectations, methods of accountability, and reward systems. While the notion of ascertaining assessment culture in higher education is not novel, the ability to do so quickly and without the expense of surveys and consultants is novel to the degree to which it is largely inaccessible to most institutions unless there are dedicated institutional assessment staff available on the campus. Consultants and dedicated staff can be a cost-prohibitive asset that is not necessary for all college campuses. With that being stated, the Culture of Assessment Matrix requires no more than dedicated professionals who can assess their institution with a critical eye and willingness to improve.
Co-Regulated Online Learning: Formative Assessment as Learning
Author: Nix, Jerry V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Formative Evaluation,Doctoral Programs,Feedback (Response),Student Attitudes,Mastery Learning,Course Evaluation,Metacognition,Self Evaluation (Individuals),Peer Evaluation,Student Improvement,Outcomes of Education,Doctoral Students,Instructional Design,College Faculty,Learning Activities

Course assessment is traditionally a one-way process, where instructors evaluate pupils' progress toward mastery. Done conscientiously, this sort of feedback can be effective but relies upon an individual student's ability to self-regulate, which is predicated upon their ability to manage their environment and incorporate evaluations into their work. Co-regulated learning is a relatively new idea, wherein students evaluate themselves and each other, which helps the learners not only improve their own work, but absorb the underlying rationale of the lessons as well. One underexplored area is whether a co-regulated environment in which the learners are also expected to evaluate the instructor can lead to better outcomes. The authors designed doctoral-level online courses with the explicit intent of using student feedback to improve the curricula, and this study demonstrates that incorporating those assessments seemed to markedly improve enrollees' ratings of course-design elements and their mastery of the subject matter.
Empowering Metacognitive Learning in a Competency-Based Curriculum in Health Professions through Comprehensive Learner Record
Author: Wolf, Andrew
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Processes,Competency Based Education,Allied Health Occupations Education,Portfolios (Background Materials),Portfolio Assessment,Electronic Publishing,Reflection,Formative Evaluation,Intervention,Student Evaluation,Academic Records

Health professions education is in the midst of a radical transformation from traditional lecture-based teaching to competency-based learning. This requires an equally radical transformation in the way we assess student learning and achievement of competencies. Comprehensive Learner Record (CLR) addresses this need, enabling metacognitive learning and reflection of student development of competencies as they progress through a curriculum. CLR helps students make sense of their various learning activities and share their educational journey with future employers, highlighting artifacts and achievements in personally curated portfolios. CLR helps students synthesize learning, guides supplemental supports, and empowers program-level assessment to guide curricular improvements. Reflection and feedback at milestones provide a formative assessment to support progression. As nursing and other health professions schools transition toward competency-based learning, CLR provides an essential mechanism to communicate the achievement of core competencies as students progress and develop readiness for practice.
An Analysis of Differential Bundle Functioning in Multidimensional Tests Using the SIBTEST Procedure
Author: Özdogan, Didem
Date: 2022-00-00
Type: Journal Articles
Subjects: Correlation,Sample Size,Test Items,Item Analysis,Computer Software,Error of Measurement,Item Response Theory,Multidimensional Scaling

This study aims to analyze the differential bundle functioning in multidimensional tests with a specific purpose to detect this effect through differentiating the location of the item with DIF in the test, the correlation between the dimensions, the sample size, and the ratio of reference to focal group size. The first 10 items of the test that is comprised of 30 items were acknowledged as the bundle. The data in line with the parameters were generated via SAS program as two categories (1-0) and multidimensional through an extended 2PL model. Differential bundle functioning was detected via the SIBTEST procedure. The results of the study were interpreted according to the criteria of the power rate and the type I error. When the results were reviewed, the analysis of the bundle revealed that the more the correlation between the two dimensions increased, relatively the less the power rates became. It was observed that the power rates, which were obtained according to two different sample sizes in the study, increased as the sample size increased. Another result as to the SIBTEST's power for detecting DIF was the highest when the ratio of reference to focal group size was equal. According to the results of the type I error rate, the error rate was observed to be relatively decreasing as the correlation between the dimensions increased and it was observed to be increasing as the sample size increased. Also, the highest error rate was obtained when the ratio of the samples was equal.
Investigating the Impact of Rater Training on Rater Errors in the Process of Assessing Writing Skill
Author: Sata, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Evaluators,Training,Comparative Analysis,Academic Language,Writing Evaluation,Error Patterns,Pretests Posttests,Reliability,Cognitive Ability,Error of Measurement,English (Second Language),Language Tests,Second Language Learning,Undergraduate Students,Student Evaluation,Foreign Countries

In the process of measuring and assessing high-level cognitive skills, interference of rater errors in measurements brings about a constant concern and low objectivity. The main purpose of this study was to investigate the impact of rater training on rater errors in the process of assessing individual performance. The study was conducted with a pretest-posttest control group quasi-experimental design. In this research, 45 raters were employed, 23 from the control group and 22 from the experimental group. As data collection tools, a writing task that was developed by IELTS and an analytical rubric that was developed to assess academic writing skills were used. As part of the experimental procedure, rater training was provided and this training was implemented by combining rater error training and frame of reference training. When the findings of the study were examined, it was found that the control and experimental groups were similar to each other before the experiment, however, after the experimental process, the study group made more valid and reliable measurements. As a result, it was investigated that the rater training given had an impact on rater errors such as rater severity, rater leniency, central tendency, and Halo effect. Based on the obtained findings, some suggestions were offered for researchers and future studies.
Investigation of Affective Traits Affecting Mathematics Achievement by SEM and MARS Methods
Author: Kuddar, Cagla
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Structural Equation Models,Regression (Statistics),Achievement Tests,Foreign Countries,Mathematics Tests,International Assessment,Grade 4,Elementary School Students,Grade 8,Secondary School Students,Data Analysis,Predictor Variables,Student Interests,Student Attitudes,Bullying

The purpose of the study is to analyze the affective traits that affect mathematics achievement through Structural Equation Modeling (SEM) as a traditional regression model and Multivariate Adaptive Regression Splines (MARS), as one of the data mining methods. Structural Equation Modeling, one of the regression-based methods, is quite popular for social sciences due to the various advantages it offers; however, it requires very intensive assumptions. MARS method, on the other hand, is a multivariate and adaptive nonparametric statistical regression method used for data classification and modeling. MARS does not need any assumptions such as normality, linearity, homogeneity. It allows variables that do not provide linearity to be included in the analysis. The present study examines whether it is possible to use the MARS method, which is a more flexible method compared to SEM, taking both methods into account. Regarding this goal, the SEM model was created with the program R using the affective data and the achievement variable picked from TIMMS 2019 data. Then, the MARS method was created using the SPM (Salford Predictive Modeler) program. The results of the study showed that at certain points the MARS model gave similar results to the SEM model and MARS model is more compatible with the literature.