Collaborative knowledge building: A case study

What learning conditions are necessary to effectively support the knowledge-building enterprise in a learning community? To answer this question, the case-study method was employed to investigate collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. These principles included (a) having a collective and authentic community goal to facilitate collaboration and engagement in the community, (b) using cooperative groups to provide for social negotiation and to promote multiple perspectives, (c) personally selecting of course readings and group decision-making to encourage ownership in learning, and (d) employing an integrated set of technology tools to archive the work of the community and facilitate communication. Results indicated that the instructional strategies designed into the course promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also pointed out the types of technological support required to implement an effective community of learners. A proposed set of guidelines is discussed to assist instructional designers in the design and development of collaborative, knowledge-building environments.     

Multidisciplinary assessment: a case study

Ann Starr, Curriculum Co-ordinator, Rosehill School, Worcester, and Penny Lacey, Lecturer in Special Education, The University of Birmingham, discuss aspects of the assessment of children with complex disabilities by professisonals from a variety of disciplines. Some of the problems and possibilities of working together are presented in a case study from a special school for pupils with physical and complex disabilities.     

Issues in the application of a conjunctive/compensatory standard-setting model to a criterion-referenced, classroom-based teacher certification assessment system: A state case study

Wheeling Jesuit College     

基于技术嵌入的旅游交通辅助服务的构建研究

传统研究注重使用技术来提高旅游交通的运输能力,但很少关注技术对旅游交通辅助服务能力的提升。文章基于技术嵌入理论,研究旅游交通辅助服务体系,以此构建旅游交通辅助服务的结构模型。并系统阐述技术嵌入旅游交通辅助服务的路径。     

Transforming engagement: a case study of building intrinsic motivation in a child with autism

This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.     

Measuring learning in serious games: a case study with structural assessment

The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment. While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information about the quality of the knowledge structures.     

Developing assessment policy and evaluating practice: a case study of the introduction of a new marking scheme

In 2011, Southampton Solent University, a post-1992 university in southern England, introduced a new marking scheme with the aims of changing marking practice to achieve greater transparency and consistency in marking, and to ensure that the full range of marks was being awarded to students. This paper discusses the strategic background to the scheme's development, analyses the role of the working group and stakeholder involvement in developing the initiative, and presents a critical commentary on its success within the frame of the university as a ‘learning organisation’ [Senge, P. M. (2006). The Fifth Discipline: The Art and Practice of the Learning Organisation. London: Random House].     

The assessment of teaching in higher education: A critical retrospect and a proposal

The first part of this paper (published in Higher Education, Vol. 4, No. 3) summarized fundamental defects in three contemporary approaches to the evaluation of teaching in higher education: assessment of learning outcomes, analysis of teacher characteristics and analysis of pedagogical behavior. The absence of a cumulative coherent theoretical framework for analysis obviated use of data from these sources in support of professional development or productive personnel decisions. A normative conception of teaching was argued as a necessity to justifiable evaluation. In this second essay, the required conception is developed in a context of development of a capacity for critical norm-oriented human action as a central goal of higher education. In developing this conception, teaching is distinguished from other activities frequently incorporating the same techniques: conditioning, indoctrinating, brainwashing, training, informing and instructing. Intent is stipulated as the key factor. The stipulated intent is not to produce learning, but to “bring about” a specified sequence of intervening activities necessary to intellectual development required for attainment of desired general educational goals. A “gnometectonic” sequence integrates pedagogical and student activities which are the foundation of the intended intellectual development. The gnometectonic sequence and a model of intellectual development constitute the essential structure of a potential theory of teaching and the basis for a Teacher Assessment Program. This structure is realized in the construction of student and instructor report forms as a first step in the development of such a program. Data derived from these forms are based on minimal assumptions beyond those implied by the normative teaching model. Preliminary results from trial use of forms-in-development indicate the effectiveness of the model in discriminating teachers in terms of intent, course arrangements in support of that intent and student perceptions of consequences of these arrangements as related to instructor expectations. In addition, reports about relevant pedagogical aspects of a course are differentiated from preference-related reports of course “atmosphere”.     

The assessment of teaching in higher education: A critical retrospect and a proposal

Evaluation of college and university teaching is considered in the context of growing demands for accountability of educational institutions and particular roles of faculty in achieving goals for which these institutions are believed to be accountable. In the first of two papers,^* three contemporary aprroaches to evaluation of teaching in higher education are critically reviewed. All three of these approaches-assessment of learning outcomes, assessment of teacher characteristics and analysis of pedagogical behaviors-are found to be defective on logical, theoretical and empirical grounds. A common thread of deficiency is the absence of a coherent theoretical framework for analysis of teaching and phenomena associated with teaching. Specific defecs are analyzed in each of the three approaches as well as in the ubiquitous methodology of rating of teaching performance. In analysis of evaluation by assessment of learning outcomes, teaching is shown to be neither necessary nor sufficient to subsequent learning outcomes. Assessment of teacher characteristics fails to identify those characteristics peculiarly indigenous to teaching as a generic activity. Analysis of pedagogical behaviors fails to distinguish critical teaching acts from more general teacher characteristics interpretable in terms of teacher personality. Furthermore, no adequate basis is provided for normative interpretation of data pertaining to pedagogical behaviors. The use of rating scales to provide data about teacher characteristics or pedagogical behavior rests on assumed rather than demonstrated validity of results. Evidence of validity or meaningfulness is replaced by evidence of consistency which is often spurious. The first paper concludes with an outline of requirements for a more constructive approach to the task of teacher evaluation. In a second paper, an outline of a theory of teaching is sketched which conforms to these requirements. Realization of this theoretical structure in teaching assessment report forms is described. Tentative conclusions from trial use of forms-in-development and recommendations for additional data sources are discussed in terms of their potential contribution to improvement in teaching.     

Implementing summative assessment with a formative flavour: a case study in a large class

Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable.     

A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach

This paper is about a design-based research project which evaluated the novel use of Lesson Study for assessment (LSfA) purposes. It starts by explaining the principles and design of LSfA procedures based on a Lesson Study model and dynamic assessment principles. It outlines the training and support provided to six Lesson Study teams in three primary and three secondary schools, each involving two class teachers and the school’s SEN coordinator. The evaluation findings focused on the LSfA processes and procedures, for example, the outcomes of LSfA for teacher confidence and knowledge, assessment capabilities and continued benefits. The LSfA process was seen to involve processes such as honest and constructive observations, analysing lessons to see what to change and using knowledge about learning difficulties. Some of the context factors that supported and inhibited the process are also outlined. Analysis of the pre-post LSfA pupil assessments showed a decrease in identifying areas of pupil difficulties and an increased identification of enabling factors. This is interpreted as evidence for the LSfA having dynamic assessment potential. The paper concludes with an account of how the LSfA procedures were adapted in response to this evaluation and suggestions for future development and research.     

Designing and developing a programme-focused assessment strategy: a case study

Abstract

This case study describes the process that the Humanities Programme Team, in Dublin City University’s Open Education Unit, has undertaken with regard to developing a systematic, programme-focused assessment strategy. It charts the development of an Assessment Matrix that facilitated the enhancement of programme coherence in the context of a distributed modular provision model, and facilitated the use of an appropriate range and scaffolding of assessment types in relation to learning outcomes. To conclude, four recommendations on developing a programme-focused assessment strategy are presented: explicitly link assessments to both programme and module learning outcomes; provide adequate supports and resources for those designing and writing assessments; provide those Assessment Writers with appropriate professional development, as well as an opportunity to be part of an assessment writing community; and to embed a programme-focused assessment strategy into a programme’s quality assurance processes.     

Formative peer assessment in a CSCL environment: a case study

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed.     

Supervision of master theses based on Scrum: A case study

Education and Information Technologies - The success rate of a master program on Information Systems and Computer Engineering (MEIC) in a Portuguese university is very unsatisfactory, showing that...     

Educational assessment and accountability: a New Zealand case study

This paper discusses the increasing use of assessment as a market signal and as an index of educational accountability. It is argued that assessment policies in New Zealand reflect an uneasy balance between the interests of the new right and more progressive educationists. These influences are examined using three largely contradictory models of educational accountability (professional, market and management). Each model reflects a range of epistemological and ideological assumptions. Thus student assessment serves different and largely conflicting purposes. The paper uses a recent New Zealand policy document (Tomorrow's Standards) to examine the interaction of each model. It is argued that through a failure to state clearly the purpose of assessment, educational reform in this area is overly concerned with the means rather than the ends of education. This has important implications for student motivation and learning. The paper concludes with a comment on current policy development and concludes that some recent initiatives provide the hope that a system of assessment that is both meaningful and relevant to individual learners may be developed.     

Data gathering and analysis for needs assessment: A case study

Various data‐gathering and analysis methods available in our profession's literature, current and past, provide rich options for conducting quality needs assessments. These methods assisted with a thorough needs assessment for a billable hours issue in the parts and service department of a large, power tool and equipment retailer based in the Midwestern United States.     

Mathematics learning and assessment using MathE platform: A case study

Education and Information Technologies - Universities are encouraging the implementation of innovative methodologies and teaching strategies to develop an interactive and appealing educational...     

Capacity building for school improvement: a case study of a New Zealand primary school

Capacity building is now mentioned synonymously with school improvement in much of the literature with an absence of debate on the implications of political, social and economic trends. This article explores capacity building in one low decile, multicultural, New Zealand primary school. The research, positioned within an interpretivist paradigm, utilises a case study and grounded theory approach to explore four aspects: 1. processes that enhance improvement; 2. internal and external influences on capacity building; 3. wider societal factors that influence the development of capacity; 4. links between capacity building and improvement. This article suggests that capacity building for school improvement is time and context dependent and is unique to the setting. It occurs in response to individual, collective and systemic need in ways that sustain equilibrium while moving towards improvement. The paper explores key attributes of capacity building: vision; stakeholders as change agents; school culture; professional development. Practices that are examined include knowledge production and utilisation; division of labour; roles and responsibilities; a switching-on mentality. These groups of factors lend themselves to a discussion of four important themes in the capacity building and school improvement process: situated activity; connectedness; leadership, governance and management; outcomes. This article concludes that the confluence of these contributing factors enables tensions and needs of context to be managed in ways that ensure equilibrium of people, school and system while moving in the direction of improvement.     

创建节约型高职院校后勤管理新模式

创建节约型高职院校后勤管理模式具有现实意义。高职院校后勤管理工作要坚持＂细化＂、＂务实＂、＂以人为本＂的基本原则,树立科学理财观,推进后勤管理集约化;建设节约型后勤文化,提升后勤管理者人文素养;树立＂以人为本＂理念,稳步实践节约型后勤管理,以促进节约型高职校园的建设。     

A theoretical framework for the study of ICT in schools: a proposal

A sociocultural approach towards the study of Information and Communication Technologies (ICT) in education rejects the view that ICT can be studied in isolation; it must be studied within the broader context in which it is situated. The paper argues for a more holistic approach of studying ICT in schools by adopting a sociocultural perspective. It proposes a theoretical framework based on activity theory, with the activity system as a unit of analysis that is surrounded by different levels of ecological circles.