Assessing Millennials in College‐Level Fashion Design Studios: A Study of Evidence‐Based Practice

Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework.     

Reciprocal peer coaching and its use as a formative assessment strategy for first‐year students

Co‐operative learning is underused as a teaching and learning strategy in higher education and yet is ideal for courses that require students to learn skills that require manual dexterity, knowledge and clinical reasoning – key elements of professional and clinical competence. Reciprocal peer coaching (RPC) is a form of co‐operative or peer‐assisted learning that encourages individual students in small groups to coach each other in turn so that the outcome of the process is a more rounded understanding and a more skilful execution of the task in hand than if the student was learning in isolation. Used as a formative assessment strategy, RPC has the capacity to increase motivation in students due to the nature of the shared interdependent goal, and to provide immediate feedback to students on completion of the assessment. The purpose of this research was to interview a group of first‐year students to elicit their perceptions of the RPC process. The data were analysed from a phenomenological perspective and revealed three themes: motivating learning, learning in groups and the context of learning. The findings were subsequently explored in relation to the concept of self‐regulation of learning and the benefits which RPC as a formative assessment strategy has in promoting students’ self‐regulation.     

Skype Synchronous Interaction Effectiveness in a Quantitative Management Science Course

An experiment compared asynchronous versus synchronous instruction in an online quantitative course. Mann‐Whitley U‐tests, correlation, analysis of variance, t tests, and multivariate analysis of covariance (MANCOVA) were utilized to test the hypothesis that more high‐quality online experiential learning interactions would increase grade. Quasi‐experimental controls included prior ability and demographic factors (gender, age). The control group used asynchronous discussion forums while the test group held synchronous sessions in Skype (chat, audio, and document sharing). A statistically significant MANCOVA model was created, using teaching method as a factor, and a count of online interactions (as a covariate), with assessment timing (as a blocking factor), to measure effect on grade.     

Preservice elementary teachers' views of their students' prior knowledge of science

Pre‐service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre‐service teachers often enter teacher education courses with pre‐conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior knowledge, we need to identify the types of views they have when entering teacher education courses and the views they develop throughout these courses. The study reported here focuses specifically on preservice teachers' views of their own students' prior knowledge and the implications these views have on their understanding of the formative assessment process. Sixty‐one preservice teachers were studied from three sections of a science methods course. Results indicate that preservice teachers exhibited a limited number of views about students' prior knowledge. These views tended to privilege either academic or experience‐based concepts for different aspects of formative assessment, in contrast to contemporary perspectives on teaching for understanding. Rather than considering these views as misconceptions, it is argued that it is more useful to consider them as resources for further development of a more flexible concept of formative assessment. Four common views are discussed in detail and applied to science teacher education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 497–523, 2008     

Reliability and Validity of Play‐based Observations: relationship between the PLAY behaviour observation system and standardised measures of cognitive and social skills

Little, if any, examination of the reliability and validity of play‐based assessment exists in the current literature. Thus, the present study specifically examined the relationship between scores obtained on a classroom‐based play observation system and standardised measures of cognitive and social competence with preschool children. High reliability between observers was established for the play‐based assessment measure. In addition, concurrent validity was assessed by comparing scores on the PLA Y assessment measure with scores the children obtained on the Battelle Developmental Inventory (BDI) and Social Skills Rating Scale (SSRS‐T). Significant positive correlations in the predicted directions were obtained: Children rated as more cognitively and socially competent were found to engage in higher levels of play behaviours (e.g. associative‐constructive and co‐operative‐dramatic), while children identified as less cognitively and socially competent engaged in lower levels of play behaviours (e.g. solitary‐functional and onlooker). The study suggests that, when operationally defined play observation methods were used, observers were able to record accurately the level of play exhibited by each child, and these play behaviours did reflect the child's current cognitive and social developmental functioning.     

What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program

Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested.     

Caution: Classroom under observation

In this article, it is argued that there are serious difficulties in observing someone else teach for the purpose of providing evaluation or corrective feedback on their teaching. The article reports on responses from a group of teacher educators who watched a videotaped classroom lesson. Their written critiques were surprisingly contradictory, so much so as to call into question the reliability of lesson critiques. It is suggested that, where observation and critique of classroom teaching are used, summative judgements be avoided, and that a major goal of observations be to stimulate debate about different teaching styles and individual and cooperative reflection. Most importantly, observers must acknowledge the variety of intentions and perspectives of classroom teachers.     

Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree

A reconfigured and realigned system of assessment feedback was implemented with undergraduates taking criminology modules at Swansea University. The reformulated system integrated explicit engagement with assessment criteria in feedback given on an electronic template form with the use of a statement bank and the offer of follow‐up, feedback consolidation meetings with the tutor. Student module evaluation feedback questionnaires demonstrated a positive qualitative impact upon students' ratings of their awareness and understanding of module learning outcomes, assessment criteria and required levels of learning; moving the focus of assessment feedback from teaching to (higher‐order) learning. Substantive qualitative impact has also been evidenced by departmental adoption of the reconfigured assessment process as standard. Quantitative impact was evidenced in the form of improvements in assessment performance within‐modules and within students from 2004–2005 to 2005–2006. The educational implications of the study findings are discussed.     

Economic instrumentalism and integration in Australian External Studies

In this article Derek Rowntree of the Open University UK's, Institute of Educational Technology, examines the implications of quality assessment for distance education and other forms of materials‐based learning. He suggests that materials‐based teaching cannot properly be judged in quite the same terms as the conventional, face‐to‐face teaching that academic peers are most familiar with. So what might they be looking for when they come to assess the quality of a department's materials‐based teaching? And what might we expect to result from such assessments?     

Cost‐effectiveness of online teacher training

This study aims to compare the cost‐effectiveness of an online teacher training method with a face‐to‐face training method in teaching ‘ICT integration in the school curriculum’. In addition, the study explores the possibilities of a school‐based voluntary training method in supporting other approaches to ICT teacher training. The analyses of various quantitative and qualitative data showed that online teacher training was more cost‐effective than face‐to‐face teacher training, mainly due to the lower opportunity cost of the participants. The voluntary teacher training revealed the possibility of providing cost‐effective training, especially in the actual application of ICT in classrooms. Based on the results of the study, factors affecting cost‐effectiveness of the teacher training approaches are discussed and further research areas suggested.     

Training Staff to Measure the Engagement of Children with Disabilities in Inclusive Childcare Centres

Practitioner use of the revised Individual Child Engagement Record – Revised (ICER‐R) for observing children with disabilities in inclusive childcare is examined. Training in the use of the ICER‐R, which includes both a momentary time sampling observation system and rating scales, was provided across two training phases with five to seven participants. Four of the five participants who completed both phases of the training achieved greater than 80% inter‐observer agreement on the observation measure within the allocated time, and were able to maintain this level of agreement over subsequent observation sessions. There was consistency in ratings across observers and positive, statistically significant correlations were found for data gathered using momentary time sampling and data from rating scales. The practical value of the ICER‐R was supported by feedback provided through evaluation questionnaires completed by participants. Training childcare practitioners to systematically observe children with disabilities in inclusive childcare has the potential to benefit both children and staff.     

Formative computer‐based assessment in higher education: the effectiveness of feedback in supporting student learning

A formative computer‐based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen’s University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self‐regulated learning environment whereby feedback on the CBA was used to support rather than measure student learning. The four types of feedback embedded in the CBA included: (a) directing students to a resource, (b) rephrasing a question, (c) providing additional information and (d) providing the correct answer. Although students originally reported positive experiences with the formative CBA, two follow‐up surveys revealed that they found the four types of feedback to be moderately effective in supporting their learning.     

New approaches,new vision: capturing teacher experiences in a brave new online world

The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment.

As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery.     

Faculty-student engagement in teaching observation and assessment: a Hong Kong initiative

There is now a worldwide focus on the quality of university teaching and yet there is general dissatisfaction in universities with the student evaluation of teaching system. Peer observation of teaching seems to hold much promise in the assessment of teaching quality, but such observation pays little attention to the quality of teaching as perceived by students. One approach to overcome this deficiency is for faculty and students to also partner in the assessment of a faculty member’s teaching, with a student trained in observation and feedback techniques acting as a peer in the observation process. This paper describes and evaluates an ongoing student consultant initiative at Lingnan University in Hong Kong. It presents faculty and student observations in terms of the benefits to faculty regarding potential enhancement of university teaching, and the benefits to students especially in terms of close collaboration with faculty and training in consultation techniques. The paper notes that the student consultant initiative has been more popular with students than faculty, and recommends further investigation of the potential of such programmes in Hong Kong higher education.     

USING THE TELEPHONE CONFERENCE TO ENHANCE INDUSTRIAL EXPERIENCE

One use of the telephone as a supplement to face‐to‐face teaching is the telephone conference. This report describes the planning and evaluation of a conference designed to enhance the experience of undergraduate Business students on industrial placement. It begins with the sort of questions ‘that have to be asked when planning such a session and describes how they were answered in this instance. The feedback from the conference provides some useful pointers for those planning similar events.     

The impact of an elaborated assessee’s role in peer assessment

The purpose of this study was to investigate the effects of an elaborated assessee’s role on metacognitive awareness, performance and attitude in peer assessment. Two intact groups (a total of 82 students) were randomly assigned to a treatment condition (having back‐feedback activity) or a control condition (not having back‐feedback activity). The results indicated that, regarding metacognitive awareness, when participants played the elaborated assessee role, they tended to report higher metacognitive awareness in their learning process. Regarding performance, when participants played the elaborated assessee role, they tended to receive better scores in making a concept map. Regarding attitude, when participants played the elaborated assessee role, they reported greater motivation towards the peer assessment. The findings of this study suggest instructional implications for those who want to employ peer assessment as a learning method by showing the effectiveness of a well‐developed role design, specifically one that includes the back‐feedback activity.     

Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Teachers' approaches to teaching may influence the way they interpret and respond to student evaluations. In this article we explore the relationship between teachers' approaches to teaching and responses to qualitative student feedback in a problem‐based medical program. We asked all lecturers and theme session presenters in 2003 who had received student feedback comments in the past 2 years (N=121) to complete anonymously the Approaches to Teaching inventory (16 items) and an Approach to Feedback Inventory (14 items). Results were that most teachers report making changes to their teaching in response to students' suggestions at least sometimes. The types of change(s) teachers make are consistent with their approach. Teachers strong on a conceptual‐change student‐focussed (CCSF) approach are more responsive to feedback and positive about strategies for improving their teaching. To encourage teachers to use student feedback as a guide to improving their teaching, institutions may need to provide a systematic program of teacher education that focuses on teachers' conceptions, approaches and supports observation of exemplary practice.     

Synchronous discussion between assessors and assessees in web-based peer assessment: impact on writing performance,feedback quality,meta-cognitive awareness and self-efficacy

Research on peer assessment in higher education has been conducted for decades. However, ways to improve the quality of peer feedback and optimise student’ benefits through peer assessment remain a puzzle. The present study aimed to examine the impacts of synchronous discussion between assessors and assessees on writing performance, qualitative feedback quality, meta-cognitive awareness and self-efficacy in web-based peer assessment. A total of 64 undergraduate students participated in the study and were randomly assigned into either the experimental or control group. Participants in the experimental group conducted synchronous discussion after the first round of peer assessment, while students in the control group did not conduct any synchronous discussion. The results revealed that synchronous discussion between the assessors and assessees significantly improved the students’ writing performance, especially content writing skills, affective and meta-cognitive feedback quality, meta-cognitive awareness and self-efficacy. Practical implications, limitations and future directions are discussed based on these findings.