Development, Implementation, and Validation of a Computerized Test for Statewide Assessment

How does a testing component function in an integrated learning system? How can you customize computerized tests to meet local specifications? How are computerized tests implemented and evaluated? Is the pay-off of computerized testing justified?     

Supported reflective practice: a programme of peer observation and feedback for academic teaching development

The outcomes of the evaluation of a structured, peer-supported teaching development programme for academic staff are reported. Supported reflective practice forms the conceptual framework for the programme, which includes feedback on observed teaching and feedback on reflection. Key themes identified are the effectiveness of the supported reflective practice process, improvements to teaching practice, developing confidence and congruent espoused theory and theory-in-use, ongoing professional development and developing collegiality. Factors that facilitate the programme are explored, including the support triangle, the role of the educational developer in providing feedback and monitoring, and the role of the support colleague. Suggestions for implementation of similar programmes are offered.     

(Mis)Measuring Developmental Math Success: Classroom Participants’ Perspectives on Learning

ABSTRACT

Poor completion outcomes in community colleges’ developmental education programs have spurred reforms in developmental education policies and practices in order to increase students’ chances of success. In the case of developmental math, the focus of this article, such changes include revisions to testing and placement policies, amendments to the intended curriculum, and restructuring of the format and sequencing of courses. However, the measures that have highlighted the inadequacies of developmental math are, in themselves, insufficient for assessing the effectiveness of reforms to developmental math. Drawing on interview data from a classroom-level study of a community college’s pilot reform initiative in developmental math, we explore the learning goals articulated by the instructors and a sample of students across four pre-algebra classrooms. Through our analysis of their goals, as well as the extent to which students reported accomplishing those goals, our research underscores the important distinction between course completion and learning. This study highlights the need to assess the effectiveness of developmental math coursework in ways that extend beyond completion rates.