A case example of assessment and evaluation: Building capability in a corporate university

One corporate university makes measurement a priority by dedicating resources and assigning responsibilities to a centralized analytics function: the assessment, measurement, and evaluation team. As more measurement became a focus for learning and business leaders alike, the more the team became motivated to take a critical look at how it was approaching assessment, measurement, and evaluation activities and how it could leverage its capabilities, technology, and processes to have a greater reach across the organization.     

Riding the rapids of classroom-based research

Conducting classroom-based research can be difficult, often fraught with challenges, analogous to riding a canoe down the rapids. The dynamics of classroom-based research often require flexibility on the parts of both the researcher and school personnel. Classroom-based research is viewed here through a framework of problem-based methodology as developed by Robinson and adapted to real-world research in the classroom. A simple and adaptable model of the nature of schools as organisations is discussed, and problem-based methodology is used to explore how such complex and dynamic institutions maintain the ability to function effectively. Problem-based methodology is then applied to the development of a theoretical framework to clarify the processes of recruiting participant schools and of conducting the research. The framework is operationalised through a brief account of one researcher’s experiences.     

Professional development for university scientists around issues of equity and diversity: Investigating dissent within community

We investigated the role of dissent in a community of university scientists, engineers, mathematicians, and social scientists engaged in a 2‐year professional development project around issues of equity and diversity. Members of this teacher learning community explored issues related to gender and ethnicity in science education, and attempted to develop course materials and instructional strategies inclusive of students from underrepresented groups. We focused our attention on those professional development sessions (6 of the 19) devoted to a contentious yet integral topic in science education: the gendered and multicultural nature of science. We examined conversations initiated by a member's concerns to learn how dissent led (or failed to lead) to new insights into feminist science studies scholarship or to greater understanding of ways to address equity issues in undergraduate science education. We also explored how teacher learners' resulting views of feminist science studies scholarship informed (or failed to inform) changes in their own educational practices. From our qualitative analyses, we highlight the challenges in balancing respect for members' individual voices with collective progress toward project goals, and in structuring conversations initiated by dissent to provide adequate space for deliberation and movement toward deeper understanding of equity and excellence. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 738–771, 2002     

Environmental and sustainability education in the Caribbean: Crucial issues,critical imperatives

Abstract

The development, quality and impact of environmental and sustainability education (ESE) in the Caribbean have received increased attention from a growing body of education researchers over the past few decades. This is not surprising given that the region has been grappling with various environmental, social, and economic sustainability issues, and education remains widely regarded as a key mode of response by a range of stakeholders, networks and commentators. Drawing on local to wider perspectives and initiatives, formal and non-formal ESE activities have been undertaken, to enhance knowledge and awareness, develop values, hone skills, and promote behaviours consistent with sustainable development. Whilst this increased engagement is significant and heartening, I argue that there is still scope for a renewal of focus in ESE in the Caribbean, honing in on four main areas: climate change education, the environment and violence nexus, teacher education, and universities as models of and for sustainability. These areas are consistent with regional sustainability imperatives and the global Sustainable Development Goals (SDGs), as well as ripe for deeper research-practice interlinkages. An overview of existing fields of educational inquiry in the Caribbean is offered, along with the four foci for further and future research, with the hope that new, emerging and established academics (as well as practitioners) work productively together to engage these crucial issues and critical imperatives for ESE.     

Students’ test motivation in PISA: the case of Norway

Do students make their best effort in large-scale assessment studies such as the Programme for International Student Assessment (PISA)? Despite six cycles of PISA surveys from 2000 to 2015, empirical studies regarding students’ test motivation and experience of the tests are sparse. The present study examines students’ test motivation in PISA, and how closely students’ achievement correlates with students’ reported test motivation. A total of 40 students from eight schools that participated in the PISA study in 2006, 2009 and 2012 were interviewed. In addition, questionnaire data from a total of 9400 students who participated in PISA 2009 and 2012 were collected. The findings of this study indicate that students overall were motivated to do their best in the PISA study, despite the fact that these low-stakes tests have no impact on students’ grades or future school entrance. In contrast to claims in the media, where it has been suggested that Norwegian students are more relaxed towards the PISA test than students in other countries, students report that they are motivated to do their best, but girls report significantly higher test motivation than boys. Despite the policy influence of PISA and the large number of countries participating, very few studies have reported findings from students’ perspectives regarding their test motivation and experience of the test. The present study aims to fill that gap.     

Injecting Inquiry-Oriented Modules into Calculus

Abstract

Implementing inquiry-based modules within a course can be effective and enable instructor experimentation, without completely transforming an entire course. For instructors new to inquiry-based learning (IBL), we state hallmarks of the practice and point out the merits of strong IBL communities. An inquiry-based approach may alleviate some current common issues in Calculus I. We present two activities and evidence of their effectiveness and adaptability, and describe their POGIL style of guided inquiry learning that raises awareness of the learning process. We share the experience of a “traditionally-oriented” faculty member transitioning to a more student-centered pedagogy, reflecting on advantages of using a combination of pedagogical styles.