Enhancing curriculum and delivery: linking assessment to learning objectives

Combs, Kathryn L.; Gibson, Sharon K.; Hays, Julie M.; Saly, Jane; Wendt, John T.

doi:10.1080/02602930601122985

Cited by 33 publications

(29 citation statements)

References 19 publications

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“…Each chapter, other than the first, was followed by class discussion questions. Combs et al (2008) argue that students' learning outcomes should be directly tied to course objectives since the students' skills and knowledge will be assessed in terms of the class learning objectives. Therefore, the questions in quizzes, examinations and class discussions were all derived from the class objectives.…”

Section: Quizzes Examinations and Class Discussion Questionsmentioning

confidence: 99%

Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities

Yaoyuneyong

Thornton

2011

International Journal of Fashion Design, Technology and Educati

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Current research shows that peer-assisted learning can enhance students' motivation, academic self-concept, academic performance and retention. Building on constructivist theory, this study investigates the use of audience response systems, or clickers, and peer instruction (PI) to engage students in class, to increase the students' engagement and sense of community, both in and out of the classroom, and to increase the students' academic performance. This article presents the results of a quasi-experimental study comparing the outcomes achieved by two equivalent student groups taking the same Textiles class by the same instructor in two adjacent semesters. While the control class utilised only audience response systems, the experimental class utilised clickers in combination with PI. The experimental group performed significantly better on examinations and final averages, while the control group performed significantly better on class projects. No significant difference was found between the quiz scores of the two groups.

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Section: Quizzes Examinations and Class Discussion Questionsmentioning

confidence: 99%

Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities

Yaoyuneyong

Thornton

2011

International Journal of Fashion Design, Technology and Educati

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“…12 Other studies have focused on how to best match assessment with specified learning outcomes. 13,14 It is also worth noting that instructors' understanding about the role of assessment in higher education has been studied more broadly, including the use of survey instruments to determine teachers' conceptions of the role of assessment, 15−17 and ultimately to compare the view of students and teachers about assessment. 18,19 A key result of these latter studies is that faculty members tend to view assessment as a trustworthy process more than do students.…”

Section: ■ Introductionmentioning

confidence: 99%

Results from a National Needs Assessment Survey: A View of Assessment Efforts within Chemistry Departments

et al. 2013

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As is true for virtually all of higher education, chemistry departments are often required to provide evidence of student learning at both course and curricular levels through evaluation and assessment. The ACS Exams Institute conducted a needs assessment survey of 1500 chemistry faculty members from across the country to investigate motivation, role, instrument use, and challenges associated with assessment efforts. For the more than 70% of participants who reported departmental efforts related to assessment, these findings emerged: motivations were primarily external factors related to accreditation and certification, ACS Exams and in-house exams were the most common instruments used, and time management associated with grading and reporting assessment results was the most frequently cited challenge. Summary results for each survey question related to these aspects of departmental assessment efforts are provided, along with logistic regression analyses of responses based on institution type. Logistic regression analyses were also used to identify differences among sex, years teaching, and chemistry subdiscipline for responses to departmental assessment efforts and instrument use. ABSTRACT: As is true for virtually all of higher education, chemistry departments are often required to provide evidence of student learning at both course and curricular levels through evaluation and assessment. The ACS Exams Institute conducted a needs assessment survey of 1500 chemistry faculty members from across the country to investigate motivation, role, instrument use, and challenges associated with assessment efforts. For the more than 70% of participants who reported departmental efforts related to assessment, these findings emerged: motivations were primarily external factors related to accreditation and certification, ACS Exams and in-house exams were the most common instruments used, and time management associated with grading and reporting assessment results was the most frequently cited challenge. Summary results for each survey question related to these aspects of departmental assessment efforts are provided, along with logistic regression analyses of responses based on institution type. Logistic regression analyses were also used to identify differences among sex, years teaching, and chemistry subdiscipline for responses to departmental assessment efforts and instrument use.

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“…The syllabus was used as a guide in delivering the material. This means that the teacher, always used the syllabus as a guide when delivering materials for learning in Adapted High School [ the category of learners, the teachers' competence, and the facilities aid in the learning of physical education at adapted high school [7]. These inputs are incorporated in the learning processes.…”

Section: Methodsmentioning

confidence: 99%

Analysis Implementation Learning Adapted Physical Education in State High School

Kaloka¹,

Purwanto²,

Wibowo³

2018

Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1s

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implementation of adaptive curriculum in Yogyakarta High School is less optimal; this can be seen from the teacher's preparation especially in the curriculum of adaptive learning, teacher's seriousness, the readiness for facilities and infrastructure in the school, the enthusiasm of students, and the least evaluation of the learning program with the CIPP method. This research was conducted to develop and test the adapted physical education learning implementation in inclusive state high school including children with special needs. The data of Children with special needs was obtained by interview method. The quantitative survey method is aimed at giving an overview about the actual condition in a population. The essence of this study is to determine the implementation of physical education and the health of students with special needs at the inclusive physical education high school. They were used as case studies, and the process and product lasted for about a period of 2-months. Analysis of the data indicates that the teachers, students with special needs, and regular students benefited from the consultant model. The adapted physical education consultant model appears to be a viable approach in facilitating the integration of children with special needs. Based on the objectives and research results, it can be concluded that learning Adapted Physical Education at inclusive High School as a whole that includes context, inputs, processes and products including good category. However, there is one aspect, namely the process that included the s average categories. Keywords-physical education, adapted, special needs, high school.Success in every learning process is determined by several factors, one of which is the provision of standard

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Enhancing curriculum and delivery: linking assessment to learning objectives

Cited by 33 publications

References 19 publications

Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities

Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities

Results from a National Needs Assessment Survey: A View of Assessment Efforts within Chemistry Departments

Analysis Implementation Learning Adapted Physical Education in State High School

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