The Creation and Implementation of Effective Homework Assignments (Part 1): Creation

Greenwald, Sarah J.; Holdener, Judy A.

doi:10.1080/10511970.2018.1555564

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…However, extraneous homework assignments increase time spent on homework and is linked to decreased academic achievement at the individual level ( Ferńandez-Alonso et al , 2017) . Greenwald & Holdener (2019) suggested that university instructors have transitioned toward online homework systems that enhance student access to immediate feedback while reducing faculty grading time.…”

Section: Discussionmentioning

confidence: 99%

Does the Choice of Teaching Approach and ICT affect Teaching Quality During the Global COVID-19 Pandemic? A Case Study from Suranaree University of Technology

Phiakoksong,

Noimano,

Pentamwa

2022

Asia Social Issues

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The global pandemic has disrupted conventional higher education that relies on in-person instruction. Online instruction has largely replaced in-person instruction in regions where COVID-19 restrictions are firm. This study investigates teaching pattern effectiveness and ICT use support at Suranaree University of Technology (SUT). The data were collected from 377 students and 217 teachers via online questionnaires. The Multivariate Analysis of Covariance (MANCOVA) and the Tukey-HSD method were able to identify significant trends in teaching approaches and ICT usage affecting both teaching and learning achievements. The results showed that effective teaching techniques included (1) Pre-recorded teaching videos as the main process at medium usage (average at 51.92% of teaching time) combined with (2) F2F live teaching and/or (3) Homework and assignments at low usage (average at 28.14% and 26.28% of teaching time, respectively). The ICT with significant impacts on teaching achievement were (1) ICT for communication i.e., Zoom Meeting and (2) ICT for classroom participation specifically Google forms. These teaching approaches and ICT usages patterns may support student were achievement and thus their learning during the global COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Does the Choice of Teaching Approach and ICT affect Teaching Quality During the Global COVID-19 Pandemic? A Case Study from Suranaree University of Technology

Phiakoksong,

Noimano,

Pentamwa

2022

Asia Social Issues

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“…The literature (e.g., AFT, 2010;Greenwald & Holdener, 2019a, 2019bHanover Research, 2018;Ruhl & Hughes, 2010;Rutherford & Foyle, 1988;Thomas, 1992) was reviewed to construct 20 items reflecting various aspects of the homework design and implementation.…”

Section: Development Of the Scalementioning

confidence: 99%

Development of Teachers' Self-Efficacy for Homework Management Scale

Alkharusi

Aldhafri

Al-Harthy

et al. 2021

EJREP

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Introduction. Homework is one of the daily assessment methods used by the classroom teacher. In the literature, there are many studies dealing with homework management from the perspectives of students and parents. However, studies concerning teachers' self-efficacy for homework management are scarce. This study aimed at developing and validating a scale for measuring teachers' self-efficacy for homework management. Method. A descriptive research design was employed in this study. The participants were 127 teachers randomly selected from one educational governorate in the Sultanate of Oman. The literature was reviewed to construct 20 items reflecting various aspects of the homework design and implementation. The items and the responses were subjected to a validation process. Results. Factorial structure of the scale revealed three subscales: efficacy for planning and designing homework; efficacy for monitoring, assessing, and providing feedback on homework; and efficacy for considering individual differences in homework. The three subscales showed acceptable evidence of validity and reliability. Discussion and Conclusion. The psychometric analysis of the teachers’ responses showed that the three subscales were reliable measures of teachers’ self-efficacy for homework management. These results support the usefulness of using the scale as an assessment tool for research purposes and the professional development of teachers. These results present new knowledge about teachers’ management of homework with planning and designing being the salient factor.

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Curated Collection: Assessment

Katz¹

2021

PRIMUS

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Several major themes related to rethinking assessment emerged from a search of the papers published in PRIMUS. Authors explored ways to change the stakes of assessments, often with outcomes-based grading and testing structures. They explored changing the structure of assessments by considering media beyond written exams and by configuring them as group activities. They explored ways to change the focus of their assessments by asking students to synthesize and engage messy applications/projects and by making metacognition part or all of the assessment activities. And they explored issues around assessment as part of a larger system by considering approaches to grading in general, alignment with other course activities, workload, and perceptions and expectations about assessment in mathematics. In this PRIMUS Curated Collection, I discuss these themes and offer some editorial perspective.

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The Creation and Implementation of Effective Homework Assignments (Part 1): Creation

Cited by 4 publications

References 12 publications

Does the Choice of Teaching Approach and ICT affect Teaching Quality During the Global COVID-19 Pandemic? A Case Study from Suranaree University of Technology

Does the Choice of Teaching Approach and ICT affect Teaching Quality During the Global COVID-19 Pandemic? A Case Study from Suranaree University of Technology

Development of Teachers' Self-Efficacy for Homework Management Scale

Curated Collection: Assessment

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