Addressing academic rejection: Recommendations for reform

Sarmiento, Celina P.; Morales, Marie Paz E.; Elipane, Levi E.; Palomar, Brando C.

doi:10.53761/1.17.5.18

Cited by 7 publications

(7 citation statements)

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“…In the future, when researchers design more items for an indicator using different wording but with similar meanings, the reflective model can be further examined. Most present studies employed students as the main research subjects in the research of STEAM assessments, such as career readiness assessed according to students' participation in STEAM activities in higher education (Sarmiento et al, 2020), or the efficacy or collaboration of the learning process evaluated according to primary or secondary school students' performance in STEAM activities (Herro et al, 2017). There are, however, few studies which have evaluated the levels of STEAM products based on the required factors such as CT, DT, LO, and the interdisciplinary nature of STEAM from the perspective of teachers.…”

Section: Discussionmentioning

confidence: 99%

“…When assessing STEAM practice, scholars have indicated that teachers tend to rely on their professional judgment and support student self-advocacy (Dubek et al, 2021). Previous studies have developed assessment tools for evaluating aspects of the learning process such as efficacy (Herro et al, 2017) or collaboration (Chen et al, 2019) in K-12 STEAM activities, or have emphasized career readiness assessment in the STEAM activities of higher education (Sarmiento et al, 2020). However, few studies have proposed an assessment tool for evaluating the instructional tools of STEAM products or creations in terms of the critical indicators such as design thinking, computational thinking, and literacy-oriented learning, so that the users, teachers, or parents can refer to the results of the assessment to choose the appropriate products for their students or children to learn by doing.…”

Section: Introductionmentioning

confidence: 99%

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A validity and reliability study of the formative model for the indicators of STEAM education creations

et al. 2022

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There is a growing number of products for learning the interdisciplinary application of science, technology, engineering, art, and mathematics (STEAM) in K-12. However, there is no general assessment tool for those STEAM creations, so as to help parents or instructors to experience and evaluate the STEAM products created or sold by companies or proposed by academic institutes when they want to introduce one to their children or students. Therefore, this study developed and validated an assessment of STEAM Creation with formative constructs by utilizing the PLS-SEM technique. The four constructs taken into account based on the theoretical foundations were computational thinking (CT) levels, design thinking (DT) levels, STEAM interdisciplinary levels, and literacy-oriented (LO) levels. CT was operationalized as four indicators (i.e., problem decomposition, pattern recognition, abstraction, and algorithm steps), and DT was operationalized as another four indicators (i.e., analysis of design requirements, creative brainstorming, hands-on experience, and test and verification). Meanwhile, STEAM was operationalized with five indispensable indicators, where each indicator refers to one discipline. LO was operationalized with three indicators (i.e., cooperation and co-creation, problem solving, and daily application). There were 16 indicators in total. Therefore, the formative relationship was established and evaluated in this study. This paper assessed STEAM creations with a formative measurement model comprising four hypotheses indicating that CT has a significant direct effect on STEAM and LO, DT has a significant direct effect on STEAM while STEAM has a significant direct effect on LO. The results reveal that all four hypotheses were accepted and the paths in the model were confirmed. CT has a significant indirect effect on LO through STEAM, which was also deeply discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A validity and reliability study of the formative model for the indicators of STEAM education creations

et al. 2022

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“…In addition, networking is commonly identified as an important attribute for employability success to enhance teamwork and enable professional development (Table 2). Bandaranaike, 2018;Boyd et al, 2023, in UK;Gallagher et al, 2023;Gouda-Vossos et al, 2023;Hadiyanto et al, 2021;Hayes & Cejnar, 2020;Julien et al, 2012;Kelton and Kingsmill, 2016;Porkodi et al, 2023, in Oman;Ramsaroop & Petersen, 2020, in South Africa;Sarmiento et al, 2020;Sonnenschein and Ferguson, 2020, in Professional competencies and identity Clanchy et al, 2021;Coulson & Homewood, 2016;Dean et al, 2020a;Durham et al, 2020;Hargreaves, 2016;Jones et al, 2016;Low et al, 2021;Ramsaroop & Petersen, 2020;Savage & Healy, 2019;Villarroel et al, 2020,…”

Section: Attributes Considered By the Education Sector To Impact Empl...mentioning

confidence: 99%

“…Fostering a sense of professional identity has been encouraged within curriculum to support the development of employability skills (Mueller et al, 2022). Involvement of industry and prospective employers in the assessment process is also suggested (Houston & Thompson, 2017;Mackaway et al, 2011;Sarmiento et al, 2020).…”

Section: Curriculum Integration Of Hard and Soft Skillsmentioning

confidence: 99%

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Choi-Lundberg,

Douglas,

Bird

et al. 2024

JUTLP

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Employability is a set of key personal attributes and transferable and discipline-specific skills considered essential for effective workplace performance; however, there are numerous perspectives about employability and how to develop it in higher education. Definitions and measurements of employability are influenced by factors such as government policy, requirements of employers, discipline norms and structural barriers. In the context of the Special Issue: 20-year JUTLP Review, this structured narrative review aimed to explore and understand employability to inform higher education learning and teaching practice. Forty-six articles published in the Journal of University Teaching & Learning Practice were included, set in the context of 45 review articles on employability sourced from Scopus and ERIC databases and other selected literature. Several definitions of employability drew on existing employability frameworks and researchers’ evolving conceptions of employability within their disciplinary contexts. We propose a composite definition of employability based on the findings from this review: Employability is lifelong, evolving and complex, requiring adaptability and capabilities including knowledge, skills and attributes to obtain sustainable employment and resolve work ambiguities in challenging globalised, sociocultural and economic contexts. Higher education teaching practices, curriculum and assessment develop employability by developing discipline-specific alongside transferable knowledge, skills, attitudes, literacies, competencies, capacities and capabilities relevant to potential workplaces and aligned with employability attributes. Student-centred experiential learning models such as work-integrated learning, internships, industry experience, problem-based learning and reflection promote employability. Higher education also should promote career development competencies to enable students to showcase their skills, experiences, and attributes to employers through e-portfolios.

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“…Educational assessment is a systematic process in which information regarding the abilities, comprehension, and knowledge of students are assessed [1]- [3]. It has significant importance in the process of teaching and learning [4]- [6]. It has a great impact on students' performance.…”

Section: Introductionmentioning

confidence: 99%

Assessing feedback practices in classroom assessment at federal government educational institutions of Lahore, Pakistan

Shah

Habib

2022

IJERE

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This study aimed at investigating current feedback practices in classroom assessment. A sample of 300 participants including 150 teachers and 150 students each was selected using a stratified random sampling technique. Under the positivist paradigm, a survey method was deployed to conduct the research. In this study, a self-developed questionnaire comprising 20 items was used for data collection from the participants. The collected data was analyzed using SPSS (24.0). Frequencies and percentages were calculated in descriptive stats, whereas an independent sample t-test was used to verify research hypotheses. The study explored that class tests, class exercises, homework, and trial work during lessons were the most commonly used assessment tools whereas essay-type questions, and multiple-type questions were the most commonly used assessment formats. Moreover, it was found that delayed marking and returning of assessment tasks, less or no motivation for better performance, and lack of contact with parents were the major issues in feedback on classroom assessment at Federal Government Educational Institutions (FGEIs). The study recommended that the workload of teachers should be reduced so that they may have sufficient time to design and evaluate assessment tasks. Professional training on assessment on regular basis may be arranged for the faculty. A comprehensive plan of classroom assessment may be proposed by school principals along with a defined syllabus and be timely communicated the same to all stakeholders. An effective mechanism of monitoring to assess classroom assessment feedback practices may also be established.

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Addressing academic rejection: Recommendations for reform

Cited by 7 publications

References 0 publications

A validity and reliability study of the formative model for the indicators of STEAM education creations

A validity and reliability study of the formative model for the indicators of STEAM education creations

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Assessing feedback practices in classroom assessment at federal government educational institutions of Lahore, Pakistan

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