Disciplinary Research Strategies for Assessment of Learning

Ebert-May, Diane; Batzli, Janet; Lim, Heejun

doi:10.1641/0006-3568(2003)053[1221:drsfao]2.0.co;2

Cited by 70 publications

(57 citation statements)

References 8 publications

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“…1998). "If educators assume that it is important to use data to assess student learning, then they should be using data to make decisions about how they teach" (Ebert-May et al 2003:1221.…”

Section: Resultsmentioning

confidence: 99%

“…While this approach is no panacea (Ebert-May et al 2003:1221, several well-designed quantitative studies have shown that cooperative-engaged learning generates better academic performance among students than traditional teaching methods (Breslow 2010;Ali et al 2009;Potthast 1999;Hake 1998;Giraud 1997;Keeler and Steinhorst 1995;Johnson et al 1991). …”

Section: Looking At the Trees Rather Than The Forestmentioning

confidence: 99%

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Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations

Raymond

2012

Journal of Political Science Education

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University of Hawai'i after language training and dissertation research in Vietnam. He teaches courses in international relations, comparative politics, and political economy, with a particular interest in Asia. He has published a number of journal articles on economic reform in Vietnam and China, state formation and nationalism in Cambodia, and the use of simulations in the teaching of international relations. ABSTRACTInstitutions of higher learning are increasingly asked to defend curricular and pedagogical outcomes. Faculty must demonstrate that simulations are productive tools for learning, but a review of the literature shows that the evidence of their effectiveness is inconclusive, despite their popularity in the classroom. Simulations may in fact help students learn, but the pedagogical benefits of simulations may be being attributed too generally to the learning environments that they supposedly produce, rather than the specific learning modalities that occur within them. The paper concludes with a recommendation that educators choose particular learning techniques first, and then build simulations around these techniques, rather than the reverse.

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“…1998). "If educators assume that it is important to use data to assess student learning, then they should be using data to make decisions about how they teach" (Ebert-May et al 2003:1221.…”

Section: Resultsmentioning

confidence: 99%

Section: Looking At the Trees Rather Than The Forestmentioning

confidence: 99%

Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations

Raymond

2012

Journal of Political Science Education

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“…Therefore, physiologists should apply skills, thought processes and use in their bench research for improving and monitoring learning in classrooms. [10] Improvement in learning can be done by implementing various tools in the subject so that students are attentive, find it enjoyable, knowledgeable also critical thinking on their part can be made to understand the subject and further help them in making their foundation strong. This study is just a small attempt to gather the opinion about learning tools in physiology.…”

Section: Discussionmentioning

confidence: 99%

Learning strategies in medical school: A holistic approach to physiology

Salvi¹,

Prasad²

2018

Natl J Physiol Pharm Pharmacol

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Background: In medical college medical curriculum needs to be evaluated on a regular basis because students perception about the subjects should be known to the teachers. Assessment of medical students regarding the understanding of the subjects is useful in modifying and can be made two-way learning, more appealing, and enjoyable too. Aims and Objectives: Considering the above-known facts different learning strategies in physiology were evaluated among 500 medical students of consecutively 3 academic years of 3 rd semester (II/I) students who had finished their physiology curriculum. Materials and Methods: This was carried out by providing an appropriate and well-structured questionnaire with 10 items containing different learning tools of physiology. They were asked to choose more than one option which aids in their understanding. Results: Frequency was expressed in percentage. A total of 500 students participated in the study. The most preferred learning tool was clinical as 81% students found practical hours of clinical examination interesting while 57% agreed for regular hematology practicals, 54% felt small group discussion interesting. On the other hand, 48% favored lectures and tutorials both. Preference of problem-based learning by 46% and 29% identified group activities in the form of seminars as useful. Spots by some 26%, and lecture demonstration was selected by 20%. Charts with models were least preferred learning tool by 12%. Conclusion: Basically, the study was helpful for students in appreciating different learning methods.

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“…This assumes that the assigned work is a way or instrument for focusing and engaging students in the learning and using of the course's subject matter to solve problems. An assignment is a way of getting implicitly known (assumedly learned) material to be explicitly represented in acceptable and appropriate (to the logic of the subject matter and discipline) forms and results (Ebert-May, Batzli & Lim, 2003;Palomba & Banta, 1999).…”

Section: A Notion About Assessing Learningmentioning

confidence: 99%

A Beginning Specification of a Model for Evaluating Learning Outcomes Grounded in Java Programming Courses

Skovira

2005

IISIT

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The essay discusses the development of a way of doing learning outcomes assessment for Java programming courses. It presents a tentative model for doing learning evaluation utilizing a report mechanism. The essay presents the opinion that this report is framed by the explicit and implicit learning outcomes assessment models found in a course's description and objectives and in the Object-Oriented paradigm. The paper discusses the report instrument as a way fulfilling the set of evaluative categories of the models presented by a course syllabus.

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Disciplinary Research Strategies for Assessment of Learning

Cited by 70 publications

References 8 publications

Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations

Missing the Trees for the Forest?: Learning Environments Versus Learning Techniques in Simulations

Learning strategies in medical school: A holistic approach to physiology

A Beginning Specification of a Model for Evaluating Learning Outcomes Grounded in Java Programming Courses

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