Examining the Dual Purpose Use of Student Learning Objectives for Classroom Assessment and Teacher Evaluation

Briggs, Derek C.; Chattergoon, Rajendra; Burkhardt, Amy

doi:10.1111/jedm.12233

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…It can be concluded that learning methods have a positive and significant effect on students' learning motivation in art and cultural subjects. The learning process has the same purpose such as increasing learning motivation and student learning outcomes by a teacher, and learn art and culture subjects to achieve a good result by the student (Briggs et al, 2019). Based on the significance test of multiple linear regression coefficients for the learning method variable t count > t table , namely 8.432 > 1.66071 and the significance value <0.05, which is 0.000.…”

Section: Discussionmentioning

confidence: 99%

The motivation of learning art & culture among students in Indonesia

et al. 2020

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This research investigated the effect of learning facilities and learning methods of Art and Culture teachers towards students' learning motivation at Junior High School. Students' low interest in learning Art and Culture is frequently found in Indonesia by stigma, saying that Art and Culture are easier compared to applied sciences. This research becomes important because Art and Culture Learning is the result of work and creativity based on the norms and behavior of the society in Indonesia, which plays roles in preserving the cultural heritage of Indonesia through Art and Culture wisdom. The analysis shows that improvement in learning facilities has a positive effect on motivation improvement in learning Art and Culture. The selection of the right method will make the learning process more conducive and easier to be understood by the students. Learning facilities and learning methods positive and significant effect on students' motivation in learning Art and Culture. Furthermore, the availability of a good learning facility, and strong implementation of the learning method which can affect and strengthen the students' learning motivation.

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Section: Discussionmentioning

confidence: 99%

The motivation of learning art & culture among students in Indonesia

et al. 2020

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“…The educational process shares a common objective, which is to enhance students' motivation to learn and improve their academic performance, guided by educators. Furthermore, students engage in the study of art and cultural subjects with the aim of achieving favorable academic achievements (Briggs et al, 2019).…”

Section: Resultsmentioning

confidence: 99%

Motivation of Learning English: A Case Study of Junior High School Students

Lestari,

Kamariah

2023

EHDJ

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This study aimed to investigate the influence of learning facilities and teaching methods on students' motivation to learn English at MTsN 3 Sidenreng Rappang South Sulawesi. Motivation is considered one of the fundamental factors in language learning success. The participants in this study were 150 students at MTsN 3 Sidenreng Rappang South Sulawesi. This research includes a type of quantitative research analysis method using descriptive statistical analysis and data analysis to test validity and reliability tests. The results of the study indicate that an improvement in learning facilities has a positive impact on enhancing students' motivation to learn English. The selection of appropriate teaching methods can create a more conducive learning environment and facilitate better understanding by students. Furthermore, the availability of good learning facilities and the implementation of suitable teaching methods can influence and strengthen students' motivation to learn. The correlation coefficient between learning facilities, teaching methods, and students' motivation to learn was examined. These findings provide strong empirical evidence of the importance of adequate learning facilities and effective teaching methods in enhancing students' motivation to learn English.

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“…The next two papers (Briggs, Chattergoon, & Burkhardt, ; Hopster‐den Otter, Wools, Eggen, & Veldkamp, ) both contribute valuable general perspectives on the methodology of classroom assessment, addressing issues regarding (a) student learning objectives, and (b) a general framework for validity. The next set of four papers (Chen, Senk, Thompson, & Voogt, ; Keuning, van Geel, Visscher, & Fox, ; Leighton, ; Liu et al., ), makes valuable contributions to specific areas of the broad domain of classroom assessment in the areas of reading comprehension, formative assessment feedback, data‐based decision making, and geometry learning, respectively.…”

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confidence: 99%