Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning

DeLuca, Christopher; Klinger, Don A.; Pyper, Jamie S.; Woods, Judy

doi:10.1080/0969594x.2014.967168

Cited by 30 publications

(18 citation statements)

References 22 publications

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“…The teachers stated that formative assessment increased the students' self-regulation skills providing a continuous and purposeful interaction between teacher and students, which was learning effort and performance directed. Formative assessment increases achievement in diagnostic exams supporting the students' development of self-regulation and metacognitive skills and their development through educational standards (DeLuca, Klinger, Pyper, & Woods, 2015). Woods (2015) evaluated the relationship between formative assessment and self-regulation in a study and emphasized that the teachers who apply formative assessment strategies should understand the students' self-regulatory learning processes in order to make correct decisions.…”

Section: The Effects Of Formative Assessment Practices On Students' Smentioning

confidence: 99%

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

2018

EDUC SCI-THEOR PRACT

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The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary school in Erzurum in the academic year 2014-2015, and a teacher who performed the practices. Experimental procedures were carried out for 28 weeks. Social studies performance tests, attitude inventories for social studies classes, self-regulatory learning skills scales, semi-structured interview forms, and observation forms were all used as data collection instruments. As a result of the research, it was determined that the experimental group in which the formative assessment practices were performed had a significantly higher academic achievement levels and better attitudes toward the class than the students did in the control group. With regard to the students' self-regulation skills, although the formative assessment had a positive effect, no significant difference was found between the experimental and control groups. According to the researcher' s observations and the interviews conducted with the teacher and students, it was determined that the general view on the application of formative assessment was notably positive.

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Section: The Effects Of Formative Assessment Practices On Students' Smentioning

confidence: 99%

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

2018

EDUC SCI-THEOR PRACT

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“…Reports of similar positive effects on teaching and learning emerged from an initiative in Canada (DeLuca, Klinger, Pyper, & Woods, 2015). One of the teachers involved said 'I have completely changed my style of teaching' and another that: it's not just about sharing success criteria and learning goals, it's now about how we are teaching'.…”

Section: Black | 155mentioning

confidence: 99%

Helping students to become capable learners

Black

2018

Euro J of Education

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The main aim of this article is to argue that the need for teachers and their schools to prepare their students for life beyond their schooldays must be met by requiring teachers themselves to both achieve this aim and produce the evidence of their students' capability as learners. In so doing, they must change their classroom teaching from a focus on transmission of content knowledge to the active involvement of students in open-ended and collaborative learning.Achievement of this aim requires that some specific features of pedagogy be implemented in classrooms. In order to do this, teachers will have to develop the linked skills of design of activities, of guidance of students' progress, of the adaptation of the design through teacherstudent and student-student interaction, and of making assessments at the many stages of implementation and as a final summation of achievement. So a secondary aim of this article is to review the evidence for work which has studied the development of these skills with and by teachers.

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“…This research focuses on external factors presented by experts suspected of using learning models [13][14][15] is a factor influenced learning outcomes, and researchers believe that the role the teacher that will strengthen or weaken the relationship between independent variables and the dependent variable [16][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Influence of Learning Model through Problem-Based Learning Method to Improve Student Learning Outcomes

Tirta¹,

Suwatno²,

Rasto³

2019

Proceedings of the 1st International Conference on Economics, Business, Entrepreneurship, and Finance (ICEBEF 2018)

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This research is about the influence of the use of learning model through Problem-Based Learning (PBL) method to improve student learning outcomes. Problem in this study is the low learning outcomes of students on correspondence lesson's material and information class eleven Office Management programs in one of Vocational High Schools (SMK) in Sumedang City. The research method used is quasi experiment with research design The Non-Equivalent Pre-test-Post-Test Control Group Design. Based on the normality test, homogenies, and ttest from the pretest posttest data understanding of the learners' concept of the experimental class and the control class. The use of Problem-Based Learning method on vocational students is expected to improve student learning outcomes on the subject's Correspondence and information.

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Instructional Rounds as a professional learning model for systemic implementation of Assessment for Learning

Cited by 30 publications

References 22 publications

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

Helping students to become capable learners

Influence of Learning Model through Problem-Based Learning Method to Improve Student Learning Outcomes

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