On the Design of Instruction and Assessment

Lee, Chwee Beng; Leppink, Jimmie; Hanham, José

doi:10.1007/978-981-13-2808-4_11

Cited by 3 publications

(2 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A systematic assessment process supports continuous improvement in curriculum, faculty development, and student learning outcomes. Rubrics are useful tools for observing and assessing learners' articulation of their thoughts (Stefanie, Panke, 2020) (Chwee, Beng, Lee., Jimmie, Leppink., Jose, Hanham. ,2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Educational Institute Management Model by Using King’s Science under the Office of the Basic Education Commission

Senakun,

Ruangmontri

2024

IJHE

View full text Add to dashboard Cite

This research aims 1) study the components of educational institute management to success 2) to develop the educational management model by using King’s Science 3) to assess the educational management model under the Office of the Basic Education Commission. Research and development were divided into 4 phases. The research result: The components of educational institute management to success comprise 6 components: mobilizing cooperation for education, teacher development and educational personnel, educational institution management, student quality development, financial management and school supplies and curriculum and learning management. Educational management model using King’s Science under the Office of the Basic Education Commission consists of 3 important parts as follows: 1) principles and objectives of the educational management model using King’s Science under the Office of the Basic Education Commission 2) the development process and 3) Measurement and evaluation. Assessment standards with 4 standards evaluated the benefit possibilities suitable usable that overall, at high level. In summary, the educational management model collectively contributes to the overall effectiveness and success of an educational institution. They address key areas that impact the quality of education and the development of students, teachers, and the school community.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Educational Institute Management Model by Using King’s Science under the Office of the Basic Education Commission

Senakun,

Ruangmontri

2024

IJHE

View full text Add to dashboard Cite

show abstract

“…However, a closer inspection of the correlation analysis showed that there are also possibilities that the experts require scaffolding from others too. Lee et al (2019) argued that experts rely on prior experience to propose solutions rather than deliberating a more viable option. Boshuizen et al (2020) asserted that even if the experts are required to solve a problem in a similar domain, task requirement, and knowledge, the experts may not automatically excel and may still require training.…”

Section: Se Business Expertsmentioning

confidence: 99%

Students’ Experience of Empowerment from Multiple Scaffolders in PBL on Facebook

Abdullah¹,

Neo²,

Low³

2022

JSSH

View full text Add to dashboard Cite

Scholars propose that students should be empowered when using social media in problem-based learning (PBL) as it is expected to provide positive learning experiences. Nonetheless, even though the use of social media has been described as empowering in PBL, not much research has measured students' experiences of the empowerment offered by multiple scaffolders through social media. In this study, 84 final-year undergraduate management students from a private university in Malaysia participated in a simultaneous within-subject experimental design to solve a business decision-making problem on Facebook. For eight weeks, multiple scaffolders, including an instructor, two business experts, and three to four peers, were present in each closed Facebook group. The students then answered a questionnaire following the PBL activity. Anchored on the Structural Empowerment (SE) Theory, this study evaluated the students’ perceptions of the SE provided by these scaffolders. Subsequently, the relationships among the scaffolders were measured. The results were analysed descriptively and inferentially. Overall, the students reported positive learning experiences but perceived that the instructor and peers provided more SE than the business experts. However, the business experts’ comments on the students' work and discussion points accelerated their problem-solving tasks. Furthermore, the SE provided by peers, instructors, and business experts correlated significantly, suggesting each scaffolder relied on each other when scaffolding. The findings indicate that all scaffolders, including the more experienced ones, should depend on the SE provided by other scaffolders to enable students to complete the complex business problem-solving tasks in PBL.

show abstract

Learning Processes

Leppink¹

2020

Springer Texts in Education

View full text Add to dashboard Cite

On the Design of Instruction and Assessment

Cited by 3 publications

References 35 publications

Educational Institute Management Model by Using King’s Science under the Office of the Basic Education Commission

Educational Institute Management Model by Using King’s Science under the Office of the Basic Education Commission

Students’ Experience of Empowerment from Multiple Scaffolders in PBL on Facebook

Learning Processes

Contact Info

Product

Resources

About