Teacher, self and peer evaluation of lesson plans written by preservice teachers

Özoğul, Gamze; Olina, Zane; Sullivan, Howard J.

doi:10.1007/s11423-006-9012-7

Cited by 47 publications

(47 citation statements)

References 24 publications

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“…Second, we used elaboration theory (Reigeluth & Stein, 1983), which suggests that multiple attempts at problem-solving be allowed and that the respective problems be sequenced from less to more difficult. Third, while it has been shown that providing students multiple opportunities to demonstrate knowledge and develop ability can result in greater acquisition of learning outcomes (Ozogul, Olina, and Sullivan, 2008;Thompson & Grabau, 2004), practice alone is insufficient. Also needed is relevant feedback from instructors.…”

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confidence: 99%

Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

2012

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The concept of “practice makes perfect” was examined in this work in the context of effective learning. Specifically, we wanted to know how much practice was needed for students to demonstrate mastery of learning outcomes. Student learning patterns in two different university courses that use a similar education approach involving problem based learning, outcomes based assessment, and problem sequencing based on elaboration theory were examined. Learning outcomes for each course were explicitly defined and students were repeatedly assessed through sequential assignments. The cumulative proportion of criteria successfully demonstrated for each problem-solving attempt was determined using data retrospectively obtained from instructor grading records. Learning followed a typical growth pattern - it increased rapidly at first and more slowly with succeeding attempts. The precise shape of the learning curve differed between the two courses and is thought to be the result of problem difficulty and problem sequencing. Depending on these two factors, at least one more attempt than the number of times criteria need to be demonstrated is required and often more are needed to demonstrate mastery. This paper presents class-level data and future work should investigate individual performance and particularly why some students learn more quickly than others. Two additional issues for future consideration are the effect of the number of attempts on long-term retention and on the transferability of the learning to other problems. Les chercheurs se penchent sur le concept selon lequel c’est en pratiquant qu’on atteint la perfection en contexte d’apprentissage efficace. Plus précisément, ils cherchent à savoir à quel point les étudiants doivent s’exercer avant d’atteindre les objectifs d’apprentissage. Les chercheurs ont examiné les modèles d’apprentissage des étudiants dans deux cours universitaires différents qui utilisent une approche pédagogique similaire axée sur l’apprentissage par problèmes, l’évaluation des résultats et le séquençage des problèmes axé sur la théorie de l’élaboration. Les résultats d’apprentissage ont été explicitement définis et les étudiants ont été évalués à plusieurs reprises grâce à des évaluations séquentielles. Les chercheurs ont déterminé la proportion cumulative de critères remplis pour chaque tentative de résolution de problèmes à l’aide de données obtenues rétrospectivement à partir des dossiers de notes de l’enseignant. L’apprentissage a suivi un modèle de croissance typique, c’est-à-dire qu’il a tout d’abord augmenté rapidement, puis ’a un rythme décroissant avec l’ajout de tentatives additionnelles. La forme précise de la courbe d’apprentissage était différente d’un cours à l’autre et les chercheurs pensent qu’elle est attribuable à la difficulté des problèmes et à leur séquençage. En fonction de ces deux facteurs, il faut au moins un essai de plus que le nombre requis pour respecter les critères, et parfois plus, pour démontrer qu’il y a maîtrise des objectifs d’apprentissage. Le présent article présente les données liées à la classe dans son ensemble. Les prochains travaux devraient se pencher sur la performance individuelle et particulièrement sur les raisons expliquant pourquoi certains étudiants apprennent plus vite que d’autres. Les deux autres questions à considérer sont l’effet du nombre d’essais sur la rétention à long terme et sur la transférabilité de l’apprentissage à d’autres problèmes.

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confidence: 99%

Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

2012

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“…Some teacher education programs require preservice teachers to take a stand-alone instructional technology course (Chai, Koh, & Tsai, 2010;Ozogul, Olina, & Sullivan, 2008) as means to developing TPACK. Graham, Cox, and Velasquez (2009) (Niess, 2005), with some requiring preservice teachers to complete subject-specific methods course while dually enrolled in an instructional technology course (Graham, Cox, & Velasquez, 2009 the TPACK framework, provided opportunities for observation of TPACK teaching, and required teachers to apply designed lessons in actual classrooms.…”

Section: Tpack Development For Preservice Teachersmentioning

confidence: 99%

“…Through these design experiences, participants gain a deeper understanding of the interwoven complexities of subject matter, instructional strategies, and technology. As Koehler and Mishra (2005) Most often, the learning by design approach is utilized to structure experiences in which preservice teachers design and implement lesson plans or instructional units (Guzey & Roehrig, 2009;Ozgun-Koca, Meagher, & Edwards, 2009;Jang & Chen, 2010;Ozogul, Olina, & Sullivan, 2008;Niess, 2005). Sometimes, the design experiences are targeted towards specific technologies.…”

Section: Learning By Designmentioning

confidence: 99%

“…The other three course experiences enhanced by the ITM were related to the design and implementation of participants' unit plan. TPACK researchers have repeatedly recommended the design of lesson plans that incorporate technology for implementation in an actual classroom (M = 3.43) as an effective strategy for helping teachers develop integrated thinking about technology, instructional strategies, and specific content (Guzey & Roehrig, 2009;Jang & Chen, 2010;Niess, 2005;Ozgun-Koca, Meagher, & Edwards, 2009;Ozogul, Olina, & Sullivan, 2008). The implementation of designed lessons in local elementary schools (M = 3.69) provided opportunities for preservice teachers to experiment with strategies in authentic learning environments (Jang & Chen, 2010).…”

Section: Research Questionmentioning

confidence: 99%

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Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

Price

2014

Journal of Digital Learning in Teacher Education

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This study applied the researcher-constructed Integrated Triadic Model (ITM) to an elementary social studies teaching methods course and measured the extent that preservice teachers' technological pedagogical content knowledge (TPACK) changed throughout the semester. The study also gathered preservice teachers' beliefs about the effectiveness of ITMbased course activities for developing TPACK. Participants' self-assessment and reflective writings indicated an increase in preservice teachers' understanding of the relationships between technologies, instructional strategies, and social studies content. Although performance-based data did not support similar growth, contextual limitations of the study were not conducive for accurately measuring a change in participants' enacted TPACK.The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers' TPACK. The ITM represents a new model that combines three TPACK development approaches to prepare teachers to effectively and appropriately teach with technology. The incorporation of learning activities types into the ITM augments existing models that feature learning by design and reflection. Teacher education programs can use the ITM to evaluate and re-design learning experiences in instructional technology courses, methods courses, and field placements to better prepare preservice teachers to integrate technology into teaching and learning activities. Future research should apply the ITM in both preservice and inservice preparatory experiences to engage teachers in a deeper, simultaneous consideration of technology, pedagogy, and content. Research should track teachers' development of TPACK over time using longitudal studies.

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“…Ozogul, Olina, and Sullivan (2008) explored the use of multiple sources of evaluators for student projects. The participants were pre-service teachers (as in the current study) and the researchers found that feedback from any of three evaluator types, teacher, self, or peer, significantly improved the final form of the assignment.…”

Section: Literature Reviewmentioning

confidence: 99%

P2P: Assessing a Peer Evaluation Strategy

Chang¹,

Pearman²,

Farha³

2010

JETDE

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Teacher, self and peer evaluation of lesson plans written by preservice teachers

Cited by 47 publications

References 24 publications

Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

Patterns and Rates of Learning in Two Problem-Based Learning Courses Using Outcome Based Assessment and Elaboration Theory

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

P2P: Assessing a Peer Evaluation Strategy

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