The examination of a teacher candidate assessment rubric: A confirmatory factor analysis

Bryant, Camille; Maarouf, Saoussan; Burcham, Jan Gunnels; Greer, Deirdre

doi:10.1016/j.tate.2016.03.012

Cited by 13 publications

(10 citation statements)

References 25 publications

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“…Evidence-based studies show that teachers need to provide appropriate challenges for learners who have learning difficulties and those who are gifted (Ismajli & Imami-Morina, 2018). Aditionally, teachers who differentiate allow pupils to work cooperatively with peers, individualize teaching, use assessment to inform instruction and give the students multiple options to express what they have learnt (Bryant, Maarouf, Burcham & Greer, 2016).…”

Section: The Current Studymentioning

confidence: 99%

“…Other studies in other countries identified that teachers' challenges with DI implementation include time constraint, inability to cover contents at the stipulated time, class space is too compact to arrange in order to create learning centers and work stations, rigidity in school time table, how to link formative assessment to instruction and lack of teaching materials Bryant, Maarouf, Burcham & Greer, 2016;Ismajli & Imami-Morina, 2018). Hence, it has been suggested that teachers need more information development of rubrics, conducting students directed assessments, using projects to solve problem in the classroom, management of large class while implementing DI, how to differentiate instructions without watering down the curriculum Lunsford, 2017).…”

Section: The Current Studymentioning

confidence: 99%

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Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Onyishi

Sefotho

2020

IJHE

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Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers’ ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner’s needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers’ Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students’ directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.

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Section: The Current Studymentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Onyishi

Sefotho

2020

IJHE

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“…Before carrying out the global evaluation of the model and determining the degree of adjustment in relation to the collected data, a confirmatory factor analysis (CFA) was performed for each of the constructs (Ranaweera 2016). Some examples of the use of such analysis for the of constructs' validation and evaluation of model factor structures can be found in Bryant et al (2016), Pavia et al (2016), Mahler et al (2016). It was possible to identify the degree which the indicators reflected the construct with the CFA, through the chi-square test and the following indexes: CFI, TLI, RMSEA and SRMR.…”

Section: Model Adjustmentmentioning

confidence: 99%

Influence of social networks on the purchase decisions of university students

Flórez¹,

Escobar²,

Restrepo³

et al. 2018

cuadernosgestion

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“…Because teachers in training lack experience with rubrics, employing their use early in training programs is of enormous value; rubrics can help trainees begin to see the learning process as a self-assessment and consciousness-raising tool (Bryant, Maarouf, Burcham, & Greer, 2016). In this study, once assessment criteria with established indicators were selected for first-and second-year students, bearing in mind their lack of experience in such tasks, using the rubric resulted in qualitative improvement in their self-assessment; students were provided arguments they needed to attribute their learning to the classroom environment.…”

Section: The Context Of Researchmentioning

confidence: 99%

“…On the other hand, very important for our research is that teachers who do not use a rubric lack a solid foundation from which to assess their students and, therefore, to interpret results (Davis, 1993; Lovorn & Rezaei, 2011; Plake et al, 1993; Reynolds-Keefer, 2010; Turley & Gallagher, 2008). Finally, it must be stressed that, provided they receive adequate training teachers in various disciplines will likely award better final marks to their students, who perform better than they might otherwise (Knoch, Read & von Randow, 2007; Schafer et al, 2001).Because teachers in training lack experience with rubrics, employing their use early in training programs is of enormous value; rubrics can help trainees begin to see the learning process as a self-assessment and consciousness-raising tool (Bryant, Maarouf, Burcham, & Greer, 2016). In this study, once assessment criteria with established indicators were selected for first-and second-year students, bearing in mind their lack of experience in such tasks, using the rubric resulted in qualitative improvement in their self-assessment; students were provided arguments they needed to attribute their learning to the classroom environment.…”

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confidence: 99%

First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

Álvarez¹,

Olmos²

2017

ELR

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During an academic year took place the experience of observing learning strategies through the development of discursive skills for academic writing with two core subjects in the Degree in Primary Education in English (DPEE). A total of N=219 students' rubrics were analyzed. The methodology was based on two instances: The text-based and documentary data analysis resulted from two factors: (a) implementation of academic writing tasks that regulated the level of student guidance: semi-guided and autonomous in textual, discursive genres: argumentation, critical reflection, and (b) a rubric for students' self-assessment. Results showed that the sample group lacked meta-cognition and had continuous deficiency in oral expression, consequently their progress fell somewhat short of expectations. However, the study resulted in facilitation of pupils' discursive oral production in the first and second years for transfer of knowledge to subsequent academic years and in potential changes to the rubric. Keywords The Context of ResearchThis study aimed (1) to improve students' discursive writing skills during their first and second years in the Degree in Primary Education in English (DPEE) at the Faculty of Educational Sciences of the Autonomous University of Barcelona (In accordance with the 2014 ARMIF call, deployment of the Guideway strategy); (2) to demonstrate how such improvement can enhance students' learning of subject matter. Achievement of these two aims depended on students' receiving sufficient guidance and support on two levels: a) First level-Discursive writing skills: For 3 months in 2014 (October-December), discursive writing skills were implemented through two tasks, the first semi-guided, aiming to consolidate criteria that students were working toward acquiring. The second, an individual and autonomous task, aimed at assessing the extent to which students applied the previously consolidated criteria. This is how the pedagogical tool's application phase is identified. Recent studies, focused on the development of writing in university foreign language courses (Byrnes, 2012; Knoch et al., 2015; Puebla, 2015; Yasuda, 2011), have contributed the data considered by this study; in other words, these studies show that when students received guidance in their academic writing, they used the newly learned terminology in their composition tasks. Another question worth exploring is the extent to which students sustained this application and transfer over time.According to Castelló (2009), discursive writing skill involves considering the following points: a) knowing and regulating text composition activities and processes; b) incorporating reasoning processes involved in writing (defining the purpose, activating relevant information, selecting an appropriate genre and type of text); c) planning, researching, selecting, understanding, and synthesizing information from various sources; d) organizing and articulating ideas; e) reviewing and controlling the text being written and, f) considering students' emotion...

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The examination of a teacher candidate assessment rubric: A confirmatory factor analysis

Cited by 13 publications

References 25 publications

Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Influence of social networks on the purchase decisions of university students

First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English

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