Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach

Elliott, Robert W.

doi:10.11591/ijere.v7i3.13346

Cited by 3 publications

(3 citation statements)

References 10 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the critical thinking is often referred to as the most important element in physics learning, in reality, critical thinking assessment is an area that was often overlooked [2,3]. Whereas the assessment is extremely needed to find out whether students have had sufficient physics critical thinking skills and what treatment should be given [4]. One reason causing the assessment of critical thinking in physics learning is often overlooked is the lack of availability of tests that specifically measure the physics critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

A computerized adaptive test for measuring the physics critical thinking skills in high school students

Abidin

Istiyono

Fadilah

et al. 2019

IJERE

View full text Add to dashboard Cite

Classical assessments that are not comprehensive and do not distinguish students' initial abilities make measurement results far from the actual abilities. This study was conducted to produce a computerized adaptive test for physics critical thinking skills (CAT-PhysCriTS) that met the feasibility criteria. The test was presented for the physics subject of 11th grade high school students with two-tier multiple-choice format. This development research was based on the 4-D model combined with the test development model by Oriondo & Antonio. Eleven experts and 577 11th grade high school students in Kulonprogo, Indonesia, have participated. The media feasibility and the content validity of the items was assessed by experts, while item and abilities parameters were estimated by item response theory. The results obtained: 1) CAT media was declared very feasible and content validity of 136 items was declared valid; 2) all items fitted to partial credit model, the item reliability was classified as good, and the difficulty index of items was good; 3) the results of the CAT-PhysCriTS were equivalent to students academic achievement. Based on the results, CAT-PhysCriTS has fulfilled the requirements as a measuring instrument with measurement times were faster and more comprehensive for large-scale assessments.

show abstract

Section: Introductionmentioning

confidence: 99%

A computerized adaptive test for measuring the physics critical thinking skills in high school students

Abidin

Istiyono

Fadilah

et al. 2019

IJERE

View full text Add to dashboard Cite

show abstract

“…[1] has the opinion that improved academic quality is one of the positive aspects of internationalization of higher education. Not only that, [2] has mentioned that it is a way to reduce budget by maintaining education quality while serving various student populations. The effort of achieving better learning has becoming more emphasized when [3] has introduced the Progress Report on Generic Skills (PROG) which is an assessment tool to measure higher education students' generic skills in Japan.…”

Section: Introductionmentioning

confidence: 99%

Accreditation document tracking system using Scrum approach

Salleh

Ujir

Sapawi

et al. 2020

IJERE

View full text Add to dashboard Cite

Document tracking which involves recording and monitoring the movement of documents has been a time-consuming task for staff. Dislocation and overlooking of the timeline have always been the problems in document control. An effective tool such as a web-based system is the easiest way to be implemented in the workplace. The Accreditation Document Tracking System (ADTS) is designed to monitor the movement and timeline of the document from a department to another department throughout the accreditation process efficiently. The main objective of this project is to develop a system that can track the location of a document and its status of submission at every stage. This advantageous system is developed through scrum approach, which is the most widespread agile methodology used in the industry. It offers flexibility and simplicity to the system developer in upgrading the system. Furthermore, the Unified Modelling Language (UML) is used to describe the interaction between user and proposed system. UML consists of three visual diagrams: (i) Use case diagram, (ii) activity diagram, and (iii) sequence diagram. By following each stage of the diagrams, the proposed system is able to be developed in order to achieve the objective of this project within within the university as well Malaysian Qualification Agency (MQA) and Ministry of Higher Education (MOHE).

show abstract

“…The third problem is the absence of an evaluation model that is used to evaluate or determine the effectiveness of expertise practice activities carried out by the PIAUD department which has been running. Assessment is used widely as a mechanism for responding to these demands and is also believed to improve student learning (Elliot, 2018).…”

Section: Introductionmentioning

confidence: 99%

Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers

Junanto¹

2019

jpud

View full text Add to dashboard Cite

This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department. Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK) References Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability. Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman. Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability. Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational measurement issues and practice journal, 192. Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2). Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2). Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability. Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya. Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270 Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability. Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3). Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher evaluation—accountability and improving teaching practices. Skedsmo, G., & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9 Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education. Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network. Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education. Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4). Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2).

show abstract

Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach

Cited by 3 publications

References 10 publications

A computerized adaptive test for measuring the physics critical thinking skills in high school students

A computerized adaptive test for measuring the physics critical thinking skills in high school students

Accreditation document tracking system using Scrum approach

Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers

Contact Info

Product

Resources

About