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Learning and Performance Assessment最新文献

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Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development 文化智力和体验式学习助力教师跨文化领导力发展
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-4666-9577-1.CH016
A. Ellis
{"title":"Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development","authors":"A. Ellis","doi":"10.4018/978-1-4666-9577-1.CH016","DOIUrl":"https://doi.org/10.4018/978-1-4666-9577-1.CH016","url":null,"abstract":"A look at today's higher education institutions shows an increasing number of culturally diverse students. The ability of faculty to value these learners can serve as an unmatched resource to enrich the learning experience for students and enhance the intercultural leadership development of faculty. We will explore how the integration of research in experiential learning and cultural intelligence (CQ) can help develop a process model for faculty to turn their interactions with diverse students into learning outcomes (Ng, Van Dyne, & Ang, 2009). The application of cultural intelligence, which offers a four-factor framework (metacognitive intelligence, cognitive intelligence, motivational intelligence, and behavioral intelligence) might increase the likelihood that faculty who interact with diverse students will engage in the four-stage theory of experiential learning: experience, reflection, conceptualization, and experimentation (Ng, Van Dyne, & Ang, 2009; Mezirow, 1997). The experience will impact experiential and learning outcomes, and can lead to multiple advantages.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117040642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Academic Assessment of Critical Thinking in Distance Education Information Technology Programs 远程教育信息技术项目中批判性思维的学术评估
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-4666-9455-2.CH005
M. Richards, Indira R. Guzman
{"title":"Academic Assessment of Critical Thinking in Distance Education Information Technology Programs","authors":"M. Richards, Indira R. Guzman","doi":"10.4018/978-1-4666-9455-2.CH005","DOIUrl":"https://doi.org/10.4018/978-1-4666-9455-2.CH005","url":null,"abstract":"The purpose of this book chapter is to elucidate the process of assessment in higher education with a focus on distance learning and information technology programs. Its mission is to bring awareness of academic assessment concepts and best practices in the use of standard assessment tools and direct measures to evaluate student learning. The chapter provides definitions of academic assessment and presents the application of signature assignments and rubrics in the Computer Science and Information Technology Management programs to demonstrate student learning results.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123945131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
International Students' Learning Experience and Learning Outcomes in China through Summer Programs 国际学生通过暑期项目在中国的学习经历和学习成果
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-4666-9672-3.CH013
Jiabin Zhu, Bo-Chih Yang, Qunqun Liu, Bing Chen
{"title":"International Students' Learning Experience and Learning Outcomes in China through Summer Programs","authors":"Jiabin Zhu, Bo-Chih Yang, Qunqun Liu, Bing Chen","doi":"10.4018/978-1-4666-9672-3.CH013","DOIUrl":"https://doi.org/10.4018/978-1-4666-9672-3.CH013","url":null,"abstract":"Higher education institutions are facing unprecedented opportunities and challenges due to the rapid development of global contexts. With the momentum of higher education internationalization, leading universities in China began to launch international summer programs. These summer programs offer multiple benefits to university stakeholders, especially students. This chapter reviews the context and characteristics for international programs in leading Chinese universities. The significant role these programs play in designing an innovative learning platform were argued by reviewing and analyzing the trends among sample programs on aspects of curriculum design and implementation. The authors provide an in-depth understanding of students' learning outcomes during these programs by conducting a qualitative study utilizing sample summer programs. Last but not least, the opportunities and challenges concerning the organization and implementation of programs were analyzed and possible recommendations were proposed for future study abroad improvements.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121351916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Instructional Design for Simulations in Special Education Virtual Learning Spaces 特殊教育虚拟学习空间模拟教学设计
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-2399-4.CH018
Kimberly K. Floyd, Neal Shambaugh
{"title":"Instructional Design for Simulations in Special Education Virtual Learning Spaces","authors":"Kimberly K. Floyd, Neal Shambaugh","doi":"10.4018/978-1-5225-2399-4.CH018","DOIUrl":"https://doi.org/10.4018/978-1-5225-2399-4.CH018","url":null,"abstract":"Virtual learning environments provide new teachers with experiences to apply knowledge of learner differences to semi-authentic learning situations involving students with special needs, teachers, and parents. Instructional design provides a systematic process to document instructional designs in an undergraduate special education course, which has students apply universal design for learning principles. A variation of instructional design designed for teacher education, the teacher decision cycle, documents the teaching decisions behind the use of TLE TeachLivE to provide simulated experiences in virtual learning settings, as well as supporting activity structures. Implementation guidelines are provided.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130924671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
ePortfolios as a Tool for Integrative Learning 电子档案作为整合学习的工具
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0414-7.ch033
Becky Boesch, Candyce Reynolds, J. Patton
{"title":"ePortfolios as a Tool for Integrative Learning","authors":"Becky Boesch, Candyce Reynolds, J. Patton","doi":"10.4018/978-1-7998-0414-7.ch033","DOIUrl":"https://doi.org/10.4018/978-1-7998-0414-7.ch033","url":null,"abstract":"ePortfolios are being used throughout the world as a way to engage students more deeply in their learning, encourage integrative learning, and provide more authentic assessment for courses, programs and institutions. While ePortfolios have great potential, instructors need to provide opportunities to create meaningful products. This chapter describes a model that provides a framework for developing classroom practices that promote integrative and deep learning. Four practices, reflection, making connections, life-long learning, and communication, serve as the base for a successful course ePortfolio assignment. Recommendations about how to introduce ePortfolios into courses and programs are offered. The chapter concludes with a discussion of recommendations for practice.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114495336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Leveraging Mobile Devices for Qualitative Formative Assessment 利用移动设备进行定性形成性评估
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-0251-7.CH005
Reshan Richards, Ellen B. Meier
{"title":"Leveraging Mobile Devices for Qualitative Formative Assessment","authors":"Reshan Richards, Ellen B. Meier","doi":"10.4018/978-1-5225-0251-7.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-0251-7.CH005","url":null,"abstract":"This chapter explores an approach for using mobile devices—smartphones, tablets, and laptops—to document learning using qualitative formative assessment. This process emerged from case study research on how mobile devices, specifically iPad, and certain approaches, specifically screencasting, can be used to support ongoing assessment of learning. The cases and the literature included are derived from a dissertation on this topic. The chapter will describe and examine relevant literature, processes involved and possibilities created through this approach.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114634439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Assessment and Management of Communication Skills in Individuals with Intellectual Disability 智障人士沟通技巧的评估与管理
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0420-8.ch081
Krupa M., Prakash Boominathan
{"title":"Assessment and Management of Communication Skills in Individuals with Intellectual Disability","authors":"Krupa M., Prakash Boominathan","doi":"10.4018/978-1-7998-0420-8.ch081","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch081","url":null,"abstract":"The relationship between communication and cognition which has been explored since mid-1900s is a highly contentious topic. Hypotheses from various researchers have experienced a gradual shift from cognitive/innate bases to social perspective of acquisition and development of speech and language skills in individuals with intellectual disability. This acquisition tends to be delayed or deviant (qualitative and /or quantitative). In the recent years, research in this area is experiencing a paradigm shift evolving from ‘incapacity' to ‘functioning' which is obvious in the clinical practice of assessment and intervention of speech and language skills in these individuals. Further, the rehabilitation process is experiencing a transition from clinician directed to child-oriented or hybrid approaches of intervention. This chapter will be a comprehensive document of recent trends in research and practice related to acquisition of language, assessment and intervention of communication difficulties for professionals working with intellectual disability.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124664254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Towards a Theory of Formative Assessment in Online Higher Education 网络高等教育形成性评价理论初探
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-4666-8363-1.CH014
J. Gikandi
{"title":"Towards a Theory of Formative Assessment in Online Higher Education","authors":"J. Gikandi","doi":"10.4018/978-1-4666-8363-1.CH014","DOIUrl":"https://doi.org/10.4018/978-1-4666-8363-1.CH014","url":null,"abstract":"The affordances of online learning have coincided with increasing demand for higher education across disciplines. The need to provide appropriate learning support while fostering self-regulation in online higher education calls for formative assessment to facilitate meaningful learning. This chapter attempts to conceptually generalize the findings of a recent collective case study and develop a relevant theoretical framework for online formative assessment. The theoretical framework is intended to inform successful implementation of formative assessment in online learning contexts. The collective case study purposefully conceptualized formative assessment from a holistic pedagogical approach. Investigating application of formative assessment in the recent study explored multifaceted elements including provision of a variety of embedded authentic assessment activities. The theoretical framework advanced through this chapter is therefore an attempt to coherently unify the diverse elements and techniques from the collective case study, and explicate how this creates an effective pedagogical design to promote meaningful learning.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122286522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Assessment Techniques in EFL Brain-Compatible Classroom 英语脑兼容课堂的评估技术
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-0531-0.CH005
Walaa M. El-Henawy
{"title":"Assessment Techniques in EFL Brain-Compatible Classroom","authors":"Walaa M. El-Henawy","doi":"10.4018/978-1-5225-0531-0.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-0531-0.CH005","url":null,"abstract":"Neuroscience has disclosed important information about the brain and how it learns. Brain-Based Learning is student centered learning that utilizes the whole brain and recognizes that not all students learn in the same way. Assessment and evaluation are necessary and important elements of the instructional cycle. Feedback also motivates students and allows students to apply what they have learned to real-life situations. This chapter presents attempts to explain brain-compatible assessment and alternative or authentic assessment and its different forms that can be used in providing brain-based education.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"74 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131540481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
A Return to Doing 回归做事
Learning and Performance Assessment Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-0420-8.ch004
K. Mattison, H. Schroeder, Stacy L. Sculthorp, J. Zacharias
{"title":"A Return to Doing","authors":"K. Mattison, H. Schroeder, Stacy L. Sculthorp, J. Zacharias","doi":"10.4018/978-1-7998-0420-8.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch004","url":null,"abstract":"Elements that define competency-based education are provided, and followed by a history and evolution of this educational philosophy that has become increasingly attractive and necessary to both institutions and learners. Authentic assessment is introduced as the heart of competency-based education and as the instrumental element that differentiates competency-based education from traditional approaches. Examples of authentic assessment are provided from field-specific domains. Drivers from industry, government, and learners are described and linked with the progression of authentic assessment. The design and evaluation of authentic assessment is explored with a thorough explanation of the ways in which properties of reliability and validity are established. The chapter concludes with a forecast for the change that authentic assessment will bring in competency-based education.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115696464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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