Journal of formative design in learning最新文献_第2页

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices 形成性使用评估促进自主学习:教师观念与课堂评估实践的一致性

Journal of formative design in learning Pub Date : 2023-11-09 DOI: 10.1007/s41686-023-00082-8

Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis, Tamara van Schilt-Mol

{"title":"Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices","authors":"Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis, Tamara van Schilt-Mol","doi":"10.1007/s41686-023-00082-8","DOIUrl":"https://doi.org/10.1007/s41686-023-00082-8","url":null,"abstract":"Abstract This study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135290777","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

Formative Assessment in Educational Research Published at the Beginning of the New Millennium: Bibliometric Analysis 新千年之初教育研究中的形成性评价:文献计量分析

Journal of formative design in learning Pub Date : 2023-11-06 DOI: 10.1007/s41686-023-00081-9

Ataman Karaçöp, Tufan İnaltekin

引用次数: 0

Designing Formative Assessment That Improves Teaching and Learning: What Can Be Learned from the Design Stories of Experienced Teachers? 设计形成性评估以改善教与学:从经验丰富的教师的设计故事中学到什么?

Journal of formative design in learning Pub Date : 2023-10-17 DOI: 10.1007/s41686-023-00080-w

Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten, Desirée Joosten-ten Brinke

{"title":"Designing Formative Assessment That Improves Teaching and Learning: What Can Be Learned from the Design Stories of Experienced Teachers?","authors":"Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten, Desirée Joosten-ten Brinke","doi":"10.1007/s41686-023-00080-w","DOIUrl":"https://doi.org/10.1007/s41686-023-00080-w","url":null,"abstract":"Abstract This article reports on findings of a qualitative study that investigated the difficulties teachers encounter while designing formative assessment plans and the strategies experienced teachers use to avoid those pitfalls. The pitfalls were identified through an analysis of formative assessment plans that searched for potential threats to alignment, decision-driven data collection, and room for adjustment and improvement. The main pitfalls in the design process occurred when teachers did not explicitly and coherently link all elements of their formative assessment plan or when they did not plan to effectively use information about student learning to improve teaching and learning. Through interviews with experienced teachers, we identified seven design strategies they used to design formative assessment plans that were aligned, consisted of decision-driven data collection, and left room for adjustment and improvement. However, these experienced teachers still encountered difficulties in determining how to formulate the right decisions for decision-driven data collection and how to provide students with enough room for improvement. Lessons learned from the design strategies of these experienced teachers are incorporated in design steps for formative assessment plans all teachers can use.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135945098","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

Use of Open Badges for Student Instructor Training: An Evaluation Case Study 开放徽章在学生指导员培训中的使用:一个评估案例研究

Journal of formative design in learning Pub Date : 2023-09-27 DOI: 10.1007/s41686-023-00078-4

Jiahui Zhang, Richard E. West

引用次数: 0

A Systematic Mapping Study of Place- and Land-Based Learning with Indigenous Populations in K-12 STEM Education K-12 STEM教育中土著居民基于地点和土地的学习的系统映射研究

IF 1.5

Journal of formative design in learning Pub Date : 2023-08-29 DOI: 10.1007/s41686-023-00079-3

S. Stansberry, Sarah B. McDowell, T. Ivey, Stephanie J. Hathcock, Juliana Utley, K. Gardner-Vandy, Angela Just

引用次数: 0

Learning Experience Design of Project PHoENIX: Addressing the Lack of Autistic Representation in Extended Reality Design and Development. PHoENIX项目的学习体验设计：解决扩展现实设计和开发中缺乏自闭症表现的问题。

Journal of formative design in learning Pub Date : 2023-05-18 DOI: 10.1007/s41686-023-00077-5

Matthew Martin Schmidt, Minyoung Lee, Marc-Sonley Francois, Jie Lu, Rui Huang, Li Cheng, Yueqi Weng

{"title":"Learning Experience Design of Project PHoENIX: Addressing the Lack of Autistic Representation in Extended Reality Design and Development.","authors":"Matthew Martin Schmidt, Minyoung Lee, Marc-Sonley Francois, Jie Lu, Rui Huang, Li Cheng, Yueqi Weng","doi":"10.1007/s41686-023-00077-5","DOIUrl":"10.1007/s41686-023-00077-5","url":null,"abstract":"This paper presents Project PHoENIX, which stands for Participatory, Human-centered, Equitable, Neurodiverse, Inclusive, eXtended reality. The project aims to co-produce research with autistic users to create a virtual reality (VR) environment that is highly usable, accessible, and sensitive to the needs and preferences of these individuals. Project PHoENIX utilizes participatory design within a learning experience design (LXD) frame to locate autistic people, their caregivers, and providers centrally in the processes of immersive technology design and development, as well as research design and execution. An overarching literature review on VR and autism and issues of limited design precedent of VR environments with autistic participants is provided, as well as details on the Project PHoENIX design framework, project description, and project design outcomes. Details are provided on how the online VR environment was co-designed and co-developed through collaborative research with autistic stakeholders while being sensitive to their needs and preferences. Research findings and implications are discussed regarding the design process, constraints, principles, and insights. The paper concludes by discussing lessons learned and how this project can provide much-needed design precedent for advancing the field towards a more inclusive, human-centered, and neurodiverse VR research and development paradigms.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10195660/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9769880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Forming a Unique Partnership Between a University's Educational Leadership Master's Degree Program and Its Surrounding School Districts Using the Five Whys Protocol. 利用“五个为什么”协议，在大学教育领导力硕士学位课程及其周边学区之间建立独特的合作伙伴关系。

Journal of formative design in learning Pub Date : 2023-05-08 DOI: 10.1007/s41686-023-00076-6

Maureen Ungarean, Krista Bixler, Keiana Desmore

{"title":"Forming a Unique Partnership Between a University's Educational Leadership Master's Degree Program and Its Surrounding School Districts Using the Five Whys Protocol.","authors":"Maureen Ungarean, Krista Bixler, Keiana Desmore","doi":"10.1007/s41686-023-00076-6","DOIUrl":"10.1007/s41686-023-00076-6","url":null,"abstract":"In 2019, program leaders and professors in the university's educational leadership program noticed a significant decline in enrollment, and state leadership test scores for the program were below the state average. Using the Five Whys protocol and five stages of the design thinking process as identified by IDEO (Brown & Katz, 2019), they set to resolve the issues. The Five Whys protocol is an iterative and formative interrogative technique used to explore cause-and-effect relationships. As noted by Serrat (2017), the primary goal of the technique is to determine the root cause of a problem by repeating the question up to five times. Each response informed the foundation for the next iteration and allowed the group to settle on the root cause of the problem. Then, design thinking was used to provide a solution-based approach to resolving the problems noted. Program leaders began by forming a stakeholder workgroup that included school district leadership development professionals from each of the university's surrounding districts. Program leaders used district leader input to understand what skills school districts needed in graduates of the university program and considered possible program changes to address the problems noted. The result of the year-long process was a program transformation, with increased enrollment and improved state assessment scores, to a widely accepted and successful master's degree program that is supported by all districts served by the university.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10166041/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9689342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Collaborative Board Game as an Assessment Environment to Evaluate Teacher’s Pedagogical Design Thinking for Technology Integration 协同棋盘游戏作为评估教师技术整合教学设计思维的评估环境

IF 1.5

Journal of formative design in learning Pub Date : 2023-03-06 DOI: 10.1007/s41686-023-00075-7

Beomkyu Choi

引用次数: 1

Fostering Secondary Students' Historical Thinking: A Design Study in Flemish History Education. 培养中学生的历史思维：佛兰德历史教育的设计研究。

Journal of formative design in learning Pub Date : 2023-02-27 DOI: 10.1007/s41686-023-00074-8

Marjolein Wilke, Fien Depaepe, Karel Van Nieuwenhuyse

{"title":"Fostering Secondary Students' Historical Thinking: A Design Study in Flemish History Education.","authors":"Marjolein Wilke, Fien Depaepe, Karel Van Nieuwenhuyse","doi":"10.1007/s41686-023-00074-8","DOIUrl":"10.1007/s41686-023-00074-8","url":null,"abstract":"A recent curriculum reform in Flanders (Belgium) has introduced historical thinking as a central goal for history education. Historical thinking aims to introduce students to the methods of historians and disciplinary ways of thinking. It is a complex act, requiring the application of substantive and second-order knowledge, and is difficult to foster among students. International (intervention) research has provided several guidelines for the design of instructional practices that are effective in promoting specific aspects of students' historical thinking. However, these studies do not approach historical thinking in a holistic manner, are often vague about how general design principles were adapted to history education, and rarely report on whether the designed curricula were considered relevant and useful by teachers. Taking into account the many difficulties that teachers encounter in designing practices aimed at historical thinking, this design research aims to gain more insight into the design of instructional practices that are both effective in fostering historical thinking in a holistic manner and that are considered socially valid by teachers. The designed artifact is a 12- to 14-h lesson series on the theme \"decolonization after 1945,\" for students in the 12th grade. It applies the model of cognitive apprenticeship's (Collins et al., 1991) general design principles to the specific context of history and approaches historical thinking in a holistic manner. The initial lesson series was evaluated and revised in two rounds based on a pilot study, an expert review and an intervention study.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9970131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9689343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Teaching of Collaborative Creativity, a Methodological Approach to Designing the Environment 协同创新教学是环境设计的一种方法论方法

IF 1.5

Journal of formative design in learning Pub Date : 2023-01-31 DOI: 10.1007/s41686-022-00073-1

Jesús Peralta Hernández, Felipe Tirado Segura

引用次数: 1