Using Online Grading to Stagger Midterm Exam Feedback and Create Space for Meaningful Student Reflection

2020 ◽  
Vol 68 (2) ◽  
pp. 60-61
Author(s):  
Rachel A. Barnard ◽  
Ryan D. Sweeder
Keyword(s):  
Student Reflection ◽  
Online Grading

Using Autobiographical Essays to Encourage Student Reflection on Socialization Experiences

2015 ◽  
Vol 86 (2) ◽  
pp. 34-40 ◽  
Author(s):  
Joshua A. Betourne ◽  
K. Andrew R. Richards
Keyword(s):  
Student Reflection

scholarly journals Counselors as Advocates: Effects of a Pilot Project Designed to Develop Advocacy Knowledge and Confidence in Trainees

2017 ◽  
Vol 9 (2) ◽  
pp. 79-94
Author(s):  
Lisa M. Edwards ◽  
Kevin A. Tate ◽  
Jennifer M. Cook ◽  
Michelle P. Toigo ◽  
Abigail C. Yeomans
Keyword(s):  
Multicultural Counseling ◽  
Collaborative Research ◽  
Research Team ◽  
Pilot Project ◽  
Professional Experience ◽  
Future Directions ◽  
Self Reflection ◽  
Student Reflection ◽  
Self Confidence ◽  
Core Category

While there has been increased attention to advocacy within counseling and counseling psychology, it has been noted that trainees generally feel unprepared to engage in advocacy and do not participant e in this type of work to a large extent, even with increased age or professional experience). The qualitative study summarizes the findings of a project within a graduate multicultural counseling course designed to increase trainee knowledge and confidence related to advocacy. This project required students (N = 19) to complete individual advocacy projects in the community, with opportunities for self-reflection and evaluation of their progress throughout the semester. Student reflection responses about the effects of this project were analyzed using methods from Grounded Theory by a collaborative research team. This process resulted in a core category of responses that included expanded definitions of advocacy, increased self-confidence regarding advocacy work, obstacles encountered, and reactions to the course assignment. Implications and future directions are discussed.

scholarly journals Hvad er spørgsmålet? - om at skabe et læringsrum i udstillingen

1970 ◽  
pp. 50
Author(s):  
Nana Quistgaard ◽  
Bruno Ingemann
Keyword(s):  
Learning Styles ◽  
Free Choice ◽  
Art Museums ◽  
Vast Amount ◽  
Student Reflection ◽  
Science Centre ◽  
Dialogic Approach ◽  
Science Centres ◽  
One Year

Data presented in this paper involves asking 15-16-year-old students questions during a visit to a science centre. The hypothesis was that it is possible to create curiosity and reflection at a science centre by stimulating and facilitating a dialogue. The background was the vast amount of studies showing that unstructured free-choice school trips result in little (if any) student reflection. We used a dialogic approach to prompt the students’ curiosity and reflection. Four students were chosen to participate in the study. One of the authors took on the role as facilitator and joined each of the four students on a visit to seven exhibits (pre-selected by the authors) and recorded the students’ interactions on video. During each visit, the facilitator made sure that the students understood how to use the exhibits so that technical/practical problems were not an issue. The researcher also conducted a brief interview adjacent to each exhibit in order to allow students to reflect upon their experiences. We also interviewed the four students one year later in order to find out how the dialogic approach had impacted these students over a longer term. We found that the approach facilitates curiosity and reflection, and that the stu- dents had a good recollection of the visit one year later and had used insights gained from the visit. Furthermore, it appeared that the four students had different learning styles but that the facilitator was able to embrace several different learning styles through the approach. The dialogic approach thus seems to constitute a fruitful guidance tool at science centres but possibly also at other types of museum, such as art museums. 

scholarly journals Using Digital Tools to Assess and Improve College Student Writing

2019 ◽  
Vol 9 (2) ◽  
pp. 117
Author(s):  
Sweety Law
Keyword(s):  
Writing Assessment ◽  
Assessment Model ◽  
Digital Tools ◽  
Learning Goals ◽  
Student Writing ◽  
Online Faculty ◽  
Specific Content ◽  
Analysis And Evaluation ◽  
Online Grading ◽  
Faculty Time

Employers have continually indicated that writing instruction is much needed in higher education across all majors. It has become more imperative now than before to better prepare our graduates for professional success in an age of increasing writing necessity, data analytics and reporting, and technical sophistication. Writing assessment in a class setting has learning goals and needs to be differentiated from a mass testing evaluation context. When learning to write well, especially relating to subject-specific content, feedback is necessary. Performing analysis and evaluation, then providing explanation and recommendations takes time. Newer digital tools can provide formative feedback; and therefore transparency about grading as well. Among teaching tasks, grading assignments consumes the majority of online faculty time. This study identifies what type of online grading could take up the majority of faculty time and specifies estimates of time needed for such grading. Faculty workload is high in adopting an optimal combined formative and summative assessment model. Results of the study might help develop more sound policies of academic support. Faculty might use the study’s information for better curricula planning and improved utilization of student assistants.

scholarly journals Centering the Margins: Knowledge Production in the Introductory Archaeology Course

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
The Us ◽  
Full Picture

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

scholarly journals Student view on the prospects of philosophical education in Ukraine

2020 ◽  
Vol 26 (1) ◽  
pp. 326-332
Author(s):  
Zlatyslav Oleksandrovych Dubniak
Keyword(s):  
Learning Process ◽  
Academic Integrity ◽  
Student Assessment ◽  
Public Philosophy ◽  
Education Students ◽  
Philosophical Education ◽  
Student Reflection ◽  
Near Future ◽  
Student View

The article analyzes the results of a questionnaire of students of philosophical specialties at leading Ukrainian universities about the prospects of philosophical education in Ukraine. Students answered five questions: «What should be changed in the content of philosophical education in Ukraine?», «What should be changed in the format of philosophical education in Ukraine?», «What do you consider an attribute of academic philosophical education?», «What projects of public philosophy in Ukraine do you know or perhaps participated in them?» and «What can students do on their own in the near future to make changes for the better in philosophy education tangible?» The study of the answers showed that the desired changes in the content of philosophical education are the actualization of literature and topics, inclusion in the curriculum of works, ideas of recent decades, as well as balancing courses, establishing a productive sequence and interconnection of different disciplines. In the format of philosophical education, students would like to change the number and quality of interactions between all participants in the learning process through the introduction of new ways of interaction. Another proposal is to give preference to creative practices over the practices of passive assimilation and reproduction of information. In addition, respondents drew attention to the need to increase the responsibility of the professor in terms of student assessment. Respondents also stressed the need for students to adhere to academic integrity, as well as the need to increase the organizational and administrative activity of students. In general, these and other answers presented in the paper can be considered as examples of student reflection on current issues of philosophical education in Ukraine.

ONLINE GRADING PLATFORMS, IMPROVE QUALITY AND EFFICIENCY OF GRADING!

2018 ◽  
Author(s):  
Martina Bode ◽  
Jenny Ross ◽  
Irene Tsapara
Keyword(s):  
Improve Quality ◽  
Online Grading
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