A Case for Integrative Assessment from a Freirian Perspective

2019 ◽  
pp. 256-274
Author(s):  
Frank Abrahams
Keyword(s):  
Music Education ◽  
Student Learning ◽  
Standardized Tests ◽  
Teaching And Learning ◽  
Teaching Performance ◽  
Teacher Student ◽  
Integrative Assessment ◽  
And Performance ◽  
Student Grades ◽  
The Impact

This chapter argues for the efficacy of integrative assessment to help teachers know if students have learned what they intended to teach them and how the teaching and learning have changed both student and teacher. Considering teaching and learning as a partnership between students and their teacher, integrative assessment focuses on the teacher, providing both formative and summative opportunities for teachers to be self-reflective and assess their teaching performance and its impact on student learning. Adding this component to the general discussion of assessment links the student/teacher and teacher/student paradigms in positive ways. Integrative assessment is framed by the ideas of Paulo Freire that teaching and learning are a partnership—and that learning takes place only when both teacher and student are changed. This type of assessment is different from the models of teacher evaluation that focus on quantitative analysis of formative and summative data and measures. These models connect outcomes to student grades and performance on standardized tests and are factored into teacher performance. The chapter argues that the most important goals of music education are to promote musical agency among students, empower musicianship, and foster the acquisition of what Freire labeled a critical consciousness. It then discusses four types of validity from the qualitative research tradition and uses them to inform questions teachers might ask themselves about the impact their teaching had on student learning.

scholarly journals Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

2020 ◽  
Vol 10 (6) ◽  
pp. 254
Author(s):  
Ali Alsagheer A. Mohammmad ◽  
Mohammed Albahiri
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Control Group ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Performance ◽  
And Control ◽  
Experimental Group

Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

Assessing the impact of ISO: 9001 implementation on school teaching and learning processes

2019 ◽  
Vol 27 (3) ◽  
pp. 285-303 ◽  
Author(s):  
Francisco José Fernández-Cruz ◽  
Jesús Miguel Rodríguez-Mantilla ◽  
Ma José Fernández-Díaz
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Iso 9001 ◽  
Content Type ◽  
Educational Benefits ◽  
Average Impact ◽  
School Teaching ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact

Purpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.

In Search of Greater Understanding: The Impact of Mastery Learning on Social Science Education

2020 ◽  
Vol 48 (2) ◽  
pp. 107-119
Author(s):  
Patrick R. Cundiff ◽  
Olivia McLaughlin ◽  
Katherine Brown ◽  
Keiondra Grace
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Relevant Literature ◽  
Learning Approach ◽  
Learning Approaches ◽  
Social Science Education ◽  
Level Of Understanding ◽  
The Impact

Mastery learning approaches were designed to improve student learning and elevate the level of understanding across a broader swath of students. These approaches operate under the belief that all students are capable of learning if given enough time. Little research has examined the utility or applicability of a mastery learning approach for social sciences outside of research methods courses. This study provides a review of the relevant literature on mastery learning, a discussion of the applicability of this approach to the teaching and learning of social sciences, and a review of the process and results of the conversion of more traditionally organized and taught courses to a mastery learning approach. Overall, our evaluation provides evidence that a mastery learning approach can make a significant impact on student learning.

Mental Preparation for the Performer

2014 ◽  
pp. 666-688
Author(s):  
Alma Thomas
Keyword(s):  
Music Education ◽  
Goal Setting ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Mental Skills ◽  
Mental Preparation ◽  
Self Confidence ◽  
Key Concepts ◽  
And Performance ◽  
Regular Practice

Mental skills are integral to success in practice and performance. Prominent educators in sport and in the performing arts have advocated their use for years. This chapter provides voice educators and singers with illustrative mental skills that are based on recent research, supplies further background on mental training, and provides examples of key concepts. Teachers, coaches and singers are encouraged to apply the exercises presented and, if necessary, adapt them through experimentation to meet individual needs. Mental skills require regular practice and commitment, and should be an integral part of all teaching and learning. The literature in sport, and more recently in music education and performance, is full of the benefits of using mental skills, and full of ways in which mental skills guide and enhance performances at all levels. The key mental skills covered in this chapter are commitment and motivation, goal-setting, managing anxiety, relaxation, imagery, and developing self-confidence.

The Impact of Technologies on Society, Schools, and Music Learning

2017 ◽  
pp. 276-290
Author(s):  
Valerie Peters
Keyword(s):  
Music Education ◽  
New Technology ◽  
Traditional Music ◽  
First Century ◽  
Music Culture ◽  
Professional Musicians ◽  
Rock Band ◽  
Music Making ◽  
And Performance ◽  
The Impact

This chapter examines how music education can benefit from the use of new electronic tools and materials for music making that allow learners to combine their interests and prior understandings toward deepening their engagement in music. By exploring how rhythmic video games like Rock Band bridge the large chasm that exists between youths’ music culture and traditional music education; how inexpensive recording hardware and software such as Audacity and GarageBand have provided youth with opportunities to compose and perform as only professional musicians could in the past; and how software like Impromptu successfully engages youth in music composition and analysis by enabling users to create and remix tunes using virtual blocks that contain portions of melodies and rhythmic patterns, this chapter argues that twenty-first-century music education, with the help of new technology, has the potential for engaging greater numbers of young learners in authentic music making and performance.

scholarly journals An examination of technology-based formative assessment feedback and the impact on student learning

2019 ◽  
Author(s):  
◽  
Brett Jacobs
Keyword(s):  
School District ◽  
Focus Groups ◽  
Formative Assessment ◽  
Student Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
District Administrators ◽  
Training Resources ◽  
Technology Initiatives ◽  
The Impact

Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana and Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black and Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang and Chang, 2011; Sung, Chang and Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.

scholarly journals The Impact of ICT Integration on Learning Achievements: The Future of Standardized Tests in Assessment

2020 ◽  
Vol 2 (2) ◽  
pp. p27
Author(s):  
Habib Allah Soleman
Keyword(s):  
Standardized Tests ◽  
Teaching And Learning ◽  
National Level ◽  
Project Based Learning ◽  
Significant Shift ◽  
Ict Integration ◽  
Oecd Pisa ◽  
The Impact ◽  
Standardized Examinations ◽  
State Examination

The present article discusses the impact of the ICT integration in teaching and learning upon students learning achievements in the context of assessment challenges following the shift in curriculum for the 21st century skills, having introduced the interdisciplinary pedagogy and subsequent new demands for evaluation. In particular, the author relates to the recent abolition of the Meitzav State Examination in Israel. The abolition of the exam, which was extensively criticized in the Israeli media, which marked a significant shift in attitude towards standardized examinations and challenged the accuracy of assessing learning achievement on the national level, as compared to international criteria and standards (OECD/PISA). The author addresses further challenges of assessing the 21st competencies of interdisciplinary and project-based learning, while juxtaposing them to the formal traditional ways of assessment, such as Meitzav.

scholarly journals Understanding  the  Congruence  Between  Teacher  Intention  and  Student  Learning  Outcome

2021 ◽  
Author(s):  
◽  
Perry Rush
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Learning Outcome ◽  
Teacher Belief ◽  
Conceptions Of Learning ◽  
Student Learning Outcome ◽  
Teachers And Students ◽  
Task Perception ◽  
The Impact

<p>Research into what takes place between the instructional intent of a teaching act and students’ experience of the same act is central to better understanding teaching and learning. In this case study, individual teacher and student interviews, qualitative observation and textual analysis were used to compare teacher intention with student learning outcome, to judge congruence between the two. The study, in a large urban primary school, focused on two classrooms of students from 9-­‐13 years old. Congruence between teacher intention and student learning outcome, was examined over five consecutive lessons that aimed to achieve a particular outcome. It was found that teachers’ and students’ explanatory context was influential. In particular, the alignment between conceptions of learning informing teacher intention and task was significant. Where the conceptions aligned, there was greater congruence. Where there was a disjuncture, congruence was compromised. In addition teacher knowledge of curriculum content, the pervasiveness of task perception and the impact of outcome space was material. The study highlights an opportunity for further research into the congruence between teacher intention and student learning outcome where deep conceptions of learning inform instructional intent and into the impact of teacher belief systems on the conceptions of learning held.</p>

High-Stakes Testing, Standardization, and Inequality in the United States

2020 ◽  
Author(s):  
Wayne Au
Keyword(s):  
United States ◽  
Standardized Tests ◽  
Students Of Color ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
The United States ◽  
High Stakes ◽  
Race And Class ◽  
The Impact ◽  
Racial Achievement

High-stakes standardized tests standardize which knowledge is assessed, and because consequences are tied to their results, they have the impact of standardizing classroom content, teaching, and learning. The result is that students whose cultural identities do not fit the standardized norms created by test-based must either adapt or are left out of the curriculum and the classroom. This happens in a few key ways. First, as schools face increased pressure to raise test scores, curriculum content that embraces the diversity of student history, culture, and experience gets pushed out. In turn, this standardization of content limits the diversity of teacher and student identities expressed in classroom pedagogical experiences. Finally, given the disparate racial achievement on high-stakes tests, students of color face more intense pressure to perform, while at the same time their educational experiences become increasingly restricted and less rich than those of affluent, whiter students. Additionally, even though educational research has consistently shown that high-stakes testing correlates most strongly with the socioeconomic backgrounds of students and their communities, policymakers and many educators presume that these tests are offer objective measurements of individual merit. This mistaken belief ulitmately serves to hide and justify existing inequalities in the United States under the notion of individual achievement. The overall result being that high-stakes, standardized tests reproduce educational inequalities associated with race and class in the United States.

Learner proficiency and EFL learning through task rehearsal and performance

2019 ◽  
Vol 24 (5) ◽  
pp. 588-615
Author(s):  
Bao Trang Thi Nguyen ◽  
Jonathan Newton
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Problems ◽  
Total Data ◽  
Group 3 ◽  
Group 2 ◽  
And Performance ◽  
The Impact ◽  
Problem Solving Task ◽  
Group 1

This study examined the impact of learner proficiency on the occurrence and resolution of language-related episodes (LREs) in rehearsal of interactive speaking tasks and on the subsequent use of language items from LREs during performance of the same tasks in front of the class. Forty-eight learners from six intact English as a foreign language (EFL) classes at a Vietnamese high school were divided into three proficiency groups, each consisting of eight dyads. Group 1 was higher proficiency (HH) dyads; Group 2 consisted of mixed proficiency dyads (HL) and Group 3 was lower proficiency (LL) dyads. All the pairs rehearsed and then consecutively performed a problem-solving task and a debate task in two separate classroom lessons. The total data included 48 rehearsals and 48 corresponding performances collected during normal classroom hours. The results show that, overall, LL dyads encountered more language problems (more LREs) in rehearsal than HH dyads and they were less likely to resolve them successfully. However, they were able to use a majority of the correct resolutions in the performance as well as their higher proficiency counterparts. The lower proficiency learners were also found to employ memorizing and local rehearsing strategies to retain ideas and language items as they rehearsed for the upcoming performance. These findings have pedagogical implications for teaching and learning through tasks in EFL contexts and beyond.

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