scholarly journals Considering Standards-based Grading

2019 ◽  
Vol 4 (1) ◽  
pp. 35-38
Author(s):  
Matt Townsley
Keyword(s):  
Grade Level ◽  
Empirical Support ◽  
Future Research ◽  
Grading Practices ◽  
Essay Writing ◽  
Academic Factors ◽  
Class Participation ◽  
Standards Based Grading ◽  
Writing Standards ◽  
Research Recommendations

Rather than awarding points for a combination of worksheet completion, quiz performance, in-class participation, and essay writing, standards-based grading separates academics from non-academic factors and communicates students' progress towards mastery of course or grade-level standards. Some secondary schools are moving towards standards-based grading (SBG) in an attempt to produce more consistent grading practices, however the empirical evidence resulting from this change is mixed. The purpose of this article is to describe principles of standards-based grading, empirical support of SBG, and several common challenges secondary school leaders may face when considering this philosophical shift. Future research recommendations include exploring the perspectives of college students who graduate from high schools using SBG to understand the longer-term successes and shortcomings of the grading system.

scholarly journals Points, Points, and More Points: High School Grade Inflation and Deflation when Homework and Employability Scores are Incorporated

2021 ◽  
Vol 6 (1) ◽  
pp. 1-11
Author(s):  
Rob Griffin ◽  
Matt Townsley
Keyword(s):  
High School ◽  
Grade Inflation ◽  
Grading Practices ◽  
School Grade ◽  
Traditional Grading ◽  
Academic Factors ◽  
Assessment Scores ◽  
Standards Based Grading ◽  
Math Grades ◽  
Grading Model

With a strong movement of schools starting to use standards-based grading practices, one of the aims of this study was to learn if traditional grading practices communicate grades that are accurate based on the students’ learning of the course objectives. The purpose of this study was to determine the extent to which employability and homework scores within a traditional points- and percentages-weighted grading model inflates or deflates grades. This study analyzed 795 students’ semester math grades at an urban high school to see if, and to what extent, students’ grades were inflated or deflated due to including homework and employability scores in the grade. Final grades, which included homework and employability points, were compared to each student’s overall summative assessment scores to determine grade inflation or deflation. The study also analyzed how changing grading practices to eliminate homework and employability points would impact the number of students that ultimately passed or failed the course. Results of this study indicated 336 (43.2%) students had their grades inflated or deflated by 5% or more and 97 (12.6%) students had their grades inflated or deflated by 10% or more, which is equivalent to moving up or down a full letter grade. School leaders should consider separately communicating academic and non-academic factors to minimize grade inflation/deflation in order to make decisions based upon grades more justifiable.

scholarly journals Integrating Theory in Co-design: An Abductive Approach

2021 ◽  
Vol 29 (1) ◽  
pp. 66-77
Author(s):  
Erin Hurley ◽  
Timo Dietrich ◽  
Sharyn Rundle-Thiele
Keyword(s):  
Social Cognitive Theory ◽  
Design Process ◽  
Social Marketing ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Knowledge ◽  
Future Research ◽  
Abductive Inference ◽  
Design Framework ◽  
Research Recommendations

Co-design empowers people, giving them a voice in social marketing program design; however, approaches have mostly excluded expert knowledge. An abductive approach to co-design allows for inclusion of expert knowledge, providing theoretical guidance while simultaneously investigating user views and ideas extending understanding beyond known effective approaches. We use the seven-step co-design framework and outline how an abductive inference can be applied to co-design. Social cognitive theory constructs were integrated into the seven-step co-design process. The abductive approach to co-design was tested in two co-design sessions involving 40 participants. Findings demonstrate that theory can be successfully integrated into the seven-step co-design process through utilization of theory-mapped activity cards. This article provides guidance on how theory can be incorporated into ideation and insight generation. Limitations and future research recommendations are provided.

scholarly journals The role of salient beliefs in graduates’ intention to apply

2015 ◽  
Vol 41 (1) ◽  
Author(s):  
Samantha Adams ◽  
François De Kock
Keyword(s):  
Empirical Support ◽  
Behavioural Control ◽  
Control Beliefs ◽  
Future Research ◽  
Research Approach ◽  
Application Process ◽  
Perceived Behavioural Control ◽  
Latent Variable Analysis ◽  
Study Results

Orientation: Organisations compete fiercely to recruit the best graduates, because they consider them a rich source of future talent. In the recruitment literature, it has become increasingly important to understand the factors that influence graduate applicant intentions. Research purpose: Drawing on the theory of planned behaviour (TPB), we tested a model proposing that applicant intention is a function of their attitude towards applying, beliefs about referent other’s expectations (subjective norms) and perceived behavioural control with respect to this behaviour.Motivation for the study: The study was motivated by the need to shed light on graduate applicants’ decisions to apply to an organisation of their choice. Research approach, design and method: The study used a quantitative design to test hypotheses that attitudes towards behaviour, norms and control beliefs would influence intention to apply. We surveyed prospective job seekers (N = 854) studying at a South African university about their beliefs regarding the job application process. Main findings: Structural equation modelling showed reasonable fit of the proposed model to the survey data. Latent variable analysis demonstrated that perceived behavioural control and subjective norm explained intention to apply. With the combination of all three variables, only attitude towards applying did not play a significant role in the prediction of intention to apply, which is contrary to previous research. Practical/managerial implications: The findings highlight the role of salient control beliefs in the application process. Efforts by universities and organisations to affect intentions to apply may potentially benefit from focusing on support services that could enhance feelings of control and minimise perceived obstacles. Recruiters could focus on control to increase potential recruitment pools. Contribution/value-add: The study contributes to the recruitment literature in three ways. Firstly, TPB is shown to be a useful framework to explain graduate applicants’ intention to apply, as this theoretical model found empirical support. In doing so, the present study advances our understanding of how graduates’ intentions to apply are formed. Secondly, the results showed that applicants’ control and normative beliefs dominate when considering applying. Lastly, the study results open up interesting avenues for future research on applicant intentions.

Technical Adequacy of the Positive Experiences at School Scale With Adolescents

2016 ◽  
Vol 35 (3) ◽  
pp. 323-335 ◽  
Author(s):  
Tyler L. Renshaw
Keyword(s):  
Grade Level ◽  
School Connectedness ◽  
Future Research ◽  
Technical Adequacy ◽  
Confirmatory Factor Analyses ◽  
Black African ◽  
Means Testing ◽  
Confirmatory Factor ◽  
Scale Characteristics ◽  
Current Sample

The present study reports on an investigation of the generalizability of the technical adequacy of the Positive Experience at School Scale (PEASS) with a sample of students ( N = 1,002) who differed substantially in age/grade level (i.e., adolescents in middle school as opposed to children in elementary school) and ethnic identity (i.e., majority Black/African American as opposed to majority Latino/a) in comparison with the measure’s primary development sample. Findings from confirmatory factor analyses indicated the original latent structure of the PEASS was tenable in the current sample and that the measure was invariant across gender and grade level, with some small demographic differences identified via latent means testing. Additional psychometric findings regarding the technical adequacy of the PEASS with this sample, including its observed scale characteristics and simulated classification utility with criterion measures of academic self-efficacy and school connectedness, are also presented. Implications for future research and practice are discussed.

Individual Approaches to Prevention and Early Intervention

2012 ◽  
pp. 362-380
Author(s):  
Teresa M. Au ◽  
Caroline Silva ◽  
Eileen M. Delaney ◽  
Brett T. Litz
Keyword(s):  
Early Intervention ◽  
Small Group ◽  
Stress Disorder ◽  
Preventive Intervention ◽  
Behavioral Therapy ◽  
Empirical Support ◽  
Future Research ◽  
Preventive Interventions ◽  
Psychological Debriefing ◽  
Traumatic Exposure

This chapter provides an overview of individual and small group-based approaches for prevention and early intervention of posttraumatic stress disorder (PTSD). Using the Institute of Medicine's (IOM) classification system for preventive interventions of mental disorders (universal, selective, and indicated), we describe individual and small group early interventions and review the effectiveness of these strategies. Specifically, psychological debriefing, psychological first aid, and psychoeducation have been used as selective interventions targeting individuals exposed to trauma with varying degrees of success. However, there is strong empirical support for using cognitive behavioral therapy as an indicated preventive intervention to help symptomatic individuals in the weeks or months following traumatic exposure. A review of the literature also suggests that future research should explore different modes of delivery and devote more attention to determining the best time to intervene after traumatic exposure.

China in Africa: a critical literature review

2016 ◽  
Vol 12 (1) ◽  
pp. 40-60 ◽  
Author(s):  
Abdoulkadre Ado ◽  
Zhan Su
Keyword(s):  
Literature Review ◽  
Design Methodology ◽  
Empirical Support ◽  
Future Research ◽  
Evidence Based ◽  
Content Type ◽  
Academic Literature ◽  
Current State ◽  
Comprehensive Literature Review ◽  
Critical Literature

Purpose – The purpose of this paper is to critically assesses the major contributions to the academic literature on China’s increased focus on Africa, from 2001 to 2011. It discusses the key trends concerning China’s presence in Africa and draws conclusions on the significance of the studies by emphasizing and contrasting the prevailing positions. Design/methodology/approach – Based on a qualitative approach using an integrative and comprehensive literature review, the authors performed a content analysis of high-impact, peer-reviewed papers. Findings – The paper questions and repositions some of the existing controversies. The results from existing studies remain questionable, requiring further clarification and more theoretical backing. It, moreover, highlights the notion that behind the explicit neutrality views of China’s presence in Africa, implicit assumptions may exist. These are often the differences in narratives conveyed by Western and Southern stakeholders. Research limitations/implications – Most of the conclusions drawn from this paper need to be re-explored and supported by additional research. This could be done by widening the scope of the analysis. Studies need to provide more empirical support for their assertions through quantitative data and evidence-based qualitative analyses – all within a framework that considers more cultural, social and historical dimensions. The paper also suggests that an institutionally based view appears most relevant in better explaining China in Africa. Originality/value – This paper reviews a decade of research on China in Africa and presents a snapshot of the current state of knowledge. It also raises concerns to be analyzed by future research and proposes new avenues for better understanding China’s presence in Africa.

scholarly journals Control Strategies of DC Microgrids Cluster: A Comprehensive Review

Energies ◽  
2021 ◽  
Vol 14 (22) ◽  
pp. 7569
Author(s):  
Zaid Hamid Abdulabbas Al-Tameemi ◽  
Tek Tjing Lie ◽  
Gilbert Foo ◽  
Frede Blaabjerg
Keyword(s):  
Power Flow ◽  
Control Strategies ◽  
Future Research ◽  
Consensus Protocol ◽  
Power Flow Control ◽  
Dc Microgrids ◽  
Significant Control ◽  
Comparative Review ◽  
Cluster A ◽  
Research Recommendations

Multiple microgrids (MGs) close to each other can be interconnected to construct a cluster to enhance reliability and flexibility. This paper presents a comprehensive and comparative review of recent studies on DC MG clusters’ control strategies. Different schemes regarding the two significant control aspects of networked DC MGs, namely DC-link voltage control and power flow control between MGs, are investigated. A discussion about the architecture configuration of DC MG clusters is also provided. All advantages and limitations of various control strategies of recent studies are discussed in this paper. Furthermore, this paper discusses three types of consensus protocol with different time boundaries, including linear, finite, and fixed. Based on the main findings from the reviewed studies, future research recommendations are proposed.

scholarly journals Enhancing Students’ Learning through Early Class Preparation

10.28945/3756 ◽  
2017 ◽  
Author(s):  
Clara A. Nkhoma ◽  
Mathews Nkhoma ◽  
Irfan ulhaq ◽  
Sang Q Mai
Keyword(s):  
Literature Review ◽  
Conceptual Model ◽  
Educational Program ◽  
Future Research ◽  
Student Centered ◽  
Class Participation ◽  
Class Environment ◽  
And Performance ◽  
Successful Collaboration ◽  
Undergraduate Class

Aim/Purpose: Development of a conceptual model linking early class preparation to improve class participation and performance. Background: Class preparation and class participation are precursors for the students’ performance. Methodology: Literature review. Findings: In a student-centered class environment, class preparation remains essential for the successful collaboration and participation. The literature review in this stream reveals that little attention has been paid to undergraduate class levels. Recommendation for Researchers: The literature review shows that there is a need for more research using undergraduate classes. Future Research: Validation and application of model in different educational program and discipline settings

scholarly journals Living both well and sustainably: a review of the literature, with some reflections on future research, interventions and policy

2017 ◽  
Vol 375 (2095) ◽  
pp. 20160369 ◽  
Author(s):  
Tim Kasser
Keyword(s):  
Empirical Support ◽  
Personal Characteristics ◽  
Well Being ◽  
Research Literature ◽  
Need Satisfaction ◽  
Future Research ◽  
Consumer Capitalism ◽  
Psychological Need ◽  
Demand Reduction ◽  
Prosocial Behaviours

The idea that human well-being (WB) can be supported and even enhanced by using, producing, buying, selling and consuming less ‘stuff’ is anathema to many living under consumer capitalism. Yet a growing research literature actually finds that frequent engagement in pro-ecological behaviours (PEBs) is positively correlated with personal WB. This paper reviews data relevant to three possible explanations for the apparent compatibility of PEBs and WB: (i) engaging in PEBs leads to psychological need satisfaction, which in turn causes WB; (ii) being in a good mood causes people to engage in more prosocial behaviours, including PEBs; and (iii) personal characteristics and lifestyles such as intrinsic values, mindfulness and voluntary simplicity cause both PEBs and WB. Because each explanation has some empirical support, I close by reflecting on some relevant interventions and policies that could strengthen each of these three pathways and thereby promote living both well and sustainably. This article is part of the themed issue ‘Material demand reduction’.

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