A Practical Exploration of Cybersecurity Faculty Development With Microteaching

The growth and development of cybersecurity jobs and careers have created a need for new skilled faculty that can effectively teach the appropriate content to students at all levels. Often instructors are hired based on their academic credentials and professional experience without the use of assessment and faculty development methods to discover if these instructors can teach effectively or even improve the way they teach. Effective instructors have the ability constructively adjust teaching approaches when students are excelling or struggling based on skillful observation and constant assessment. If a student learns something with great ease, perhaps that approach would be of benefit to others. Part of what helps novices develop expertise here is their explicit attempt to understand how and why something works for students. The implementation and use of microteaching can provide a quality improvement approach to help cybersecurity instructors on all levels improve their ability to teach effectively.

Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study

<p>The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Inventory was used to investigate the participants’ conceptions of assessment, and interviews were conducted to probe their internal assessment practices and reasons for those practices. The quantitative data were analysed using confirmatory factor analysis which showed an inadmissible fit to G.T.L. Brown’s (2006) model. A subsequent exploratory factor analysis revealed partly similar and partly different dimensions in the data, compared with those previously reported in other studies using the TCoAIIIA. Qualitative data were thematically analysed and when the qualitative and quantitative data were considered together, greater similarities with G.T.L. Brown’s model emerged. Participants revealed four overarching conceptions of assessment: assessment is for learning; assessment is for qualifications; assessment is for accountability; and assessment is detrimental. This finding has reinforced the view that teachers’ conceptions of assessment are ecologically rational in that a distinct conception that probably relates to the role participants play in assessing for NCEA emerged. Despite this role, participants also adhered to the conception that a primary function of assessment is to improve students’ learning; furthermore, they did not support the use of assessment results as a measure of school quality. An implication of this finding is a belief that promoting a school-accountability use of assessment results is likely to be counter-productive to students’ learning. The qualitative findings revealed a complex set of beliefs and practices towards implementing the internally-assessed component of NCEA, and that beliefs were only one influence on teachers’ internal assessment practices. Teachers had to balance their beliefs with the systemic realities of NCEA and their school’s policy requirements, and articulated a tension between the improvement and accountability conceptions of assessment. Moderation processes, procedures and policy encouraged teachers into a cycle of safe rather than innovative internal assessment practice, which means that the original vision for NCEA internal assessment is yet to be realised. There are implications of this finding for professional development, leadership of assessment, and initial teacher education. One such implication is a requirement for professional development that would provide teachers with successful, innovative internal assessment practices, rather than the present approach which focusses on the reliability of marking. Schools’ management needs to take a greater role in leading and encouraging pedagogically sound internal assessment, rather than focussing primarily on agreement rates with NZQA moderators. Initial teacher educators could also introduce student teachers to effective internal assessment practices and to encourage such practices. In addition, attempts to change teachers’ assessment practices need to consider existing conceptions of assessment because beliefs have an impact on practices and may need to be challenged. While there is debate about whether beliefs change practice or vice versa, one cannot be changed without considering the other.</p>

Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study

<p>The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Inventory was used to investigate the participants’ conceptions of assessment, and interviews were conducted to probe their internal assessment practices and reasons for those practices. The quantitative data were analysed using confirmatory factor analysis which showed an inadmissible fit to G.T.L. Brown’s (2006) model. A subsequent exploratory factor analysis revealed partly similar and partly different dimensions in the data, compared with those previously reported in other studies using the TCoAIIIA. Qualitative data were thematically analysed and when the qualitative and quantitative data were considered together, greater similarities with G.T.L. Brown’s model emerged. Participants revealed four overarching conceptions of assessment: assessment is for learning; assessment is for qualifications; assessment is for accountability; and assessment is detrimental. This finding has reinforced the view that teachers’ conceptions of assessment are ecologically rational in that a distinct conception that probably relates to the role participants play in assessing for NCEA emerged. Despite this role, participants also adhered to the conception that a primary function of assessment is to improve students’ learning; furthermore, they did not support the use of assessment results as a measure of school quality. An implication of this finding is a belief that promoting a school-accountability use of assessment results is likely to be counter-productive to students’ learning. The qualitative findings revealed a complex set of beliefs and practices towards implementing the internally-assessed component of NCEA, and that beliefs were only one influence on teachers’ internal assessment practices. Teachers had to balance their beliefs with the systemic realities of NCEA and their school’s policy requirements, and articulated a tension between the improvement and accountability conceptions of assessment. Moderation processes, procedures and policy encouraged teachers into a cycle of safe rather than innovative internal assessment practice, which means that the original vision for NCEA internal assessment is yet to be realised. There are implications of this finding for professional development, leadership of assessment, and initial teacher education. One such implication is a requirement for professional development that would provide teachers with successful, innovative internal assessment practices, rather than the present approach which focusses on the reliability of marking. Schools’ management needs to take a greater role in leading and encouraging pedagogically sound internal assessment, rather than focussing primarily on agreement rates with NZQA moderators. Initial teacher educators could also introduce student teachers to effective internal assessment practices and to encourage such practices. In addition, attempts to change teachers’ assessment practices need to consider existing conceptions of assessment because beliefs have an impact on practices and may need to be challenged. While there is debate about whether beliefs change practice or vice versa, one cannot be changed without considering the other.</p>

Analisis Kesulitan Guru dalam Menerapkan Penilaian Autentik di Sekolah Dasar Negeri

The purpose of this study is to describe the problem of teachers in applying authenticity at the 29 Pekanbaru State Elementary School. This type of research is descriptive qualitative research. The resource persons in this study were the principal and second grade teachers, fourth grade teachers and fifth grade teachers at the 29 Pekanbaru State Elementary School. Data collection techniques used are interviews, observation and documentation. The data analysis technique uses the Milles and Huberman model with stages, data reduction, data presentation, and drawing conclusions. The results showed that the Pekanbaru 29 Public Elementary School had assessed the authentic principle to assess student learning outcomes which included assessment, knowledge and skills. Attitude assessment uses direct observation techniques (observation) and self-assessment. Knowledge assessment in the form of written tests, assignments and questions in the Student Worksheet (LKS). Skills assessment using practice/performance techniques and products. The obstacles experienced by teachers in implementing authentic assessment are the use of assessment techniques on student attitudes, the use of written test techniques and assignments on knowledge competencies and the use of product techniques on skills.

Research Focusing on Assessment Literacy: A Systematic Literature Review

Assessment literacy relates to teacher's ability to know and clearly understand the purpose, measurement, evaluation and use of assessment to report the overall level of student achievement in a particular subject or time period, reflect and take continuous follow-up action to improve instructional, student’s capability and achievement in learning. The purpose of this paper is to use co-citation analysis to detect the evolution of prior research linked to assessment literacy by identify the major sources and the classes they create (i.e. clusters) and reviews the significance of the aspects commonly mentioned by the authors in studies. The Scopus search engine was used to find the papers that were reviewed. All collected data were examined using the VOSviewer software to provide bibliometric results. The review's primary focus is on assessment literacy research that is associated to discussion in educational activities. Finally, the data show that co-occurrence of keywords in documents and co-authorship by author indicate seven and six clusters, respectively. Six primary categories of co-authorship, as follows: (1) Changes to the education assessment system, as well as prospective teacher's trust in its implementation, (2) The requirement for assessment concepts, (3) Literacy and data interpretation from teachers, (4) Assessing literacy and global needs, (5) Factors affecting teacher assessment, and (6) Methods for enhancing teachers' assessment literacy in learning. This paper analysis aims to provide a more thorough knowledge of the evolution of research topics, scientific practice and trends in new and interesting fields of study.

Assessment for Learning: Changes in the Role of Assessment in Learning

The purpose of this research is to describe the state of assessment for learning (AfL) in science learning. The research was conducted in February 2021. This research was conducted with a descriptive method using data collection techniques, namely a survey via google form. Before the instrument is used, calibration and testing are carried out and the test results of all items are declared valid and reliable. The results showed that the teacher agreed to the use of Assessment for Learning (AfL) in science learning, which could activate the learning process and accelerate the achievement of goals. In addition to the use of Assessment for Learning (AfL) in science learning, teachers also answered effectively in developing students' literacy skills according to subject coverage. Assesment for Learning (AfL) provides an overview of how students learn and achieve learning goals effectively that can be reported to students' parents. The obstacle in implementing assessment for learning (AfL) is that teachers still find it difficult to compile and develop assessment-based learning designs that are in accordance with process standards, so that most of these teachers adopt learning designs that are already available from various sources, so that the role of assessment is not yet a an integral part of the teaching and learning process.

Editorial

This is the first issue of the Journal Teaching Engineering (JTE). The journal is published by the University of Porto and is dedicated to publishing novel, cutting-edge reports of broad interest to higher education, especially related to engineering. The journal provides a forum for scientists and engineers, physicists, and chemists to rapidly communicate on the most important topics in the field of teaching and education. Its comprehensive scope includes all articles related to the following topics: What is the nature of engineering thinking and knowledge; how people develop knowledge and competencies; institutional practices; engineering interdisciplinary and applied education; how society, in general, contributes to science and technology processes and products, and development and use of assessment methods, instruments, and metrics.

Use of assessment center and cluster group tools for the modeling and visualization of temporal dynamics of competences of production managers for the interaction with counteragents

The article identifies current trends in the composition of indicators and the number of professional competencies of production managers for interaction with contractors. It is proposed to use the assessment center's tools to assess the current level and form a promising set of competencies. The experience of using the assessment center tools for these purposes at industrial enterprises of a large industrial center of our country is summarized. The expediency of using the developed methodological procedure of qualitative cluster grouping to obtain a visual representation of the dynamics of changes for each competence model is justified. This made it possible to visualize the dynamics of changes in the clusters of two professional competencies of production managers for interaction with contractors. The conclusion is formulated that in the work of specialists in assessing the professional competencies of middle-level managers using the assessment center tools, the emphasis should shift to the development of such models of professional competencies for interaction with counterparties that allow taking into account the dynamics of the market, its development prospects and the requirements of potential customers.

Strategizing assessment to support emerging bilingual students: a focus on the home language

Both educators and students in the United States feel the continuous pressure to improve achievement scores as a form of validation for their work and success. However, emerging bilingual (EBs) learners encounter barriers within assessments that break the assumptions of validity, reliability, and fairness and prevent them from demonstrating their true knowledge. This is worsened when assumptions about EBs' academic capacity are extracted from those assessment results. This paper focuses on the use of assessment for and as learning for emerging bilingual (EB) students. Specific attention is given to the use of the students' home language as a resource in evaluating their knowledge and how teachers may address some of the inequitable practices to prepare EBs not only to be successful academically, but to demonstrate it in today's assessment world.

Understandings and uses of assessment: case study with Spanish teacher educators

Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.