Academic literature on the topic 'Educational administration, classroom, tests and testing'
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Journal articles on the topic "Educational administration, classroom, tests and testing"
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Stecher, Brian M., and Stephen P. Klein. "The Cost of Science Performance Assessments in Large-Scale Testing Programs." Educational Evaluation and Policy Analysis 19, no. 1 (March 1997): 1–14. http://dx.doi.org/10.3102/01623737019001001.
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Estimates of the costs of including hands-on measures of science skills in large-scale assessment programs are drawn from a field trial involving more than 2,000 fifth- and sixth-grade students. These estimates include the resources needed to develop, administer, and score the tasks. They suggest that performance measures are far more expensive than typical multiple-choice tests for an equal amount of testing time, and the cost increases even further for an equally reliable score on an individual student. Because of the complexities of equipment and materials, hands-on measures in science are about three times more expensive than open-ended writing assessments. Alternative approaches to development and administration (such as using less expensive equipment and having the tasks administered by classroom teachers rather than trained Exercise Administrators) could reduce costs by up to 50%, but these practices may reduce the quality of the data obtained. However, including performance assessments in a state’s testing program may have many positive effects, including fostering standards-based educational reform and encouraging more effective teaching methods. The challenge is to determine whether these potential benefits actually exist and if they do, how they can be realized within the budget constraints of most testing programs.
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Carter, Amanda VandeHei. "Look How Far We Haven’t Come: The Possible Implications of Current Educational Context and Practices for Young Black Males by Amanda VandeHei Carter." Education Sciences 9, no. 2 (June 18, 2019): 142. http://dx.doi.org/10.3390/educsci9020142.
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Data that are derived from high stakes testing in the United States have created rhetoric of fear and criticism around our public K–12 educational system. Stakeholders often blame these low-test scores on the school, administration, or teachers. Due to the way that this data is shared with the general public Different from this narrative, within many schools, high stakes testing data are reported in an aggregated fashion, usually by students’ race. While the general public may be pointing their finger at schools, administrators, or teachers for poorly achieving students, these folks can quickly shift the blame to certain populations of students who are not performing well on standardized tests. Teachers spend time sorting and labeling children into groups and categories in an effort to “fix the problem”. While sometimes well intended, the planning, instruction, and assessment of daily and weekly instruction is focused on an end result of getting particular groups of students to score better on standardized tests. This article provides the counter narrative to this conversation and it strives to tell the story of a student who has fallen victim to standardized unauthentic curriculum. Multiple case study was the methodology used for this research. Consistent with this methodology, the data were gathered through one-on-one interviews, classroom observations, and small group discussions. Hardiman’s model of White Identity Development (WID) and Freebody and Luke’s four resources model were the conceptual frameworks that were used to guide the study. The findings shared in this article represent the data collected from one participant in this multiple case study.
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Pascoal, Lílian Aparecida Vimieiro, and Andrea Machado de Almeida Mattos. "Critical Literacy in ELT Classroom Testing." Revista Alicantina de Estudios Ingleses, no. 36 (January 31, 2022): 29. http://dx.doi.org/10.14198/raei.2022.36.02.
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Critical Literacy (CL) has lately influenced English Language Teaching (ELT) in Brazil, mainly after the publication of the National Guidelines for High School Teaching, and several practitioners have started to use CL perspectives in their ELT contexts. Besides, CL and Critical Language Education have been the focus of much research in Brazil. Nonetheless, these alternative approaches have not yet made their way into testing and assessment. This paper focuses on the relationship of CL and English Language testing. First, we present an overview of important concepts in the area of testing and assessment in ELT. We also discuss important concepts of CL and other critical approaches to ELT. Then, we briefly discuss the possibility of using CL together with CA in English teaching. To illustrate, we summarize a course in ELT, which has used CL and CA at university level. Finally, considering tests as part of the social practices in educational contexts, we demonstrate that, just as CL may be used for Citizenship Education and Social Justice in English classes, the same approach should be used when testing, particularly due to the use of language as a tool for social reconstruction and critique for the exposure of inequalities. Principles for developing critical practices in testing and assessment are discussed along the paper.
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McNeish, Daniel, and Denis G. Dumas. "Scoring Repeated Standardized Tests to Estimate Capacity, Not Just Current Ability." Policy Insights from the Behavioral and Brain Sciences 6, no. 2 (October 2019): 218–24. http://dx.doi.org/10.1177/2372732219862578.
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Changes to educational policies have proliferated testing data to include multiple-administration assessments that repeatedly measure student performance over time. Psychometric models—extended for this type of data—estimate quantities typically associated with assessments that are given once, such as ability at a specific time point. This article considers how multiple-administration assessment offers the opportunity for models to estimate novel quantities that are not available from traditional single-administration assessments but may be of interest to educational researchers and stakeholders. Specifically, dynamic measurement models can directly estimate capacity—the expected future score once the construct of interest has fully developed. Preliminary evidence for this approach shows it may be less susceptible to effects of socioeconomic status and may improve predictions of future performance. An example with real-life operational assessment data is provided. Extensions and limitations for educational assessment are also discussed.
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Emanuel, Diana C. "The Auditory Processing Battery: Survey of Common Practices." Journal of the American Academy of Audiology 13, no. 02 (February 2002): 093–117. http://dx.doi.org/10.1055/s-0040-1715952.
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A survey of auditory processing (AP) diagnostic practices was mailed to all licensed audiologists in the State of Maryland and sent as an electronic mail attachment to the American Speech-Language-Hearing Association and Educational Audiology Association Internet forums. Common AP protocols (25 from the Internet, 28 from audiologists in Maryland) included requiring basic audiologic testing, using questionnaires, and administering dichotic listening, monaural low-redundancy speech, temporal processing, and electrophysiologic tests. Some audiologists also administer binaural interaction, attention, memory, and speech-language/psychological/educational tests and incorporate a classroom observation. The various AP batteries presently administered appear to be based on the availability of AP tests with well-documented normative data. Resources for obtaining AP tests are listed.
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Glas, C. A. W. "Towards an Integrated Testing Service System." European Journal of Psychological Assessment 13, no. 1 (January 1997): 38–48. http://dx.doi.org/10.1027/1015-5759.13.1.38.
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In a testing service system (TSS) the activities that play a role in educational and psychological assessment are integrated and, as far as possible, computerized. Such systems will be the basis for test design, administration, analysis, and reporting in the next century. The main activities in a Testing Service System are item banking, item construction, test assembly, test administration, test analysis, and calibration. Testing service systems exist in various forms, ranging from general-purpose software packages to systems especially developed to support specific organizations and the administration of specific tests. With the advent of Windows technology, both individual professionals and testing organizations are more and more in a position to create a tailor-made TSS by linking existing software elements that have the functionality suited to the demands of the situation. In this paper, a number of the considerations that play a role in designing a TSS are described.
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Grant, S. G. "Teachers and Tests Changes in the New York State Testing Program." education policy analysis archives 8 (February 24, 2000): 14. http://dx.doi.org/10.14507/epaa.v8n14.2000.
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How do teachers change their pedagogical practices? While many current initiatives seek to raise educational standards and improve student academic performance, there is a curious gap in national and state reforms. Considerable attention is given to defining higher expectations for what students will know and be able to do, yet little attention is given to how teachers should learn new pedagogical ideas and practices. This exploratory study uses focus group interview data collected over two years to examine how cross-subject matter groups of elementary and secondary New York State teachers respond to one way of learning to change their classroom practices: state-level testing. Analysis of the data highlights three issues: the nature and substance of the tests, the professional development opportunities available to teachers, and the rationales for and consequences of the state exams.
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Russell, Michael, and Walt Haney. "Testing Writing on Computers." education policy analysis archives 5 (January 15, 1997): 3. http://dx.doi.org/10.14507/epaa.v5n3.1997.
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Computer use has grown rapidly during the past decade. Within the educational community, interest in authentic assessment has also increased. To enhance the authenticity of tests of writing, as well as of other knowledge and skills, some assessments require students to respond in written form via paper-and-pencil. However, as increasing numbers of students grow accustomed to writing on computers, these assessments may yield underestimates of students' writing abilities. This article presents the findings of a small study examining the effect that mode of administration -- computer versus paper-and-pencil -- has on middle school students' performance on multiple-choice and written test questions. Findings show that, though multiple-choice test results do not differ much by mode of administration, for students accustomed to writing on computer, responses written on computer are substantially higher than those written by hand (effect size of 0.9 and relative success rates of 67% versus 30%). Implications are discussed in terms of both future research and test validity.
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Shofiya, Arina. "The Impact of Different Types of Tests in EFL Writing on the Teachers’ Classroom Practices." Celt: A Journal of Culture, English Language Teaching & Literature 19, no. 2 (May 27, 2021): 222. http://dx.doi.org/10.24167/celt.v19i2.721.
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To promote the quality of national education, a test, especially high-stake test, has received special concern from the government. Such kind of test brings serious consequence (impact) to some related parties like teachers, students, school systems, and society. This article is intended to highlight how different type of testing affects the teachers’ teaching practices in the classrooms. In Indonesian secondary schools, two types of tests, National Examination (NE) and School Examination (SE) are administered to measure students’ achievement in a particular level as well as to decide students’ graduation. The two tests are different at some points. First, the test for NE was developed and administered by the government through the Board of National Education Standard. Meanwhile, the preparation and administration of the test for SE were done by the English teachers at every school. Second, the test of NE was in the form of objective test, whereas, the test of SE is subjective in which the students should create writing products. Using descriptive qualitative research design, the current research investigated how four Indonesian secondary school teachers carried out the teaching of EFL Writing in their classroom as the impact of the two types of test. The findings of this research revealed that the administration of the different types of tests brings different impacts on the preparation and classrooms practices in which the teachers were more enthusiastic and serious to prepare for the SE rather than the NE. It can be concluded that a particular type of test which requires full involvement of the teachers either in the preparation or the administration like SE brings positive impact on their classroom practices.
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Albiansyah, Albiansyah, Agam Prasetyo, and Minkhatunnakhriyah Minkhatunnakhriyah. "The communicativeness of English tests at vocational high school." TRANS-KATA: Journal of Language, Literature, Culture and Education 1, no. 1 (November 29, 2020): 29–35. http://dx.doi.org/10.54923/transkata.v1i1.7.
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Language testing and assessment play a crucial role in evaluating the school quality system and in regarding the progress of student’s achievement. Since most classrooms in Indonesia consist of more than 30 to 40 students in a classroom, it is not an easy task to handle and to assess the educational success of students. It is very important to assess the achievement of the students. Further, teachers without standardized assessments will not understand the experience, skills, and abilities of the students in their classroom. The aim of this article is to examine the content of mid-term exams that were given to class 10 in the second semester of the 2019 – 2020 academic year. The objective of the article is to find out the content of the English test measured the communicative competence of students. There were five tests collected from five schools in different clusters of South Tangerang, Indonesia. The results of analysis showed that the tests were failed in measuring the student’s communicative competence while language focus could be tested by them.
Dissertations / Theses on the topic "Educational administration, classroom, tests and testing"
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Clifton, Karen S. "The testing effect using retrival [sic] practice in the classroom /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=561.
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Hodgson, Randall. "The impact of high stakes testing on student learning in the classroom." Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Hodgson_RMIT2010.pdf.
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Millsap, Claudette M. "Comparison of Computer Testing versus Traditional Paper and Pencil Testing." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2621/.
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This study evaluated 227 students attending 12 classes of the Apprentice Medical Services Specialist Resident Course. Six classes containing a total of 109 students took the Block One Tests in the traditional paper and pencil form. Another six classes containing a total of 118 students took the same Block One Tests on computers. A confidence level of .99 and level of significance of .01 was established. An independent samples t-test was conducted on the sample. Additionally, a one-way analysis of variance was performed between the classes administered the Block One Tests on computers. Several other frequencies and comparisons of Block One Test scores and other variables were accomplished. The variables examined included test versions, shifts, student age, student source, and education levels. The study found no significant difference between test administration modes. This study concluded that computer-administering tests identical to those typically administered in the traditional paper and pencil manner had no significant effect on achievement. It is important to note, however, that the conclusion may only be valid if the computer-administered test contains exactly the same test items, in the same order and format, with the same layout, structure, and choices as the traditional paper and pencil test. In other words, unless the tests are identical in every possible way except the actual test administration mode this conclusion may not be applicable.
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King, Bernard Francis. "An analysis of federal aviation administration knowledge test scores and fatal general aviation accidents." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19024.
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Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Fred O. Bradley
Over the last few years, the safety record of U.S. commercial airlines has improved to the point where the statistics on accidents are negligible. The overwhelming numbers of aviation fatalities occur in General Aviation (GA) accidents. While the fatal accident rate has improved—from around 5.0 per 100,000 miles flown in the post–World War II era to varying between 1.2 and 1.5 since 1996—it still results in 450 to 700 deaths per year. In 2013, improving GA safety was on the National Transportation Safety Board’s (NTSB’s) most wanted list. The NTSB has cited a lack of aeronautical knowledge as the cause of many of these accidents. If pilots are required to pass Federal Aviation Administration (FAA) knowledge and practical tests prior to obtaining a new pilot certificate, how could they not possess the knowledge needed to operate in the National Airspace System (NAS)? Some, attributing it to a failure to learn basic aeronautical knowledge, are concerned that potential pilots memorize the answers to test questions published in commercially available test guides and quickly forget the material after passing the test. The purpose of this retrospective causal comparative study was to see if airman knowledge tests scores are related to fatal accidents. Fatal GA accidents that had pilot error as a causal factor were compared with those in which maintenance factors caused the accidents, to see if there were significant differences in the pilots’ knowledge test scores. The time that potential pilots took to answer skill-based questions that required calculation or interpretation was compared to the time to answer recall questions to see if rote memorization may have been involved in passing the knowledge test. The results of this paper may have implications on how AFS 630 structures the FAA knowledge tests and how instructors prepare potential pilots for these tests.
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Brady, Amelia Louise. "Effects of standardized testing on teachers' emotions, pedagogy and professional interactions with others." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1235664962.
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Kwolek, Kathleen A. "Impact of Teacher Evaluation Protocols on Classroom Instructional Practices." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287.
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Frost, Carla J. "Selection criteria used by site administrators for preparation practices for California Standards Tests in mathematics." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2373.
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Since the late 1800s, testing has been a part of education. Supporters claim testing encourages objectivity in assessments of learning. Critics argue testing creates bias, restricted teaching methodology, and restricted curriculum. The No Child Left Behind Act of 2001 requires school accountability that has increased the push for standardized testing. High school students present a unique challenge for administrators on the low-risk California Standards Tests (CSTs). The CSTs in mathematics are complex in reference to student composition, range of courses tested, and sequence of previous math courses taken by the student. This complex nature of the CSTs in mathematics makes test preparation decisions difficult for the site administrator. Schools have developed test preparation practices in the hopes of improving student performance on these standardized tests. Some of these practices require a great deal of time, energy, and money to create and execute. The administrator must use these precious resources judiciously. Therefore, there is a need for further investigation of the criteria used by site administrators for selection of test preparation practices for CSTs in mathematics. Using qualitative analysis, this study researched the criteria used by the high school site administrators to govern their decision of which test preparation practices for CSTs in mathematics to establish at their school. This study included 18 administrators at 15 schools in the southern San Joaquin Valley in California that met their Academic Performance Index growth targets for 2006.
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von, der Embse Nathaniel Paul. "HIGH STAKES TESTING, SOCIO-ECONOMIC CLASS, AND TEST ANXIETY: OPPORTUNITIES FOR IMPACT." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1214510534.
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Carver, Susan D. "High Stakes Testing and Accountability Mandates: Impact on Central Office Leadership." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227281262.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Feb. 22, 2010). Advisor: Anita Varrati. Keywords: accountability; case study; central office administrators; data driven decision making; directives; distributed leadership; high stakes tests; K-12 leadership; mandates; NCLB; Ohio; reform; state report cards; strategies; superintendent. Includes bibliographical references (p. 236-252).
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Hille, Kathryn Streeter. "Student Placement: A Multifaceted Methodological Toolkit." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1573216693530411.
Full textBooks on the topic "Educational administration, classroom, tests and testing"
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F, Smith Lisa, and De Lisi Richard, eds. Natural classroom assessment: Designing seamless instruction & assessment. Thousand Oaks, Calif: Corwin Press, 2001.
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Ide, Arthur Frederick. Assessment and testing in the classroom. Dallas: Monument Press, 2010.
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D, Borich Gary, ed. Educational testing and measurement: Classroom application and practice. 5th ed. New York: HarperCollins College Publishers, 1996.
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Canadian Conference on Classroom Testing (2nd 1990 University of British Columbia). Classroom testing in Canada: Proceedings of the second Canadian Conference on Classroom Testing, June 1 and 2, 1990. Vancouver, B.C: Centre for Applied Studies in Evaluation, The University of British Columbia, 1992.
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D, Borich Gary, ed. Educational testing and measurement: Classroom application and practice. 9th ed. Hoboken, NJ: Wiley, 2010.
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D, Borich Gary, ed. Educational testing and measurement: Classroom application and practice. 7th ed. New York: J. Wiley & Sons, Inc., 2003.
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D, Borich Gary, ed. Educational testing and measurement: Classroom application and practice. 4th ed. New York: HarperCollins College Publishers, 1993.
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Kubiszyn, Tom. Educational testing and measurement: Classroom application and practice. Hoboken, NJ: John Wiley & Sons, 2015.
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Kubiszyn, Tom. Educational testing and measurement: Classroom application and practice. 3rd ed. Glenview, Ill: Scott, Foresman, 1990.
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Kubiszyn, Tom. Educational testing and measurement: Classroom application and practice. 2nd ed. Glenview, Ill: Scott, Foresman, 1987.
Find full textBook chapters on the topic "Educational administration, classroom, tests and testing"
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Moreira, Sandrina B. "Accounting and Finance Students' Perceptions About Active Learning in an Economics-Lecture Classroom." In Advances in Educational Marketing, Administration, and Leadership, 18–34. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2124-3.ch002.
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In higher education there is an increasing trend from teacher-centered to student-centered learning environments, wherein active learning experiences can play a decisive role. This chapter assesses how students perceive the use of active learning techniques within the lecture framework, traditionally accepting students as passive listeners. A survey was distributed in the undergraduate course of Accounting and Finance - evening classes, at the end of the semester, to evaluate and help refine the active learning approach conducted in an economics course. Students reported an overall positive response towards active learning, which helped them to focus, engage, and learn. They especially value the lectures as interactive learning experiences. Students' appraisal regarding the usefulness of key implementation rules like the what, when, who technique on slide-written instructions, as well as the variety of active learning activities tested, revealed the designing and testing of active learning events need improvement.
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Carrington-Blaides, Elna, and Myrna Ransome. "Teachers' Knowledge about Asthma and Asthma Management in Inclusive Classrooms in Trinidad and Tobago." In Advances in Educational Marketing, Administration, and Leadership, 174–93. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch008.
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Although most students who suffer from asthma and asthmatic conditions are enrolled in the regular education setting at all levels of the education system in Trinidad and Tobago; there is no formal training at any level of the teacher education/training system which addresses the need for teachers to acquire knowledge about asthma and asthma management. Both international prevalence figures and informal local estimates suggest the presence of students with asthma in every single classroom. This study investigated the knowledge about asthma and asthma management of primary school teachers in Trinidad and Tobago. The main question was – What do primary school teachers in Trinidad and Tobago know about asthma and asthma management? A random selection of 96 teachers from varied backgrounds participated in a two-part survey about their asthma knowledge and asthma management knowledge. The data were analysed using descriptive statistics and inferential analysis which indicated that while teachers had basic knowledge in some areas of asthma and asthma management, they lacked substantial knowledge about asthma and the management of asthma. Tests of between-subjects effect for age and years of teaching experience and asthma knowledge indicated no difference for various groups. A difference emerged when between-subject effects were analysed for sex, family history and asthma management knowledge.
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Dovbnia, Ljudmila, and Petro Dovbnia. "DISTANCE LEARNING: POSSIBILITIES, EXPERIENCE, RECCOMMENDATIONS." In Modernization of research area: national prospects and European practices. Publishing House “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-221-0-21.
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In the first quarter of the 21st century the humanity is forced to live in a complicated period of adaptation to the new conditions brought about by the intrusion and rapid spreading of mutated variants of a previously unknown respiratory virus SARS-CoV-2, which often causes severe disease form and causes death results. “Pandemic COVID-19, that enveloped modern world, placed the society on the verge of global challenges in different spheres of human existence. Because of this nowadays, like never before, there is a problem to continue an educational process in different levels establishments in the quarantine conditions. Society in general and pedagogical community in particular were not ready for these events, because of what the search for effective methods and techniques of educating students became more intense. When used wisely, the crisis in any sphere of human activities becomes a push for progress. Ukrainian education is now moving along this road, often through attempts and mistakes, distinguishing effective forms, methods and means of education” [3, p. 43]. Because of the pandemic all forms of educational interaction between teachers and students: lessons, lectures, practical lessons, laboratory lessons, different consultations, tests, exams – were forced to be conducted in distance form. It caused a stressful situation for teachers as well as students, since any innovation needs a lot of intellectual, psychological, emotional and time efforts. The teachers were faced with a task to organize distance educational process by means of electronic content transmission with the help of all accessible instruments for creating communication. Certainly, not all teachers were ready for this, since a lot of acknowledged in their field scientists and pedagogues were faced with the need to create electronic educational resources and an urgent learning of digital platforms and services. This problem was especially meaningful for humanists, for elderly, who, before the introduction of distance learning avoided the use of gadgets, and particularly – the creation of their own intellectual products with their help. They did not have basic skills of the work in digital environment, elementary technical knowledge and time to master new instruments and technologies, to understand the approaches for online transformation of a usual educational process etc. Anxiety, lack of confidence, confusion of the pedagogues, which can be noticed in the beginning of the quarantine, gradually changed into the mastering of online technologies, into the transformation of usual methodics of disciplines teaching, into the transfer of the classroom from real dimension into a virtual one etc. However, even now the pedagogical society is in search of the ways to heighten the results and effectiveness of educational process, the development of optimal methods for teaching natural sciences and the humanities. There is a lack of experience, the theoretical basis of distance learning as the main form of getting the knowledge by the students in crisis situations, the formation of proper skills are now in the process of defining and distinguishing, while practical pedagogues are called to give their intellectual contribution into the educational process and to give the materials for the analysis and development of the theoretical conclusions, based on which they can offer a new, modernized didactics. During the last decade distance learning became one of the productive and effective forms of the interaction between the pedagogues and students. Its advantages are unquestionable, since it enables to freely join the education in the most prestige establishments of Ukraine and the world, to become the participants of the video conferences conducted by the most reputable scientists and pedagogues, to pass exams, which give space for the further education etc. The processes of introducing the technologies of distance education in Ukraine were conducted mainly in high schools where the students have a high level of motivation to the education. Distance learning spread with new force because of today’s challenge, which invaded all the world – the emergence and fast spreading of the virus SARS-CoV-2, contagious and deathly one. To keep the people from having the disease and creating social distancing the governments of most of the countries introduced a strict quarantine, which, among other safety precautions, meant the distance form of work for educational establishments. It made the pedagogues of secondary and high levels of education to quickly master Internet platforms and other tools of distance interaction. Accumulated practical pedagogical experience of widely introduced distance learning needs theoretic work and generalizing to correct the didactic theory and practice. That is why it is important for experienced teachers to demonstrate the results of their own searching, conclusions and methodological recommendations. The possibilities of distance learning tools are very wide and the better the pedagogue masters it, the more perfect his/her didactic system, as well as the educational process, becomes. Surely, you cannot interchange “live” communication with the students by the distance technologies, that is why we look at distance learning as a temporary process, however its elements have introduced themselves into our life and will not be deleted.Based on our own experience of pedagogical activities in the pandemic conditions, we consider it suitable to demonstrate methodological recommendation for increasing the effectiveness of learning process: to use different educational web-resources and online platforms, interactive exercises, virtual blackboards etc.; to give the students the links for multimedia materials, educational video films, video and audio recordings of lectures and practical lessons to understand educational material; to keep feedback you can suggest your students to use online testing; to analyze and assess all types of tests, practical works, tasks and other kinds of individual work; to conduct extra individual online consultations; during the conference to work no more than 30 minutes with a little break afterwards; to use interactive methods to stir up the mental activities of the students; to use the system of hyperlinks for extra informational materials; to choose the tasks that heighten educational motivation of the students; you should organize group work for communication between your students using distance learning tools.
Conference papers on the topic "Educational administration, classroom, tests and testing"
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Peterson, Kirsten L., Marc D. Compere, Yosef S. Allam, and Bernard J. Van Wie. "A Fluid Flow Characterization Device for an Educational Desktop Learning Module." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88525.
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This paper presents the design and testing of a fluid loss characterization device for use in engineering education as a classroom or laboratory demonstration in a core curriculum fluid dynamics course. The design is specifically tailored for clear demonstration of the abstract concept of fluid loss in a way that supports collaborative, hands-on, active, and problem-based learning. This stand-alone device is intended as a prototype for a Desktop Learning Module (DLM) cartridge. The DLM module framework was developed by engineering educators at Washington State University as part of a collaborative NSF-sponsored program. The fluid loss characterization device was sponsored by the Embry-Riddle Aeronautical University Honors Program in Daytona Beach, Florida. The purpose of the experiment is to have students determine the loss coefficients and friction factors of different piping components in a fluid flow system. The experiment involves measuring volumetric flowrate changes in the system due to the introduction of minor and major losses. A pump circulates water at a specified rate tunable by the students to achieve a steady state flow condition. Height sensors report tank heights and a flow meter shows volumetric flow rate which is verifiable with student’s data collection. A graphical computer interface allows students to control pump rate and also reports tank height in real time. The computer and height sensors are not critical to the learning objectives and may be replaced with rulers and a potentiometer for motor control. The educational goals are for students to gain a better understanding of the transition between Bernoulli’s flow equation and the Energy equation, to study major and minor losses, and experimentally determine volumetric flowrate. Fluid flow loss concepts can be reinforced by experimentally verifying these concepts immediately after presenting them on the whiteboard. Educational assessments measuring gains with pre- and post-tests and a conceptual test one week later were performed with a control group and experimental group. Results are presented that allow direct comparison between a hands-on activity versus conventional lecture-based instruction alone. The results indicate no statistically significant differences in gains between control and treatment groups; however the trend indicates improved ability to describe abstract concepts on the material 1 week later in the experiment group. The most promising results show that a greater percentage of students who were actively involved with the demonstration increased their scores from post- to conceptual assessment. This agrees with previously published results on CHAPL [1]. The majority of passive observers showed decreased scores. These results warrant more devices be built and tested to engage the entire class in the hands-on collaborative experiment.
Reports on the topic "Educational administration, classroom, tests and testing"
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Kolgatina, Larisa, Lyudmyla Bilousova, and Oleksandr Kolgatin. Pedagogical diagnostics with use of computer technologies. CEUR-WS, June 2013. http://dx.doi.org/10.31812/123456789/3222.
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The technology of the automated pedagogical diagnostics is analysed. The testing strategy, oriented for pedagogical diagnostics purpose, and grading algorithm, which corresponds to Ukrainian school grading standards, are suggested. "Expert 3.05”software for automated pedagogical testing is designed. The methods of administration of the database of the test items are proposed. Some tests on the mathematical topics are prepared with "Expert 3.05". The approbation of these tests in the educational process of Kharkov National Pedagogical University named after G.S.Skovoroda is analysed.