Formative assessment in academic writing: Integrating online feedback within the broader teaching-learning community

In this article a proposal is put forward for redesigning formative assessment within a particular academic literacy module, focusing on integrating a specific online writing support system within existing practices of the writing program. Formative assessment is defined as essentially open-ended and socially constructed, implemented in such a way that it makes visible the discourse based nature of academic practices. This entails broadening the conception of formative assessment as a role assigned exclusively to the lecturer to signify interactions engaged in by a range of participants within the writing community who assume active roles in the process of knowledge construction. The online feedback support system Schrijfhulp Nederlands, developed by researchers in the Instituut voor Levende Talen of the Katholieke Universiteit Leuven, was chosen as suitable for this purpose. Comparison of a typical example of lecturer feedback with that provided by Schrijfhulp leads to the conclusion that the two modes of feedback are compatible, both in broad categories of concern and in underlying theoretical assumptions. The proposal put forward entails a fundamental shift in which the online feedback system is used not merely as add-on, but as nexus for integrating the formative assessment practices within the writing course. Despite being rooted in a specific teachinglearning environment, the discussion contributes, in a more general sense, to the ongoing debate on best practices for assessing student writing, particularly regarding the conceptualisation of formative assessment and the best use of online writing support.Keywords: academic writing, formative assessment, online feedback, social constructivism, information gap

Improving Voter Privacy for the Blind

Visually impaired voters in Denmark are unable to vote privately in national elections. Our study examined voting systems that could improve voter privacy for the visually impaired in Denmark. We also investigated different methods of voting that would allow the visually impaired to participate in elections within organizations. Through interviews with blind and sighted voters and with members of the Danish government, we determined which voting systems would be most acceptable for use in Denmark. Based on our findings, we concluded that the Danish Association of the Blind should push for the implementation of electronic voting machines that print paper ballots. We have also created a list of best practices for making organizational elections accessible to the visually impaired

Educational Considerations, vol. 31(2) Full Issue

Educational Considerations, vol. 31(2) Spring 2004 - Full issu

The experience of students in a collaborative learning classroom

To achieve collaborative learning, instructors must first create an environment for collaborative learning. To understand and create this environment, instructors must be familiar with the shifts students make when transitioning from a traditional-lecture dominated class to one that is collaborative. This study examined students\u27 experience in a graduate-level writing for publication comse in terms of those shifts. This qualitative case study was an action research project of the writing class over two semesters. The focus of this study was to examine in what way an environment for collaborative learning impacts students in a face-to-face classroom that was augmented with an online discussion forum. To answer this question, the study examined the collaborative learning environment in the areas of instructor and student participation, preparation, working with peers, sources of knowledge, and the use of the discussion forum. The themes emerging from an in-depth understanding of the students\u27 experiences are elaborated and implications and practical applications for creating an environment for collaborative learning are discussed. Themes that emerged from this data include the importance of participation by both the instructors and the students, the importance of students hearing and learning from other students, the creation of an environment where instructors are not seen as the only source of knowledge, and the role and use of an online discussion forum. This research suggests that a class can be designed beyond the lecture format that demonstrates to students that everyone is a participant. When this occurs, an environment for collaborative learning can be created where there is trust and comradery, where the students see and understand that there are many sources of knowledge beyond the instructor, where the students better prepare for class, and where the students look forward to working in small interdependent groups

Experience That Works: An Investigation Uncovering Essential Elements of Field Experiences and Internships within Principal Preparation Programs That Significantly Impact and Contribute to Principal Effectiveness

This study applied situational leadership and transformational leadership theories to discern essential elements of principal preparation program field experiences and internships that contributed most to principal effectiveness. Identifying critical components of principal preparation field experiences and internships were imperative to ensure principal effectiveness within the ever-changing landscape of education. The objective of this study was to discover essential components of field experiences and internships provided by principal preparation programs that contributed most to principal effectiveness, increasing the likelihood public school districts hired principal candidates who were equipped with the skills necessary to step into the position with minimal on-the-job training. A total of 23 novice principals across three target states comprised the full sample. Whereas 3 participants from the full sample, one per target state, constituted the subgroup. The mixed methods study comprises two parts: a quantitative survey followed by qualitative interviews and observations of a subgroup. The quantitative survey data were analyzed using Qualtrics frequency distribution and descriptive statistics reports. Additionally, the qualitative interview data were analyzed utilizing open coding and observation data via sorting. Lastly, a cross-case analysis of the collective case study data was employed. The highest ranked essential element per domain included using data to inform instruction; developing a safe school environment; developing relationships with students; working with the local community; and managing school schedules. In conclusion, by providing a roadmap of such essential elements of principal preparation fieldwork, principal preparation programs will be more likely to design and implement domain-specific contextualized experiences that produce principal candidates who are equipped with the skills necessary to step into the campus leadership position with minimal on-the-job training

2016-2017 Boise State University Graduate Catalog

The graduate catalog describes the graduate programs offered by Boise State University and the policies, procedures, and requirements that govern those programs. Other pertinent university publications are the Boise State University Student Handbook, and the Boise State University Policy Manual. All of these publications are available online at www.boisestate.edu along with the online schedule of classes. Prospective students are also encouraged to contact the graduate program coordinator of the program of interest for additional information

Faculty Senate Executive Committee Agenda, October 18, 2021

Approval of Minutes - September 20, 2021 University Business Educational Policies Committee Athletic Council Annual Report Honors Program Annual Report Academic Freedom and Tenure Annual Report Libraries Advisory Council Annual Report PRPC Report What kind of format for Faculty Senate meetings (in-person/Zoom