Interdisciplinary authentic assessment: cognitive expectations and student performance

This two-pronged quantitative, non-experimental design study, conducted at an urban secondary school of 472 students in Los Angeles, California, was designed to gain understanding of the potential impact of interdisciplinary authentic assessment and the manner and complexity with which such tasks push students to think. Since limited research has been conducted around the results of such practices at the secondary school level, this research serves as a pilot study to examine (a) cognitive levels of Bloom\u27s Taxonomy present within four interdisciplinary authentic assessment tasks, following an ongoing professional development intervention and (b) student performance on these assessments of varying cognitive complexity. Panel analysis of objectives from the assessments under study revealed that 94% of objectives measured student understanding beyond knowledge and comprehension levels of Bloom\u27s Taxonomy. Sixty two percent of these objectives measured understanding within the top three cognitive levels (analysis, synthesis, and evaluation). Middle to upper taxonomy levels were identified most frequently, particularly the application, analysis, and synthesis levels of the taxonomy at 32%, 34%, and 22%, respectively. Student performance did not increase or decrease substantially with cognitive demand; instead, students on average performed near proficiency level (3.0, on 1.0 to 4.0 scaled rubrics) on each cognitive level, indicating that students may be able to meet challenges at varying levels of cognitive demand. From this pilot study, interdisciplinary authentic assessment appears to be an appropriate and necessary challenge for secondary school curricula, particularly with increasing pressure for accountability around standardized test performance. Such assessments should be coupled with traditional assessments to develop multiple levels of understanding. Since issues such as lack of reliability, inconsistency in assessment design and grading, and potential for grading bias remain important challenges with authentic assessment, and since there is little existing expertise in the area of interdisciplinary curriculum development, more collaboration, accessibility, and instruction around such methods in schools should be encouraged. Although challenges with interdisciplinary authentic curricula are many, schools should rethink approaches to assessment and may need policy incentives to do so. Education policy should not limit itself to a focus on traditional testing alone

Secondary English Teachers\u27 Experiences on Critical Thinking for African American Male Students

African American male students (AAMSs) can benefit from literacy instruction that is student-based and geared towards using higher-level thinking skills. The conceptual framework was guided by Dewey\u27s constructivism theory, the purpose of this qualitative case study was to explore whether high school English language arts (ELA) teachers in an urban-suburban Midwest region of the United States have sufficient knowledge and skills to incorporate higher order thinking skills (HOT) instruction for AAMSs. Five ELA teachers from a low-performing, urban-suburban high school in the Midwest region of the United States participated in semistructured interviews; observations were conducted in the classroom, and lesson plans were reviewed. Patterns, categories, and themes emerged through using the coding process by breaking down the data into units and then grouped according to their characteristics. According to the findings, participants from this study suggested that problem- solving was the main higher level thinking skill for AAMSs. These local ELA teachers also used the Socratic questioning method as their primary instructional strategy but limited constructivist activities for AAMSs to engage during the instructional process. The findings from the data collection support the development of a professional training program. The professional development program could help teachers engage AAMSs in increasing their academic endeavors. ELA teachers can participate in professional learning communities by communicating concerns about AAMSs, using HOT skills to increase AAMSs literacy performance, become change agents, and promote a positive social change by using constructivist practices into school curriculum and instructions for AAMSs, eventually closing the achievement gap

Entrepreneurship Learning through Active Teaching Methods: Analysis of the Student and Teacher Perception of Learning in Applied Projects

This research investigates the perception of students and teachers of the entrepreneurship discipline regarding active teaching methods and how these learnings are utilized in entrepreneurship projects. Active teaching methods were introduced in the 1970s to create innovative learning experiences and utilize student knowledge. However, not all teachers are qualified or motivated to conduct the teaching process. Contemporary business schools have been guiding teachers and students to explore didactic alternatives, such as Problem-Based Learning, to achieve more effective teaching results. The research seeks to understand how students apply the knowledge acquired in entrepreneurship projects and how these projects are affected by the teaching methods used in the discipline. The results can be used to improve the quality of entrepreneurship education and enhance the practical application of the knowledge acquired by students. Keywords: Innovative learning experiences, active teaching methods, entrepreneurship projects DOI: 10.7176/RHSS/13-6-01 Publication date:March 31st 202

Using Real-World Data as a Basis for Problem-Based Learning: Investigating Preservation Biases of Fish in Fossil Butte National Monument

This project examined the design and development of an online problem-based learning module to teach earth-system science to K-12 educators. The module revolved around identifying earth sphere (lithosphere, hydrosphere, biosphere and atmosphere) interactions needed to produce mass fish mortality layers found in the Green River Formation at Fossil Butte National Monument. Students investigated the unique earth sphere combinations needed to produce mass fish mortality layers, reflected on the formation of such deposits, and examined the impact of these earth spheres on the earth system. As a supplement to the course, the students also analyzed data on fossils collected from a small research quarry on-site for potential fossil preservation bias, finding no clear bias in the sample data set. To gauge the effect of online problem-based learning on content knowledge, pre- and post-module assessments were given. The results of the assessments are ambiguous in terms of content development, due to the small sample size. Much was learned about developing, marketing and teaching online and problem-based learning courses. Specific suggestions to improve the delivery and value of such courses include improving course scheduling by only offering the course in summer, training instructors and students on teamwork skills, and making the classroom value of the course more apparent to the students

The Assessment CyberGuide for Learning Goals and Outcomes

The CyberGuide serves as a companion resource for implementing the APA Guidelines for the Undergraduate Major in Psychology. These resources should aid psychology departments and their faculty to design the most appropriate and effective assessment plans. We have organized this Cyberguide into four parts that will assist departments in developing assessment plans: I. Understanding Assessment: Departmental, Institutional, Educational, and Societal Perspectives II. Designing Viable Assessment Plans III. Sustaining an Assessment Culture IV. Applying Assessment Strategies in Psycholog

Learning outcomes:revised Bloom’s taxonomy and critical thinking in two examples of unit design

Abstract. This Master’s Thesis ‘Learning Outcomes: Revised Bloom’s Taxonomy and Critical Thinking in Two Examples of Unit Design’ introduces two different theoretical approaches in learning theory. Both theories discussed in this work were used for creating course plans for student activities but while they shared partly the same methodology they had different approaches in the way they approached the material in depth. In Finland, the Revised Bloom’s Taxonomy is generally referred to as Andersonin ja Krathwohl Taxonomy. The idea for this paper was first raised during an online teacher training course at the University of Oregon while studying ‘Critical Thinking in Language Learning and Teaching’. During the course the basic set of theory, Elements of Thought and Intellectual Standards, and the Paul-Elder Critical Thinking Framework were used in the course assignments. Critical Thinking functions also as a method for improving one’s thinking through the previously mentioned elements and for example ‘Intellectual Traits’. Personally, Critical Thinking as studied during the course, felt like a positive approach to learning, teaching and personal development in objectivity. A couple of years later I came across part of the same terminology while I was involved in an Erasmus + project ‘Learning units for students in an international setting for floristry’. The project included creating learning units, taking part in the pilots and student activities. The learning units were formed using the European Qualifications Framework for Life Long Learning. The Framework follows the classification for learning outcomes which in turn are defined by Knowledge, Skills and Competence. The theoretical background for these three concepts is based on Revised Bloom’s Taxonomy. The original approach, Revised Bloom’s Taxonomy, is one of the most influential methods (at present time) for describing learning, teaching and assessing through educational objectives. Revised Bloom’s taxonomy approaches learning and acquisition from two dimensions: cognitive process and knowledge. These two dimensions have stages which get harder to learn the higher they get in the matrix the model creates. The meeting point describes the expected learning outcome which once again leads back to European Qualifications Framework. The target in my work has been to show the connections between Critical Thinking and Revised Bloom’s Taxonomy and how the influential European Qualifications Framework is sharing features of these methods. The Finnish National Qualifications Framework follows the same agreed theoretical standards in curriculum design and my aim has been to bring the particular features described in my paper visible and easier to approach for other teaching professionals as well.Oppimistulokset : uudistettu Bloomin taksonomia ja kriittinen ajattelutapa — kaksi esimerkkiä tutkinnonosan suunnittelussa. Tiivistelmä. Maisterintutkintoni lopputyö ”Oppimistulokset: Uudistettu Bloomin Taksonomia ja Kriittinen Ajattelutapa — kaksi esimerkkiä tutkinnonosan suunnittelussa” tuo esille kaksi erilaista oppimisteorioiden teoriasuuntausta. Molempia näistä tässä työssä esitellyistä lähestymistavoista käytettiin pohjana opiskelijoille suunniteltujen tutkinnonosien työstämisessä, mutta vaikka kyseiset teoriat jakavat osittain samaa teoriataustaa, niiden lähestymistavat eroavat materiaalin syvyysnäkökohdan tulkinnassa. Uudistettu Bloomin taksonomia tunnetaan Suomessa paremmin Andersonin ja Krathwohlin taksonomiana. Alkuperäinen ajatus lopputyöni aiheesta kehittyi opiskellessani opettajille tarkoitetulla Oregonin yliopiston järjestämällä internetkurssilla ”Kriittinen ajattelutapa kielten oppimisessa ja opettamisessa”. Kurssin aikana tutustuttiin teorian perusteisiin, ’Elements of Thought’ ja ’Intellectual Standards’, sekä Paul-Elderin kriittisen ajattelutavan malliin, jotka toimivat myös pohjana kurssitehtävien suorittamisessa. Kriittistä ajattelutapaa voidaan käyttää myös henkilökohtaisen ajattelun uudistamisessa aiemmin mainittujen teoriaperusteiden ja esimerkiksi menetelmän esittelemän ’Intellectual Traits’ kautta. Minulle itselleni kurssin aikana esitelty kriittisen ajattelutavan malli antoi positiivisen suunnan oppimiselle, opettamiselle ja objektiivisuudelle henkilökohtaisessa kehityksen käsittelyssä. Muutamaa vuotta myöhemmin kohtasin samoja käsitteitä liityttyäni mukaan Erasmus+ projektiin ”Kansainvälisiä opintokokonaisuuksia floristiikan opiskelijoille”. Projektiin kuului opintokokonaisuuksien muodostamista sekä pilotointeihin ja opiskeijatoimintoihin osallistumista. Opintojaksojen muodostamisen pohjana käytettiin eurooppalaista tukintojen viitekehystä. Viitekehys käyttää luokittelupohjana oppimistuloksia, jotka puolestaan määritellään tietoina, taitoina ja pätevyytenä. Näiden käsitteiden taustateoria pohjautuu uudistettuun Bloomin taksonomiaan. Kyseinen alkuperäinen teoriapohja, uudistettu Bloomin taksonomia, on yksi aikamme merkityksellisimmistä oppimistavoitteiden pohjalta tapahtuvan oppimisen, opettamisen ja arvioinnin menetelmistä. Taksonomia lähestyy oppimista kahdelta eri suunnalta: kognitiivisten prosessien tasolta sekä tietotasojen kautta. Näitä kahta tasoa kuvataan asteittain vaikeutuvilla tasoilla matriisimallissa, jossa tasojen kohtaamispisteet kuvaavat jälleen oppimistuloksia, jotka puolestaan johtavat takaisin eurooppalaiseen viitekehykseen. Lopputyöni tavoite on ollut osittaa kriittisen ajattelutavan ja uudistetun Bloomin taksonomian välisiä yhteyksiä ja miten vaikutusvaltainen eurooppalainen viitekehys jakaa piirteitä näistä malleista. Suomen kansallinen viitekehys seuraa samaa yleisesti hyväksyttyä teoriapohjaa opetussuunnitelmien suunnittelussa ja tarkoitukseni on ollut tuoda näkyvämmin esille työssäni esiteltyjä ominaispiirteitä sekä tehdä niistä helpommin lähestyttäviä myös muille opetusalan ammattilaisille

The effect of active learning in an interior design daylighting module

This study is an experimental endeavor involving two instructional interventions for teaching a design concept. The sustainable design concept of \u27interior daylighting\u27 is instructed to the third year interior design students as part of the lectures in the \u27Interior Materials Systems and Details IV\u27 course. The purpose of the study is to analyze and compare the effectiveness of using active learning strategies with the lecture method of instruction. The effectiveness of the strategies is assessed based on the following three questions coined by Prof. Bonwell along with Bloom\u27s Cognitive Taxonomy (Bloom et al., 1956): (1) What do I want my students to know? (2) What do I want my students to do? (3) What do I want my students to feel? (Bonwell, 1996, p. 6).;The thesis research methodology addresses various active learning strategy issues raised by earlier researchers. The students are randomly assigned to the two instructional method groups by using a statistical table of random numbers. The learning assessment is done using pre- and post-intervention methods, which includes Interior Design Analysis (IDA) exercise of an interior space and Interior DayLighting (IDL) Quiz. The course Design Project (DP) review and Student Reflection (SR) writing activity on the instructional methods are also used to assess the students\u27 learning experience.;Inferential statistical analysis was used to establish causal relationship, if any, between the instructional method and learning effectiveness from the obtained results/assessments. Statistical tests like independent t-tests, inter-rater reliability, and frequency distribution of values were used for the analysis. The statistical and content analysis of data from the research tests indicated that both the Lecture and Active Learning groups showed some improvement in their overall performance after the instructional intervention.;Though the overall difference in performance between the groups was not very high, the active learning group showed a relatively significant better performance in the higher order questions compared to the lecture group. In conclusion, the active learning instructional module appears to have been effective in creating higher order thinking (at least for the short term) among the students. Though the research failed to establish a significant relationship between instructional method and information transfer across course contexts; it could serve as a suggestion for possible future research to test transfer of information across courses. Even within the course, in the final design projects of the active learning students compared to the lecture students seem to be relatively more effective in integrating the daylight design theories and concepts within their designs. Using qualitative analysis, the research also revealed attitude difference among students and the positive thoughts and reactions to the daylighting instructional intervention by the active learning students. The student reflection on the instruction methods gave insights into the general research procedure and the effectiveness of smaller groups and also the importance of student participation in the learning process.;Finally, the research shows that though certain issues in incorporating active learning in conventional lectures were addressed in this study, more refinements need to be done to improve this model for future research in this subject. For this limited sample, the active learning instructional module showed relative increase in performance than the lecture method of instruction, suggesting its potential for replacing conventional teacher-centered lectures in design non-studio courses

DEVELOPMENT OF BLENDED LEARNING-BASED LACSA LEARNING MODELS DURING THE COVID-19 PANDEMIC TO IMPROVE STUDENTS' HOTS ABILITIES

The ability to think at a high level is not only memorizing facts or concepts but also requires making something about these facts or concepts. Various studies reveal that the higher-order thinking skills (HOTS) of students in Indonesia are still low, coupled with the Covid-19 pandemic, which requires students to study online. For this reason, researchers develop learning models that invite students to learn, analyze, create, share and apply learning outcomes in life. The model developed is called LACSA, namely, Learn it, Analyze it, Create it, Share it, and Apply it. Lacsa learning model then saw its effect on students' high-level thinking skills. This quasi-experimental study used a pretest-posttest nonequivalent control group design. The research was conducted on two classes at SMPN 30 Tangerang City. One class is designated as a taught control class with K13 and one experimental class with LACSA learning. Data on students' high-level thinking skills and observation tests were then analyzed using descriptive statistics one-way ANOVA. The results showed that classes taught with a blended learning-based LACSA learning model received higher HOTS scores and differed significantly from K13 classes. In addition, lacsa's blended learning-based learning model has the potential to improve students' HOTS in both upper and lower academics. Therefore, the LACSA learning model based on blended learning during the Covid-19 pandemic is recommended for learning