Learning Literacy and Content Through Video Activities in Primary Education

Heitink, M., Fisser, P., & McKenney, S. (2012). Learning Literacy and Content Through Video Activities in Primary Education. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 1363-1369). Chesapeake, VA: AACE.This case study research explored to what extent and in which ways teachers used Technological Pedagogical Content Knowledge (TPCK) and related competencies to implement video activities in primary education. Three Dutch teachers implemented video activities to improve students’ content knowledge and literacy- and communication skills simultaneously. Lesson materials were provided but teachers chose the theme or subject (content) linked to the video activities themselves. Results show that applying TPCK in practice is not obvious for all teachers. Differences between teachers are mainly found in applying Technological Pedagogical Knowledge (TPK). Two teachers used the lesson materials as a guideline while the third teacher used it more prescriptive in teaching the lessons. Teachers were excited about students’ performance and enthusiasm. All teachers thought the video activities fit their usual program and none of them experienced the lessons as additional or too much effort

Pastoraat als hulpverlening

Firet, J. [Promotor

Deliverable 4.4 - Review effective feedback and formative assessment in e-learning

This systematic review is written in the frame of a European Union funded project called Supporting Lifelong learning with ICT Inquiry-Based Education (LIBE). Through this project, an e-learning environment will be developed for young low educational achievers (aged 16-24). A crucial part in every educational intervention is assessment and feedback. Hence, to contribute to this project, this study aims to review literature regarding computer based feedback and formative assessment in e-learning. Three different approaches are considered as formative assessment, namely: ‘diagnostic testing’ (DT), ‘data based decision making’ (DBDM) and ‘assessment for learning’ (AFL). The search and selection procedure for this review resulted in 19 studies about the effects of feedback and formative assessment in elearning. Four interrelated themes emerged within this body of literature: (1) the effect on achievement, (2) the effect on motivation, (3) self-regulated learning and (4) the effect of learner characteristics. Results are elaborated around those themes and implications for the LIBE project are drawn

A meta-analysis of the effect of peer feedback on academic achievement in the STEM fields of higher education

Recently, there has been a significant increase in the use of peer feedback in higher education. However, the evidence of the effect of peer feedback on students’ academic achievement does not seem conclusive and, to our knowledge, there has not yet been a meta-analysis of the effect of peer feedback on general academic achievement in the STEM fields of higher education. Therefore, we conducted a meta-analysis to determine whether peer feedback is beneficial to STEM higher education students’ academic achievement. The final data set for the meta-analysis consisted of 286 effect sizes from 90 independent samples in 75 studies, with a total of over 14,000 participants. All effect sizes were calculated as Cohen’s d values. A random-effects model used to synthesise the effect sizes indicated a significant positive summary effect size (d = .421, SE = .037, 95% CI = .350, .493, p = .000). The variance of the true effect sizes (T2) was .069. The Qw value of 644.167 was significant (p = .000) and the I2 value of 88.512 was high. Therefore, in order to identify the source of the between-study heterogeneity, moderator analyses were conducted to evaluate the influence of various methodological quality characteristics and peer feedback intervention characteristics on the effect of a peer feedback intervention. The results of this study will provide researchers, policy makers and practitioners with the information they need to decide whether or not to use peer feedback and to be able to design peer feedback interventions for maximal effectiveness

A systematic review of prerequisites for implementing assessment for learning in classroom practice

Although many researchers acknowledge that Assessment for Learning can significantly enhance student learning, the factors facilitating or hindering its implementation in daily classroom practice are unclear. A systematic literature review was conducted to reveal prerequisites needed for Assessment for Learning implementation. Results identified prerequisites regarding the teacher, student, assessment and context. For example, teachers must be able to interpret assessment information on the spot, student engagement in the assessment process is vital, assessment should include substantial, constructive and focussed feedback, and the school should have a school-wide culture that facilitates collaboration and encourages teacher autonomy. The results of this review contribute to a better understanding of the multiple facets that need to be considered when implementing Assessment for Learning, from both a theoretical and a practical standpoint