Literacy Assessment and Evaluation for the 21st Century

Project Scope: Working with children is a main component of the literacy specialist program at SUNY Buffalo State. The literacy specialist candidates need a secure and simple way to view, upload, reflect upon, and receive feedback on videos of their work with children. It is our intent to embed videos in course modules for instruction. As well, we must create a secure means by which literacy specialist candidates can upload videos in Blackboard for reflection and feedback. Project goals: What do you want to accomplish during the Academy week? Project goals should adhere to student learning outcomes that have been approved by the Senate Curriculum Committee and be: To embed videos for course instruction (examples of assessment and evaluation with children) from Ensemble into Blackboard in four modules of two sections of EDU 642 on secure environment that are not downloaded. To create a means for literacy specialist candidates to securely upload videos of them assessing students and meeting with a parent in three modules of two sections of EDU 642 for reflection and feedback through Ensemble

College Students’ Attitudes Towards Remote Instruction During the Coronavirus Pandemic: Future Directions

Undergraduate and graduate education students completed a survey to examine their attitudes toward remote instruction during the coronavirus pandemic. At the conclusion of the Spring 2020 semester in which all courses transitioned from a face-to-face to an online format, students, N = 93, were asked to describe what worked well in their courses in regards to their remote instruction experience and, when things did not go so well, what would have helped to make their experience better. The qualitative data were coded, and inductive analysis was used to generate categories (Johnson, 2012; Strauss & Corbin, 1998). Responses were grouped into labeled categories, and illustrative quotes were chosen to represent categories. Results revealed that remote instruction was somewhat worse than regular instruction. Across all respondents, analysis of responses to the open-ended questions revealed four themes that students believed were integral to remote instruction, (1) communication between students and faculty, (2) flexibility with assignments, (3) increased virtual interaction, and (4) support. Findings suggest how faculty can facilitate and ameliorate remote and hybrid instruction for their students