MS 635 Renewing the Church for Mission

Becoming a Blessed Church: Forming a Church of Spiritual Purpose, Presence and Power. N. Graham Standish. (Herndon, Virginia: The Alban Institute, 2005). Managing Transitions: Making the Most of Change, 2nd edition. William Bridges. (Cambridge: Perseus Books Group, 2003). Simple Church: Returning to God\u27s Process for Making Disciples. Thom S. Rainer & Eric Geiger (B & H Publishing Group: 2006). Taking the Next Step: Leading Lasting Change in the Church. Lovett H. Weems. (Nashville: Abingdon Press, 2004). Direct Hit: Aiming Real Leaders at the Mission Field. Paul D. Borden. (Nashville: Abingdon Press, 2006). Leading Change in the Congregation: Spiritual and Organizational Tools for Leaders. Gilbert R. Rendle. (Herndon, Virginia: The Alban Institute, 1998).https://place.asburyseminary.edu/syllabi/1356/thumbnail.jp

Aula invertida : una estrategia para la enseñanza de funciones básicas

1 recurso en línea (75 páginas) : gráficasLa presente investigación buscó identificar los beneficios de implementar la estrategia didáctica de “aula invertida” en el proceso de aprendizaje del concepto función. Para el desarrollo de ésta se llevó a cabo la revisión de la literatura acerca de esta metodología y las investigaciones previamente realizadas implementando dicho modelo. Como el aula invertida no presenta un esquema riguroso ni una serie de actividades que presenten obligatoriedad, se decidió trabajar mediante la presentación de videos escogidos por el investigador y los cuales fueron observados por los estudiantes; posteriormente cada grupo de estudiantes debió presentar ante sus compañeros una exposición en la que presentaron lo que habían entendido del tema; luego de las exposiciones se evaluó el conocimiento adquirido por ellos, además se realizaron algunas actividades grupales con la asesoría del profesor, punto en el cual se realizó la formalización del concepto en estudio, para finalmente ser evaluado por última vez en este proceso de aprendizaje. El proceso muestra buenos resultados, y deja ver así el aula invertida como una oportunidad de aprendizaje de dicho concepto en la población en la que se realizó la investigación.Bibliografía y webgrafía: páginas 61-64MaestríaMagíster en Educación Matemátic

An outlook on self-assessment of homework assignments in higher mathematics education

Abstract Background We discuss first experiences with a new variant of self-assessment in higher mathematics education. In our setting, the students of the course have to mark a part of their homework assignments themselves and they receive the corresponding credit without that any later changes are carried out by the teacher. In this way, we seek to correct the imbalance between student-centered learning arrangements and assessment concepts that keep the privilege to grade (or mark) completely with the teacher. Results We present results in the form of student feedback from a course on functional analysis for third- and fourth-year students. Moreover, we analyze marking results from two courses on real analysis. Here, we compare tasks marked by the teacher and tasks marked by the students. Conclusions Our experiments indicate that students can benefit from self-assessment tasks. The success depends, however, on many different factors. Promising for self-assessment seem to be small learning groups and tasks in which a priori weaker students can catch up with stronger students by increasing their practising time

Inter-relations among motivation, self-perceived use of strategies and academic achievement in science: a study with spanish secondary school students

The relationship between motivation and the use of learning strategies is a focus of research in order to improve students' learning. Meaningful learning requires a learner's personal commitment to put forth the required effort needed to acquire new knowledge. This commitment involves emotional as well as cognitive and metacognitive factors, and requires the ability to manage different resources at hand, in order to achieve the proposed learning goals. The main objectives in the present study were to analyse: (a) Spanish secondary school students' motivation and self-perception of using strategies when learning science; (b) the nature of the relationship between motivation and perceived use of learning strategies; (c) the influence of different motivational, cognitive, metacognitive and management strategies on students' science achievement. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 364 middle and high-school students in grades 7-11. For each participant, the academic achievement was provided by the respective science teacher. The results obtained from the Pearson product-moment correlations between the study variables and a stepwise regression analysis suggested that: (1) motivation, cognitive and metacognitive, and resource management strategies, have a significant influence on students' science achievement; (2) students' motivation acts as a kind of enabling factor for the intellectual effort, which is assessed by the self-perceived use of learning strategies in science; and, (3) motivational components have a greater impact on students' performance in science than cognitive and metacognitive strategies, with self-efficacy being the variable with the trongest influence. These results suggest a reflexion about the limited impact on science achievement of the self-perceived use of cognitive and metacognitive strategies, and highlight the importance of students' self-efficacy in science, in line with previous studies

Integrating constructive feedback in personalised e-learning

When using e-learning material some students progress readily, others have difficulties. In a traditional classroom the teacher would identify those with difficulties and direct them to additional resources. This support is not easily available within e-learning. A new approach to providing constructive feedback is developed that will enable an e-learning system to identify areas of weakness and provide guidance on further study. The approach is based on the tagging of learning material with appropriate keywords that indicate the contents. Thus if a student performs poorly on an assessment on topic X, there is a need to suggest further study of X and participation in activities related to X such as forums. As well as supporting the learner this type of constructive feedback can also inform other stakeholders. For example a tutor can monitor the progress of a cohort; an instructional designer can monitor the quality of learning objects in facilitating the appropriate knowledge across many learners

The Impact of a SIG on Assessment Literacy

A major aim of professional associations is to provide opportunities for professionals to interact with others, share ideas and develop in their chosen profession. Professional associations exist to provide specialized networking and development opportunities to a specific profession, group of individuals or field of study. To promote and support specialized research and communication, smaller subgroups within an association are often chartered or developed. These subgroups are typically known as Special Interest Groups. According to Jacob et al. (2013), association members join SIGs because they want to go deeper into a specialized content area and they enjoy networking with others who ‘speak the same language.’ The TESOL Arabia Testing, Assessment and Evaluation SIG (TAE SIG) has focused their professional development activities on an important trend in the field, that of language assessment literacy (LAL). Language assessment literacy has been a critical topic in English language teaching since the late 1990s. Unfortunately, this is mainly due to the fact that so many English language teachers are not assessment literate. In other words, many English language teachers lack the knowledge and skills to write effective language tests, evaluate the effectiveness of their tests, and use their test results in meaningful ways. The purpose of this chapter is to critically examine the status of LAL in the Middle East and North Africa (MENA) region and report on activities that the TAE SIG has implemented to increase LAL

Challenges for information technology supporting educational assessment

This article examines the scope for IT-enabled assessments to serve simultaneously both learners and the enterprise of education. The article proposes ways of combining frameworks that come from two different perspectives: 1) a conceptual approach to assessment design for computerized assessment based on evidence-centred design (ECD) and 2) a framework for formative assessment based on empirical research in classrooms. The article argues that combining the ECD and formative assessment frameworks and building on the opportunities provided by computerized assessments as well as harnessing teachers' and students' experience and developing their validation processes could enable assessments to address simultaneously assessment FOR learning and assessment OF learning. Strategies would include harnessing the benefits of embedded continuous unobtrusive measuring of performance while learners are engaged in interesting computerized tasks designed to support their learning. Learners need to be involved in discussing and negotiating their learning so we conceptualize these embedded unobtrusive processes as ‘quiet assessment’, whose volume can be turned up by learners whenever they wish, to give them access to meaningful representations of evidence and arguments about their achievements. These strategies could enable a wider range of measures to contribute to judgements of students' achievements, thus supporting their learning in 21st-century contexts

The method of educational assessment affects children’s neural processing and performance: behavioural and fMRI Evidence.

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students’ competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children’s test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students’ true levels of competency