Browsing by Subject "Self-assessment"
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Item Bridging the gap : self-assessment, e-portfolios, and formative assessment in the foreign language classroom(2013-08) Gossett, Nicholas Stanford; Garza, Thomas J.Despite the amount of empirical evidence available to validate the claim that language learners have the ability to evaluate their own abilities in a foreign language, many educators feel that self-assessments are unreliable and do not fit into the foreign language classroom. However, the move towards a proficiency-based student-centered classroom over the past two decades has caused many educators to rethink the use of self-assessment measures in the foreign language classroom. At the same time, portfolios have emerged as assessment tools for both educators and learners. Most recently, with the technological advancements in the past decade, Internet-based e-portfolios have become increasingly popular in education. However, there are very few studies on the use and implementation of e-portfolios, specifically in the foreign language classroom. This dissertation examines the role of self-assessment in the foreign language classroom. It utilizes an e-portfolio platform with pre-loaded can-do statements to create an evidence-based self-assessment for an intensive Russian language class. This dissertation presents self-assessment as a teacher-validated process utilizing formative assessment to create a learner-centered environment outside of the classroom. The study correlates results from three separate foreign language assessment tools to determine their relation to one another. The study promotes a holistic approach to language assessment and provides a process for holistic approach in the foreign language classroom. The process outlined in this study is easy to replicate and can be incorporated into foreign language courses with a limited amount of resources.Item Evidence-based teaching in social work : an assessment of pedagogical content, instructor awareness, and student motivational characteristics(2014-08) Tesh, Miki; Pomeroy, Elizabeth Cheney, 1955-; Gilbert, Dorie J.; Shorkey, Clayton T.; Rountree, Michele A.; Eaton, Lynn J.The objective of this dissertation is to bridge the gap between a body of work referred to in the educational sciences as Evidence-Based Teaching (EBT) and the literature of social work teaching. Despite an extensive body of literature available to guide higher education instructors in optimizing student motivation and learning outcomes, this knowledge base is underutilized in social work. Consequently, social work instructors may not be aware of teaching practices based on this research and are unlikely to be included in the dialogue since the majority of research on EBT investigates student rather than instructor characteristics. As EBT is based on the interaction between instructors and students in the classroom, understanding both perspectives is critical. This research began with a content analysis to uncovered areas of discussion in social work education, and particularly focused on EBT as it relates to social work learning outcomes. Next, a quasi-experimental study explored the utility of a metacognitive approach to increasing social work instructors' self-awareness of their teaching. This newly created metacognitive self-assessment tool holds promise for enhancing teaching practices. A third study explored Self-Determination Theory, Achievement Goal Orientation Theory, and situational motivation characteristics of social work undergraduate majors, compared to business, nursing, and engineering majors. Taken together, these three studies comprise a comprehensive body of work aimed at advancing social work education and engaging social work in the interdisciplinary EBT conversation with implications for strategies to achieve a discourse that is focused on social work faculty/instructor development and learning outcomes.