Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 5 |
Descriptor
Source
| Academic Medicine | 1 |
| Canadian Journal for the… | 1 |
| Canadian Mathematics… | 1 |
| Design and Technology… | 1 |
| European Journal of… | 1 |
| Theory Into Practice | 1 |
Author
| Allan, Darien, Ed. | 1 |
| Blake, Jennifer M. | 1 |
| Bohemia, Erik | 1 |
| Davison, Gillian | 1 |
| Frank, Brian | 1 |
| Kaupp, James | 1 |
| Mohan, Bernard | 1 |
| Oesterle, Susan, Ed. | 1 |
| Randall, Lynn | 1 |
| Simper, Natalie | 1 |
| Slater, Tammy | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Evaluative | 2 |
| Reports - Research | 2 |
| Collected Works - Proceedings | 1 |
| Reports - Descriptive | 1 |
Education Level
| Higher Education | 3 |
| Grade 9 | 1 |
| High Schools | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Canada | 6 |
| Australia | 1 |
| China | 1 |
| Japan | 1 |
| South Korea | 1 |
| Taiwan | 1 |
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Program for International… | 1 |
What Works Clearinghouse Rating
Direct linkFrank, Brian; Simper, Natalie; Kaupp, James – European Journal of Engineering Education, 2018
This paper discusses the use and impact of formative feedback and scaffolding to develop outcomes for complex problem solving in a required first-year course in engineering design and practice at a medium-sized research-intensive Canadian university. In 2010, the course began to use team-based, complex, open-ended contextualised problems to…
Descriptors: Formative Evaluation, Feedback (Response), Scaffolding (Teaching Technique), Problem Solving
Download full textRandall, Lynn; Zundel, Pierre – Canadian Journal for the Scholarship of Teaching and Learning, 2012
There have been calls in the literature for reforms to assessment to enhance student learning (Shepard, 2000). In many instances, this refers to the need to move from traditional assessment procedures that are characterized as content-heavy, summative, and norm-referenced approaches to more constructivist and student-centred approaches, often…
Descriptors: Student Evaluation, Student Attitudes, Feedback (Response), Constructivism (Learning)
Slater, Tammy; Mohan, Bernard – Theory Into Practice, 2010
Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way. This article employs register analysis (which is different from, but complementary to, genre analysis) in a Systemic Functional Linguistic perspective to show how an ESOL…
Descriptors: Formative Evaluation, Cooperation, Science Teachers, English (Second Language)
Bohemia, Erik; Davison, Gillian – Design and Technology Education, 2012
Higher Education is experiencing an increasingly diverse student population. Students bring a range of skills and experiences to their courses; they have different backgrounds and different needs. This fluidity requires an approach to teaching that encompasses the social aspects of learning. It has been suggested that authentic approaches to…
Descriptors: Foreign Countries, Higher Education, Student Diversity, Criticism
Oesterle, Susan, Ed.; Allan, Darien, Ed. – Canadian Mathematics Education Study Group, 2015
This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, Alberta. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the…
Descriptors: Mathematics Education, Time Management, Mathematics Instruction, Industry
Peer reviewedBlake, Jennifer M.; And Others – Academic Medicine, 1996
The Personal Progress Index, designed to assess students' knowledge at regular intervals, is administered at the McMaster University (Ontario) Faculty of Health Sciences three times annually. Feedback is provided to students, and accumulated student performance is determined for summative evaluation. Results over 4 classes (n=400) show it to be…
Descriptors: Curriculum Design, Evaluation Methods, Foreign Countries, Formative Evaluation
