In this study, we introduce a framework designed to help educators assess the effectiveness of popular generative artificial intelligence (AI) tools in solving authentic assessments. We employed Bloom's taxonomy as a guiding principle to create authentic assessments that evaluate the capabilities of generative AI tools. We applied this framework…

Artificial intelligence (AI) is influencing various sectors of society, including the educational field. The use of AI can have great potential in education, however, it is necessary to know both its performance and its limitations. The main objective of this study is to analyze the prompts made by teachers in initial training in relation to the…

Within the past decade, there has been a shift in how our guiding professional documents conceptualise information literacy (IL) - evolving from a skills-based conceptualisation to one emphasising ways of thinking and knowing. This has been both productive and disruptive. Our professional documentation does not provide a framework for making this…

High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence…

Students must develop higher order cognitive skills (HOCS) that allow them to think critically and use their learning in novel situations. However, little is known about how including HOCS in teaching and assessment affects students' perception of learning. We combine quantitative and qualitative data to determine whether the inclusion of HOCS and…

The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by…

More than 8 out of every 10 college students are not STEM majors, yet we have little understanding about learning expectations for them. We used the results of the Howard Hughes Medical Institute BioInteractive learning objectives survey of 38 instructors teaching nonscience major courses to characterize learning objectives (LOs) in these courses.…

Effective lesson planning promotes good teaching and the implementation of curriculum policy. Lesson planning enables teachers to determine appropriate lesson objectives, teaching and learning activities, and teaching methods. Effective lesson planning stimulates teachers to evaluate their instructional strategies and to reflect on how to improve…

Contribution: A novel undergraduate course design at the intersection of software engineering (SE) and machine learning (ML) based on industry-reported challenges. Background: ML professionals report that building ML systems is different enough that we need new knowledge about how to infuse ML into software production. For instance, various…

The Science of Teaching Reading (STR) has received increasing attention as states continue to pass educational policy initiatives grounded in STR research. One major change resulting from STR policies is the heavy focus on the systematic instruction of phonics. Texas in particular has seen sweeping changes to their preservice teacher (PST)…

Recent advances in teaching, many of which incorporate elements of active learning, seek to provide students with learning experiences indicative of real-world problem solving. Problem-based learning (PBL) is one form of active learning that challenges students to address open-ended problems. In this work, we evaluate the efficacy of PBL in…

The Human Anatomy & Physiology Society (HAPS) has published a set of learning outcomes to be used for curriculum design of a one-semester introductory physiology course. The outcomes are competency-based and are mapped to core concepts and skills students should develop as undergraduates. This paper is an introduction to how the physiology…

Background: The course on cognitive assessment is mandatory for all school psychology programs. However, there have been no published studies that have explored learning objectives for this course. Objective: The purpose of this study is to examine content covered and complexity of learning objectives in the cognitive assessment course. Method:…

Large introductory classes, with their expansive curriculum, demand assessment strategies that blend efficiency with reliability, prompting the consideration of multiple-choice (MC) tests as a viable option. Crafting a high-quality MC test, however, necessitates a meticulous process involving reflection on assessment format appropriateness, test…

We provide a set of practices implemented within the last year that integrate experiential learning cycles into an established introductory wet-lab course. The use of this cycle during the course and impact on meeting course defined learning objectives and student responses are considered in defining success. Each of the three practices are…