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Anderson, Alicia; Spear, Caile; Pritchard, Mary; George, Kayla; Young, Kyle; Smith, Carrie – Journal of Health Education Teaching, 2017
Purpose: Healthy Habits, Healthy U (HHHU) is a two-day school-based primary prevention cancer education program that uses interactive classroom presentations designed to help students learn how to reduce their cancer risks. HHHU is a collaboration between a local cancer hospital, school district and university. HHHU incorporates real cancerous and…
Descriptors: Formative Evaluation, Cancer, Health Behavior, Feedback (Response)
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Tian, Fang; Roy, Marguerite; Streefkerk, Cindy; De Champlain, Andre F.; Anderson, Erin; Cuddihy, Helen – AERA Online Paper Repository, 2016
The purpose of this study was to examine the effectiveness of using a Competency-based Achievement System (CBAS) (a formative tool) in the practice ready assessment (PRA) of internationally-trained physicians seeking licensure to practice in Canada (summative assessment). The study was a retrospective analysis of over 5,000 FieldNotes completed…
Descriptors: Physicians, Foreign Medical Graduates, Foreign Countries, Performance Based Assessment
Maricich, Patricia Sheehan – ProQuest LLC, 2014
California's Beginning Teacher Support and Assessment program (BTSA) is a high stakes induction program; a new teacher's completion of a BTSA induction program leads to the California clear credential. The cornerstone of the BTSA induction program is the mentor, also known as a support provider. Mentors provide a variety of services to new…
Descriptors: Mentors, Administrator Attitudes, Correlation, Formative Evaluation
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Bird, Fiona L.; Yucel, Robyn – Assessment & Evaluation in Higher Education, 2015
Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their…
Descriptors: Feedback (Response), College Freshmen, Biology, Research Reports
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Chan, Paula E.; Konrad, Moira; Gonzalez, Viviana; Peters, Mary T.; Ressa, Virginia A. – Intervention in School and Clinic, 2014
Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role…
Descriptors: Feedback (Response), Educational Practices, Role Perception, Instructional Innovation
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Vian, Taryn; Ashigbie, Paul G. – Journal of Health Education Teaching, 2015
Purpose: The environment of public health practice is rapidly changing, creating the need to adapt graduate education and accelerate educational innovation. Formative peer review is a strategy designed to promote critical reflection on teaching and to develop faculty as teachers. Through case study methods, we explore how peer review of teaching…
Descriptors: Acceleration (Education), Masters Programs, Public Health, Peer Evaluation
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Hudesman, John; Crosby, Sara; Ziehmke, Niesha; Everson, Howard; Issac, Sharlene; Flugman, Bert; Zimmerman, Barry; Moylan, Adam – Journal on Excellence in College Teaching, 2014
The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive skill…
Descriptors: Formative Evaluation, Independent Study, Community Colleges, College Students
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Tan, Kelvin – Educational Research for Policy and Practice, 2011
This article examines the meanings and impact of "Assessment for Learning" initiatives in schools against the back drop of assessment reform in Singapore since 1997. It is argued that "Assessment for Learning" is understood in different ways, and these different meanings do not always benefit students' learning. The different…
Descriptors: Foreign Countries, Educational Assessment, Standards, Holistic Approach
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Chan, Paula E.; Graham-Day, Kristall J.; Ressa, Virginia A.; Peters, Mary T.; Konrad, Moira – Intervention in School and Clinic, 2014
With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices.…
Descriptors: Classroom Techniques, Active Learning, Student Participation, Learner Engagement
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Lopez-Reyna, Norma A.; Snowden, Peggy A.; Stuart, Nicole M.; Baumgartner, Dana; Maiorano, Michael J. – Interdisciplinary Journal of Teaching and Learning, 2012
Nationwide, personnel preparation programs are responding to the changing population demographics and its impact on Pre K-12 classrooms. Needs surveys conducted by the Monarch Center over the past ten years have consistently yielded a need for support in redesigning program course and fieldwork components to better prepare their teachers and other…
Descriptors: Minority Group Students, Institutional Characteristics, Feedback (Response), Surveys
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Stamper, John; Barnes, Tiffany; Croy, Marvin – International Journal of Artificial Intelligence in Education, 2011
The Hint Factory is an implementation of our novel method to automatically generate hints using past student data for a logic tutor. One disadvantage of the Hint Factory is the time needed to gather enough data on new problems in order to provide hints. In this paper we describe the use of expert sample solutions to "seed" the hint generation…
Descriptors: Cues, Prompting, Learning Strategies, Teaching Methods
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Robertson, Phyllis M.; García, Shernaz B.; McFarland, Laura A.; Rieth, Herbert J. – Interdisciplinary Journal of Teaching and Learning, 2012
The preparation of culturally and linguistically responsive special educators requires planning, substantive collaboration, and valuing the perspectives of underrepresented groups. This article describes restructuring efforts of one special education preparation program that included coursework and field-based experiences designed to enhance…
Descriptors: Special Education Teachers, Teacher Collaboration, Program Evaluation, Cooperating Teachers
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Nicol, David – Assessment & Evaluation in Higher Education, 2009
While there is considerable research on the first-year experience, much less has been written about the impact of assessment and feedback practices on that experience. This paper explores how formative assessment and feedback might be used to enhance the first-year experience and enable students to develop the skills needed for self-regulated…
Descriptors: Feedback (Response), College Freshmen, Formative Evaluation, Metacognition
He, Ye; Rohr, Jean; Miller, Samuel D.; Levin, Barbara B.; Mercier, Susan – School-University Partnerships, 2010
The purpose of this study was to develop a model for evaluating a professional development school program to enact an evidence-based model for a continuous cycle of program improvement. Guided by the logic model for program evaluation, we developed three survey instruments based on the professional development school standards of the National…
Descriptors: Feedback (Response), Professional Development Schools, Models, Program Improvement
OECD Publishing (NJ3), 2008
Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for…
Descriptors: Feedback (Response), Formative Evaluation, Program Effectiveness, Foreign Countries
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