One of the main challenges in large undergraduate courses in higher education, especially those w... more One of the main challenges in large undergraduate courses in higher education, especially those with multiple-sections, is to monitor what is going on at the section level and to track the consistency across sections in both instruction and grading. In this paper, it can be argued that a combination of both formative and summative assessment is necessary in order to cope with the aforementioned challenge. A combination of the two types of assessment is necessary so instructors can provide formative assessment for learning and summative assessment for assuring that the formative assessment is done appropriately. In addition, the combination of the two also aids in other instructional challenges such as time management, instructor training, and balancing coursework overload. The proposed instructional perspective is illustrated by the Assessment Clock model that shows when to conduct the various assessment tasks, their frequency, and by whom, along with supplementary explanations and clarifications.
This study examines how students perceive their learning of creating and analyzing data in an int... more This study examines how students perceive their learning of creating and analyzing data in an introductory inquiry chemistry course at a college level that features oral presentations in student-centered discussions. A student Participant Perception Indicator (PPI) survey was administered in order to obtain data on student perceptions with respect to their own data-creation and data-analysis skills, which skills are essential for learning and understanding science. These student perceptions regarding gaining knowledge were consistently higher than their perceptions regarding gaining confidence and experience; however, both the confidence and the experience measures increased significantly as a semester progressed. Further, significant differences in student perceptions were found to exist between students who made oral presentations and students who did not. This finding strongly supports the active learning theory, i.e., learning by doing, and strongly encourages student participation in knowledge creation. Findings were also analyzed according to student demographics (gender, school) to determine patterns for different populations within the groups of students. Such analysis is important for instructors and for course designers to enable them to adjust their manner of teaching based on student demographic information in their classes, and to adjust the provided feedback and guidance, as needed.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of P... more A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Education) in the University of Michigan 2011
One of the main challenges in large undergraduate courses in higher education, especially those w... more One of the main challenges in large undergraduate courses in higher education, especially those with multiple-sections, is to monitor what is going on at the section level and to track the consistency across sections in both instruction and grading. In this paper, it can be argued that a combination of both formative and summative assessment is necessary in order to cope with the aforementioned challenge. A combination of the two types of assessment is necessary so instructors can provide formative assessment for learning and summative assessment for assuring that the formative assessment is done appropriately. In addition, the combination of the two also aids in other instructional challenges such as time management, instructor training, and balancing coursework overload. The proposed instructional perspective is illustrated by the Assessment Clock model that shows when to conduct the various assessment tasks, their frequency, and by whom, along with supplementary explanations and clarifications.
This study examines how students perceive their learning of creating and analyzing data in an int... more This study examines how students perceive their learning of creating and analyzing data in an introductory inquiry chemistry course at a college level that features oral presentations in student-centered discussions. A student Participant Perception Indicator (PPI) survey was administered in order to obtain data on student perceptions with respect to their own data-creation and data-analysis skills, which skills are essential for learning and understanding science. These student perceptions regarding gaining knowledge were consistently higher than their perceptions regarding gaining confidence and experience; however, both the confidence and the experience measures increased significantly as a semester progressed. Further, significant differences in student perceptions were found to exist between students who made oral presentations and students who did not. This finding strongly supports the active learning theory, i.e., learning by doing, and strongly encourages student participation in knowledge creation. Findings were also analyzed according to student demographics (gender, school) to determine patterns for different populations within the groups of students. Such analysis is important for instructors and for course designers to enable them to adjust their manner of teaching based on student demographic information in their classes, and to adjust the provided feedback and guidance, as needed.
A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of P... more A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Education) in the University of Michigan 2011
Uploads
Papers by Nirit Glazer
multiple-sections, is to monitor what is going on at the section level and to track the consistency
across sections in both instruction and grading. In this paper, it can be argued that a combination of
both formative and summative assessment is necessary in order to cope with the aforementioned
challenge. A combination of the two types of assessment is necessary so instructors can provide
formative assessment for learning and summative assessment for assuring that the formative
assessment is done appropriately. In addition, the combination of the two also aids in other
instructional challenges such as time management, instructor training, and balancing coursework
overload. The proposed instructional perspective is illustrated by the Assessment Clock model that
shows when to conduct the various assessment tasks, their frequency, and by whom, along with
supplementary explanations and clarifications.
multiple-sections, is to monitor what is going on at the section level and to track the consistency
across sections in both instruction and grading. In this paper, it can be argued that a combination of
both formative and summative assessment is necessary in order to cope with the aforementioned
challenge. A combination of the two types of assessment is necessary so instructors can provide
formative assessment for learning and summative assessment for assuring that the formative
assessment is done appropriately. In addition, the combination of the two also aids in other
instructional challenges such as time management, instructor training, and balancing coursework
overload. The proposed instructional perspective is illustrated by the Assessment Clock model that
shows when to conduct the various assessment tasks, their frequency, and by whom, along with
supplementary explanations and clarifications.