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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8 9...12 Hits 81 – 100 of 228 81 Digital Portfolio: An Assessment Tool to Foster Motivation Towards Speaking Spanish as a Foreign Language Nunez, Virginia T., - In: South East Coastal Conference on Languages & Literatures (SECCLL) (2018) BASE Show details 82 The Turn to Artificial Intelligence in Governing Communication Online Gollatz, Kirsten; Beer, Felix; Katzenbach, Christian In: 21 (2018) BASE Show details 83 Using Twitter and Network Analysis to Assess the Sophistication of Learners' Thinking In Studio Physics: An Exploratory Mixed Methods Study Deshpande, Deepa Rajiv In: Doctoral Dissertations (2018) BASE Show details 84 Tongues Tide: Translingual Directions for Technologically-Mediated Composing Platforms Beer, Lacey. - : University of Waterloo, 2018 BASE Show details 85 Teaching how to program using automated assessment and functional glossy games (Experience Report) Almeida, José Bacelar; Cunha, Alcino; Macedo, Nuno. - : Association for Computing Machinery, 2018 BASE Show details 86 Testing: A Mixed Methods Study of Pedagogy and Technology Game Simulation-Based Assessment in Geography Education Swanson, Kelly. - 2018 Abstract: University of Minnesota Ph.D. dissertation. December 2018. Major: Education, Curriculum and Instruction. Advisor: Aaron Doering. 1 computer file (PDF); ix, 164 pages. ; Traditional teacher education programs focus on pedagogy and, to a lesser extent, assessments of knowledge (Siedlecki, 2012). Pedagogy and assessments should be fundamental components of any secondary teacher’s curriculum planning (Knight, Shum, & Littleton, 2014). This study sought to consider the possible effects of three pedagogical approaches, split among four classes, in relationship to a TGSBA. Different classes at a single high school received three different types of instruction with a focus on urbanization and planning from the same instructor. Each of the classes also received the same non-traditional assessment: a TGSBA using SimCity BuildIt, an assessment that has been reliable and valid in previous studies (Mislevy, 2013). This TGSBA allowed students to apply their emerging knowledge of urbanization and planning to a simulated, real-world context, as it effectively measured students’ skills and knowledge in the context of urban planning (Mislevy, 2013). This study found no statistical significance between the three methods of instruction (direct instruction, structured problem solving and guided generation) as related to the students’ scores on the TGSBA. The qualitative analysis, however, displayed clear student preferences for particular styles of pedagogy, though no statistical significance between the mean differences of the three pedagogies existed. The three student groups preferred the TGSBA rather than traditional types of assessments. With the TGSBA, participants felt that they had more creativity and flexibility to develop their skills in geography. Even though pedagogy showed no statistical significance, it should not be interpreted as not having an effect on student performance. Gee (2008), Hattie and Timperley (2007), and Reeves (2010) underscored the importance of immediate feedback regarding student performance. The TGSBA used in this study provided immediate feedback and played a role in tempering the pedagogy used by the CTGV in this study. The implications of this study should encourage teachers to consider the use of TGSBA to strengthen students’ engagement. First, the use of pedagogy shows promise when students work in groups. Second, the use of TGSBA allows students to apply the sorts of understanding measured in traditional assessments, thus improving student connection between geography content and the world around them. Keyword: Assessment; Geography; Pedagogy; Technology URL: http://hdl.handle.net/11299/202128 BASE Hide details 87 Branched-chain amino acid database integrated in MEDIPAD software as a tool for nutritional investigation of mediterranean populations Haydar, S; Paillot, T; Fagot, C. - 2018 BASE Show details 88 Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German ... Knoepke, Julia; Richter, Tobias; Isberner, Maj-Britt. - : Cambridge Univ. Press, 2017 BASE Show details 89 Educating Incarcerated Youth In Illinois: A Blended Learning Model Sonnenberg, John In: Dissertations (2017) BASE Show details 90 Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German Richter, Tobias; Naumann, Johannes; Knoepke, Julia... In: Journal of child language 44 (2017) 2, S. 297-328 (2017) BASE Show details 91 The Impact of 1:1 Laptop Environments on the English Language Arts Achievement of Fifth Grade Students from Diverse Socio-Economic Backgrounds Miller, Nicole In: Doctoral Dissertations and Projects (2017) BASE Show details 92 High Schools Implementing Bring Your Own Technology: A Phenomenological Study of Classroom Teachers' Perspectives Hurston, Allison In: Doctoral Dissertations and Projects (2017) BASE Show details 93 The Application of Just-In-Time (JIT) Formative Assessment in Organic Chemistry Lecture Jones, Raven-Iman; Sung, Shannon H; Jeilani, Yassin In: Georgia Educational Research Association Conference (2017) BASE Show details 94 英語教育と英語学習におけるテクノロジー及び教材の評価について ; A Review and Assessment of Technology and Materials For English Language Teaching and Learning Bergeron, Sylvain; ベルジュロン, シルヴァン. - : 群馬大学国際教育・研究センター, 2017 BASE Show details 95 Playful Assessment: A Game-Based Approach to Assessing Teachers’ Competency for the Wise Integration of Technology in the Classroom Choi, Beomkyu In: Doctoral Dissertations (2017) BASE Show details 96 Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering Nikolic, Sasha; Stirling, David; Ros, Montserrat In: Faculty of Engineering and Information Sciences - Papers: Part A (2017) BASE Show details 97 Maximizing feedback for language learning: English language learners' attention, affect, cognition and usage of computer-delivered feedback from an English language reading proficiency assessment Dunlop, Maggie. - 2017 BASE Show details 98 CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children Norbury, Courtenay; Leonard, Laurence; McCartney, Elspeth. - : Public Library Science, 2016 BASE Show details 99 Examining first year students' discussion forum participation does SES matter? Dargusch, Jo.; Harris, Lois Ruth. In: Dargusch, J & Harris, L 2016, 'Examining first year students' discussion forum participation: does SES matter?', paper presented to the Australian Association of Research in Education Conference, 27 November-1 December 2016, Melbourne, Australia, http://www.aareconference.com.au/ (2016) BASE Show details 100 Designing a working model for authentic assessment in a digital media program John Luan, R; Cowling, MA In: John Luan, R, Cowling, MA, (2016). Designing a working model for authentic assessment in a digital media program. 27-01 December 2016, Baguley, M (Ed.), Australian Association for Research in Education (AARE) Conference, Melbourne, Victoria, AARE, Online, p. 1-1, https://www.aare.edu.au/publications/aare-conference-papers/show/10984/designing-a-working-model-for-authentic-assessment-in-a-digital-media-program (2016) BASE Show details Page: 1 2 3 4 5 6 7 8 9...12

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