| 21 |
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
|
|
|
|
In: Educational Considerations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 22 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 23 |
Repository of psychological instruments in Serbian [Repozitorijum psiholoških instrumenata na srpskom jeziku] (REPOPSI) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 28 |
Internship Midterm and Final Evaluation Surveys Aligned with Course Goals and IUPUI+
|
|
|
|
BASE
|
|
Show details
|
|
|
| 29 |
Attention-Language Interface in Multilingual Assessment Instrument for Narratives (MAIN) ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 30 |
Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort
|
|
|
|
Abstract:
The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link. ; More inclusive, authentic assessments are required to address awarding gaps and to ensure that bioscience students can apply their knowledge to relevant work-based scenarios. In this case report, we present a co-created approach to designing a more inclusive, virtual biochemistry lab assessment for a diverse cohort of ∼270 first-year students. The assignment was to write up an inclusive clinical case study as a one-page journal article. A flipped classroom approach taught the relevant skills, along with simulated labs from Learning Science Ltd. Student Lecturers co-created the assessment, including the marking rubric and the unexemplars. We replaced traditional feedback with a flipped, feed-in approach where students were able to engage in a formative assessment with peer marking and unexemplars. Whilst the summative assessment was marked anonymously, a dialogue-based approach was employed, where students could request personalised audio feed-forward from the tutor. The high pass rate (97%) and student satisfaction score (88%) suggest that this approach is an effective way to challenge, engage and support a large, diverse cohort of students. First-year students who participated in the flipped feed-in experience obtained a significantly higher summative mark (56.7% cf. 50.9%) than those who did not. Interestingly, students in receipt of learning adjustments scored higher marks on average in the summative assessment (59.3% cf. 54.3%), suggesting that we have reversed the disability-based attainment gap. Further investigation into whether a co-created, flipped feed-in approach can reduce attainment gaps based on ethnicity, gender and age is warranted.
|
|
Keyword:
assessment; co-creation; education; feed-in; flipped classroom; student lecturers
|
|
URL: https://hdl.handle.net/2086/21811
https://doi.org/10.1042/EBC20210051
|
|
BASE
|
|
Hide details
|
|
|
| 32 |
Safeguarding fairness in assessments—How teachers develop joint practices
|
|
Barman, Linda; McGrath, Cormac; Josephsson, Staffan. - : KTH, Lärande, 2022. : Department of Education Stockholm University Stockholm Sweden, 2022. : Department of Neurobiology, Care Sciences and Society Karolinska Institutet Stockholm Sweden, 2022. : Department of Learning, Informatics, Management and Ethics Karolinska Institutet Stockholm Sweden, 2022. : Department of Education Stockholm University Stockholm Sweden;Department of Learning, Informatics, Management and Ethics Karolinska Institutet Stockholm Sweden, 2022
|
|
BASE
|
|
Show details
|
|
|
| 33 |
Dysarthria Subgroups in Talkers with Huntington’s Disease: Comparison of Two Data-Driven Classification Approaches
|
|
|
|
In: Brain Sciences; Volume 12; Issue 4; Pages: 492 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 34 |
Pragmatic Profiles of Adults with Fragile X Syndrome and Williams Syndrome
|
|
|
|
In: Brain Sciences; Volume 12; Issue 3; Pages: 385 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 35 |
Orofacial Muscle Strength across the Dysarthrias
|
|
|
|
In: Brain Sciences; Volume 12; Issue 3; Pages: 365 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 36 |
Rapid Identification of Patients Eligible for Direct Emergent Computed Tomography Angiography during Acute Ischemic Stroke: The DARE-PACE Assessment
|
|
|
|
In: Diagnostics; Volume 12; Issue 2; Pages: 511 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 37 |
Robust Estimation of the Chronological Age of Children and Adolescents Using Tooth Geometry Indicators and POD-GP
|
|
|
|
In: International Journal of Environmental Research and Public Health; Volume 19; Issue 5; Pages: 2952 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 38 |
Moving from Needs Assessment to Intervention: Fathers’ Perspectives on Their Needs and Support for Talk with Teens about Sex
|
|
|
|
In: International Journal of Environmental Research and Public Health; Volume 19; Issue 6; Pages: 3315 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 39 |
A Risk Assessment Framework of Hybrid Offshore Wind–Solar PV Power Plants under a Probabilistic Linguistic Environment
|
|
|
|
In: Sustainability; Volume 14; Issue 7; Pages: 4197 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 40 |
Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics
|
|
|
|
In: Journal of Intelligence; Volume 10; Issue 1; Pages: 8 (2022)
|
|
BASE
|
|
Show details
|
|
|
|
|
