Testing and Learning Outcomes
Predictors of Test Anxiety and Poor Test Performance in Teacher Credential Candidates
Paper Presentation in a Themed Session Anne Hafner, Bahiyyih Hardacre
Teacher candidates in California (US) are required to pass four standardized tests, the CBEST; CSET , the Teacher Performance Assessment (TPA): and the RICA (Reading Instruction). A major problem is that many under-represented minority teacher candidates fail to pass these required tests in order to enter and complete the credential program. Thus, there is a disproportionate impact of these tests on under-represented students who wish to be teachers. Very little research has focused on underrepresented teacher candidates and reasons for test anxiety or for poor performance on the teacher tests. In this mixed methods correlational study, the purpose was to identify which background variables, language characteristics, psychological factors, or physiological indicators (heart rate) were correlated with candidates’ test-taking anxiety and by extension to poor test performance. Survey findings showed that although respondents reported liking writing and reading, they did not report enjoying math. 75% of respondents reported some to a lot of anxiety about taking these tests. Respondents performed poorly on sample multiple choice and constructed response items, especially on math items. When students were asked about reasons for their test anxiety, the themes that emerged were test anxiety, math anxiety, writing anxiety, test preparation, and testing as a barrier to entering teaching. Physiological factors (e.g. heart rate) are still being analyzed. Identification of which factors predict test anxiety for credential candidates can help college staff and faculty members to better understand the roots of the problem of low pass rates on teacher tests.
Evaluation of Learning Outcomes through Examination Moderation, Monitoring, and Coordination
Paper Presentation in a Themed Session Comfort Onabanjo
The overall goal of education is to prepare an individual to be more useful to self, the community, and the entire world. The National Policy on Education (2004) states that education shall continue to be highly rated in the national development plans because education is the most important instrument of change. The school system has a great role to play in achieving the goal. Evaluation in education is very essential for its judges the quality and is the basis for all educational activities. Learning takes place in the educational institution and other institutions of learning and instructions in the three domains of learning - cognitive, affective and psychomotor. To see whether individual learner, teacher and the institution are measuring up to the goal or objectives of setting up educational institutions, there is then a need for evaluation since learners' outcome in courses offering in educational institutions will determine the quantity and quality of future manpower of any nation. This paper, therefore, attempts to look at the evaluation of learning outcomes through examination moderation, monitoring, and coordination. The methodology of the paper is a descriptive approach. After some discussions, the paper offers some useful recommendations which can assist certificate granting institutions and examination bodies among others.
Business Program Purposeful Curriculum Design : Designing Business Program Matrices to Reach External and Internal Constituencies Expectations
Paper Presentation in a Themed Session Brad Kleindl
Business programs have a variety of internal and external constituencies. These in include program faculty expectations, accreditation associations, certification organizations (CPA, CFA, PMI, etc.), employers, students, and others. To ensure that programs meet these constituency expectations, business program faculty must work collaboratively to purposefully design curriculum to reach program goals. This requires developing program matrices with program learning outcomes, course learning outcomes, program student artifacts, assessment processes, and program improvement strategies. This paper outlines how business programs are using purposeful curriculum design to reach these objectives.
Outcome-based Strategies for Adult Teaching and Learning
Paper Presentation in a Themed Session Mette Lise Baran, Mitra Fallahi
The intent of this presentation is to offer a wide range of topics that address both the theoretical and praxis components of facilitating adult teaching and learning. Each part is a critical element for any teacher of adults, and this understanding is now vital given the population shifts in American higher education. The number of undergraduate and graduate students over the age of 25 continues to outpace “traditionally” aged students in colleges and universities (Anderson, 2016). The result is that adult students “are new majority” (Bell, 2012, para. 1). A proper understanding of adult learning has always been critical to ensuring the success of the adult students, but with the population change, an expectation that teachers know the theory and practice behind adult learning has increasingly become the norm. Within this context, it is vital that scholars who write about adult learning have experience facilitating adult learning. The presenters are sharing topics from their recent book, Outcome-based Strategies for Adult Learning. The topics will address: Making Instruction Work for Adult Learners Building Trust and Motivation Arts Integration and Artful Teaching Strategies for Teachers of Adult Learners Theories and Practice of Humor for Adult Instruction Effective Online Learning for Adults Professional Learning Communities and Adult Learning and Teaching – Best Practices in Building a Community of Learners Assessment of Learning in Higher Education
