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This paper explores if, and to what extent, shifting instruction modality influenced student learning outcome success in a writing intensive undergraduate course when COVID-19 shifted the method of the course's delivery. With consistency in the instructor of record and writing prompt, the present study isolated and evaluated variability across student performance as assessed by final research project grades produced by the instructor, and assessment scores by two independent evaluators. Results show that instruction modality is associated with student performance. Students enrolled during the transitioning 2020 period earned lower grades on their final project as assessed by the instructor of record than students did in other course modalities. Additionally, these students performed lower in the areas of comprehension and citation. Students enrolled in 2021 hybrid class performed objectively lower, with lower scores on their final project and in the domains of clarity, comprehension, courtesy, cleverness, and citation in comparison to their pre-COVID-19 2019 face-to-face peers. Writing intensive capstone courses require faculty to work closely with students; students are more focused and attentive to improving the quality of their research papers and perfect their writing when faculty provide individualized attention to students in a face-to-face teaching modality. [ABSTRACT FROM AUTHOR]

Transcripts and testamurs serve to confirm the award of a degree but offer limited information on what a student can actually do. This conceptual paper considers the problem of how graduate achievements are represented by universities in typically reductive and limited ways that do not enable student achievements and distinctiveness to be communicated to future employers, communities and students themselves. It argues that refinements to existing methods for the design and development of assessment are needed to encompass both university validated and contextualised credentials along with student-constructed portrayals of achievement and personas. Significant change is needed to assessment design, data capture and storage and the ways in which learning outcomes are tracked across a program and over time. Innovations in assessment representation should strengthen employer trust in the value of degrees, student trust in assessment processes and scaffold student agency in curating their employability narratives. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning to teach mathematics has become crucial since its application in real life cannot go unmentioned. The desire of mathematics education researchers to make mathematics concepts easier for pre-service teachers to easily understand has attracted attention. This has become indispensable since after college, pre-service teachers are deployed from K-12 to assist learners in understanding mathematics concepts. The study aimed to ascertain how improvement in the learning of mathematics concepts using the Problem-based learning (PBL) approach could be understood and/or explained among pre-service teachers. This was viewed in two folds: how improvement in learning outcomes using the PBL approach could be explained; and how preservice teachers' disposition about the PBL could be explained/understood. Exploratory case study design involving qualitative and quantitative data was concurrently gathered and used. This involved the use of data collection instruments such as focus group discussion, pre-post-test scores, PBL observation protocol, and PBL disposition questionnaire. The study showed that the PBL method improved the learning of mathematics concepts among pre-service teachers. Pre-service teachers also showed a positive disposition (interest, belief, and attitude) toward the PBL intervention. The authors advocated for the conduct of a longitudinal study to understand the direction of change over time. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between the democratic practices of public organizations and citizen satisfaction. Specifically, it explores the effects of participative management (which engages employees inside the bureaucracy) and public participation (which engages citizens outside the bureaucracy), as well as their interaction, on citizen satisfaction in the context of education. Using data from the Programme for International Student Assessment (PISA), a worldwide assessment of educational practices and outcomes, this study finds some evidence of positive effects of participative management and public participation, as well as their interaction, on citizen satisfaction. These findings suggest that democratic practices, both inside and outside of public organizations, are not only normatively desirable but may also be practically beneficial. [ABSTRACT FROM AUTHOR]

Team project-based learning has become increasingly common in higher education. This study aimed to characterise and understand students' team learning experiences in team project-based learning by considering various aspects, such as individual qualities, teamwork, task, and instructor support. K-means clustering analysis was performed using eleven variables: team learning preference, co-regulation, team efficacy, team climate, team trust, psychological safety, team interaction, perceived team loafing, task authenticity, the frequency of instructor feedback, and usefulness of instructor feedback. Data were collected from students who were involved in team project-based learning at a South Korean university in the 2nd semester of 2021, and 782 responses were used in the analysis. Consequently, six clusters were identified, each showing different patterns of individual team learning attitudes and skills, teamwork, task authenticity, and instructor feedback. Following the cluster analysis, one-way ANOVA was performed, finding significant differences in team performance and team learning satisfaction between clusters. Based on these findings, important factors in team learning are discussed, and implications of enhancing team project-based learning are presented. [ABSTRACT FROM AUTHOR]

The benefits of parental participation have been widely recognised even though teachers play a significant role in learners' academic and psychosocial development in school. Parental involvement is beneficial to the learner in improving academic achievement, and teachers help learners develop academically and psychologically. Parents' involvement in their children's education may benefit teachers by reinforcing learning. From the literature, it is unclear whether teachers have profited from parents' involvement in their children's education. This study aimed to investigate how teachers, who spend much of their time with learners at school, view parents' engagement in their children's academic and psychological development. The study was a qualitative case study of four Hlanganani District, Limpopo, schools, using focus group discussions with teachers. Park and Holloway's (2018) conceptual model and Jeyes's (2018) Dual Navigation Approach (DNA) were used to guide the study. According to the findings, parental involvement in children's education is still a challenge as most parents do not participate as expected, even though it appears that there are signs of positivity among teachers regarding parental involvement. Therefore, additional support is needed to ensure effective parental involvement to help children succeed academically. Overall, parental involvement seems to support teachers, improve student outcomes, and create a harmonious educational ecosystem that benefits everyone. As a result, the study recommended improved measures to enhance parental involvement in the education of their children. [ABSTRACT FROM AUTHOR]

Collaborative learning has been widely acknowledged as a successful teaching method within the education field, with research indicating its positive impact on student outcomes. During the COVID-19 pandemic, when all courses transitioned online due to lockdown measures, many universities employed learning management systems to facilitate continued group work among students. However, forming effective student groups remained challenging, particularly given the large number of enrolled students. To address this issue, this study proposes the application of an artificial intelligence (machine learning) solution to automatically group students based on their behaviours and interactions within an e-learning environment. This paper explores the potential of machine learning (ML) algorithms in assisting educators to create heterogeneous groups, considering various student attributes, such as behaviour and performance, to optimise collaborative learning outcomes. Students' performance within a module was compared using a wiki activity that employed group work over the course of two academic years. In the first experiment, groups were formed randomly, while in the second experiment, students with similar behaviours were firstly identified using a clustering algorithm and then organised by an additional algorithm into heterogeneous groups. The results demonstrate the efficacy of the machine learning solution compared to the random approach in assisting educators with group formation for a collaborative activity such as the wiki, confirmed by a comparative analysis showing an improvement in student performance and satisfaction. This research contributes to the advancement of online education through the creation of more effective group dynamics using machine learning algorithms, thereby improving overall student learning. [ABSTRACT FROM AUTHOR]

Foreign language classrooms have historically used classroom lecture‐based approaches for instruction. However, the flipped pedagogical approach was recently introduced into foreign language and other classrooms. Studies of the flipped classroom approach in spoken L2 classrooms have generally found a positive impact on student learning outcomes, perceptions and satisfaction compared with the traditional classroom approach. Cripps et al. (2021) found no difference in student learning outcomes and satisfaction between L2 American Sign Language traditional and flipped classrooms each taught by two different instructors. This study is a partial replication of Cripps et al. (2021) with both classes taught by the same instructor, using the traditional classroom data from the original study and comparing it to new data from the same instructor teaching in the flipped approach. Results show no major differences, suggesting that the flipped classroom approach is as viable as the traditional classroom approach regardless of the instructor. A one‐page Accessible Summary and a Video Summary in American Sign Language of this article in non‐technical language are freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]

Student learning outcomes have been used to measure a teacher's accountability for student learning in the evaluation of teacher effectiveness. This study employed a survey research design and investigated the views of teachers and administrators regarding using student learning objectives (SLOs) and classroom observations in the evaluation of teacher effectiveness in one southeastern state in the USA. The results revealed that administrators had significantly more positive views than teachers regarding the impact of SLOs and the classroom observations. Educators had less positive views of the impact of SLOs and the classroom observations after the full implementation of the evaluation system. Educators reported various concerns regarding the issues of using students' assessment results, assessment methods, subjectivity in goal setting, and lack of feedback. The findings can inform policy making, development and implementation of teacher evaluation system, and teachers' professional learning and development. [ABSTRACT FROM AUTHOR]

The term ‘student success’ has increasingly been used as the catch-all term for focusing on the student outcomes measures in higher education. In the English Higher Education context, the term is used as part of regulatory pressures by the Office for Students, to assess student retention rates across providers through Access and Participation Plans and annual reporting (B3). Student success has become an amalgamation (in strategies, job titles and now regulation) to address outcomes relating to retention, employability, access, widening participation and student satisfaction, prioritised by political direction and senior management teams. Although the definition and application of this key term differ in use at individual providers. With great pressure and dissonance surrounding this prominent term, this paper looks at the literature regarding what the term student success means in practice for students, academic programmes or professional services depending on the context. [ABSTRACT FROM AUTHOR]

There is some evidence that reflective writing can have positive learning and teaching outcomes. Although there is some discussion in the literature about the merits of standalone creative writing workshops, to our knowledge there is not much evidence on the effects of a reflective writing workshop offered as part of a formal university module, with the aim to enhance and complement learning and encourage students to connect with the wider scholarly community through their writing. Brief testimonials were analysed using thematic analysis. The writing workshop appeared to provide a space to write freely while negotiating power structures in academia, a space to develop an individual writing voice and a writing habit. The publishing part of the workshop was also not taken up as much, which emphasizes the importance of focusing on the process rather than product in education. [ABSTRACT FROM AUTHOR]

This paper examines whether teachers in universities can learn from the practices and structures of jazz music as they try to prepare students for an uncertain future. It outlines the fundamental characteristics of jazz and how these have been applied by jazz musicians. The paper focuses on four of the building blocks of jazz: improvisation, mistakes, collaboration, and leadership, and examines how these translate to university teaching. It concludes that effective learning, like the best jazz, is collaborative and occurs where the freedom to improvise and make mistakes is integral. Additionally, as with the best jazz bands, there must be some structure where the teacher, although leading, is fully involved in the collaborative act of discovery with the learners. The author argues that the lessons learned from jazz should be incorporated in professional development programmes for new university teachers. [ABSTRACT FROM AUTHOR]

Education professionals' conceptions of assessment can influence how they enact assessment with children. In this study, we explored the factor structure of a previously validated survey instrument, Brown's Conceptions of Assessment Questionnaire (COA-III), when administered to a social-media-based sample of 241 U.S. early childhood professionals. We then used these results to examine participants' conceptions and how these conceptions relate to one another. In common with prior research, the exploratory factor analysis yielded a 3-factor model of the participants' conceptions of the purposes of assessment: assessment improves educational outcomes, assessment is irrelevant, and assessment as an accountability measure. Thus, the COA-III offers promise to educational researchers, policymakers, and professional preparation programs seeking to understand what early childhood professionals think and believe about the purpose of assessment. Further analyses—namely evidence of conflicting assessment beliefs—confirmed some of the complexities of assessing young children; such findings hold important implications for assessment-related training, policy, and practice. [ABSTRACT FROM AUTHOR]

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: From clinical experience, many patients undergoing robotic assisted surgery (RAS) have a poor understanding of the technology. To ensure informed consent and appropriate expectations, a needs assessment for patient-centered education and outcome metrics in RAS is warranted. Our goal was to perform an assessment of patient understanding, comfort with robotic technology, and ability to obtain critical information from their surgeon when undergoing RAS. Methods: Twenty patients planned for RAS by three surgeons were asked to complete a six-item Likert agreement scale survey prior to signing informed consent. The study coordinator administered surveys, while the surgeon left the room. Indicator statements were crafted to reduce bias and two-way evaluated for consistency. The surgeons were additionally asked their perception of each patient's understanding and comfort with RAS. Frequency statistics and tendencies were analyzed. Results: Surgeons strongly agreed all patients appropriately understood how RAS functioned and would ask more questions before signing consent, if needed. Patients were predominately not familiar with RAS and felt surgeons did not explain how RAS worked. There was wide variability on if patients understood how RAS worked for their treatment. Overall, patients were not completely comfortable with RAS for their care, did not understand the risks of RAS compared to other approaches, and did not feel their surgeon understood what they needed to know to make informed decisions. Conclusions: This needs assessment demonstrated critical gaps in patient knowledge about RAS, surgeon communication skills, and the ability of surgeons to know what was important from the patient perspective. The development of RAS patient-centered education and outcome metrics could help address these gaps. [ABSTRACT FROM AUTHOR]

Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers' reports on a scientific methods assignment completed during their fifth school placement. The student teachers were each required to conduct a focus group interview with a group of pupils. The overall aim of the assignment was to integrate aspects of inquiry-based learning and a profession-oriented approach. Our analysis demonstrates that the scientific methods assignment qualifies in some ways as a profession-oriented, inquiry-based learning assignment. However, several aspects of the assignment need to be improved and further developed to optimise its potential. The paper is concluded with some suggestions for further developments. [ABSTRACT FROM AUTHOR]

Across the world, teacher quality has come to be recognised as one of the most important variables affecting student outcomes; consequently, the regulation of entry into the profession is the subject of iterative review. The traditional 'one-off' interview, involving an interviewee and two or more interviewers, is a common, but not unproblematic, selection mechanism in the field. In particular, the modest positive correlation between performance at interviews and in clinical settings raises questions about using interviews as a selection mechanism for Initial Teacher Education (ITE) programmes. In this paper, we draw on validity theory and some key commentaries and studies in the research literature to offer a perspective on the extent to which the traditional interview provides data that can be used to make good decisions about applicants for ITE. The paper proposes a validity-based framework for use by practitioners to enhance the conceptualisation, design and evaluation of interviews in the process of teacher selection. [ABSTRACT FROM AUTHOR]

This study aimed at finding out to what extent do language teachers use student learning outcome verbs in the correct learning domains (e.g. knowledge, cognitive skills, interpersonal skills and responsibility, communication and information technology, and psychomotor) and how verbs can be used in more than one domain. A qualitative method was used in terms of content analysis of learning outcomes. The sample includes 33 course specifications. The results yielded lists of: verbs that are purely used in the knowledge domain; verbs that are purely used in the cognitive domain; and verbs that can be used in more than one domain. Therefore, it is essential to use the correct verb for the learning outcome. The starting point for formulating correct learning outcomes is the course description, plus the course content. It should be clear that some verbs can be used in different domains with different meanings. Some recommendations were made. [ABSTRACT FROM AUTHOR]

Programming courses (CS1) have the highest academic mortality rate, this is reflected in the low grades of the students, which indicates that the students do not reach the academic competencies. In this sense, looking for new ways to improve the learning of the students of the CS1 course, this article proposes an analytical rubric based on academic competencies for collaborative programming activities supported by an automatic source code evaluation tool that allows to improve the qualifications and reach the competencies proposed in the course. A rubric was designed with 16 evaluation criteria that were divided into three activities which were presented by an experimental group (EG) of 18 students and a control group (CG) of 24 students. In the GE, a collaboration between students was used, while in the CG, students work individually. After finishing the activities, using an analytical rubric, the deliveries of each student were evaluated to identify if they achieved the learning results expected by the course. The results show that the use of collaboration achieves that students manage to win a learning competition in 17 % more than if they do it individually. In addition, other social skills associated with collaboration are highlighted, such as friendship, motivation and group understanding. The development of strategies that allow to evaluate the competences, not only indicate that the student manages to acquire a skill, but also allows the student to identify their shortcomings in the programming tasks. [ABSTRACT FROM AUTHOR]

The assessment of entrepreneurship education outcomes should move beyond a focus on firm creation and associated economic impact to consider a more nuanced view that pays attention to graduates and their entrepreneurial competencies. There is currently limited understanding to what extent entrepreneurial competencies developed through entrepreneurship education are applied in graduates' subsequent careers across various occupational roles, either as employees or as self-employed. Our analysis is based on a survey administered to 556 graduates from three Nordic master-level entrepreneurship education programs (1997–2018), all identified as venture creation programs. We find that, to a large extent, entrepreneurial competencies developed through venture creation programs are applied in subsequent careers across multiple occupational roles encompassing self-employment, hybrid entrepreneurship, and intrapreneurship. Entrepreneurship education is relevant not only to new firm creation but also to entrepreneurial positions in established organizations when it comes to graduates' application of entrepreneurial competencies in subsequent careers. Plain English Summary: Entrepreneurial competencies developed through entrepreneurship education are applicable to careers other than "start-up entrepreneur." This article examines graduates from three entrepreneurship education programs in Northern Europe where students experienced venture creation as part of the education. Graduates report the extent to which they apply entrepreneurial competencies (AECs) in their subsequent career. The most common career among graduates is self-employed entrepreneur, closely followed by a career as intrapreneur, where graduates apply their entrepreneurial competencies in established organizations. A smaller group of graduates have careers as hybrid entrepreneurs, where they combine paid employment with self-employment. A minority group of graduates have more conventional careers as full-time employees in established companies, where entrepreneurial tasks are not their main activities. The results indicate that venture creation programs provide fertile ground for graduates to engage in a broad spectrum of entrepreneurial careers. From the analysis, we found that a career as an intrapreneur is more similar to a self-employed entrepreneur than to a conventional employee. An implication for entrepreneurship education is that real-life educational experience through venture creation is applicable to entrepreneurial careers beyond start-ups. Additionally, the study provides a first attempt to connect entrepreneurial competencies developed through education with how such competencies are manifested in graduates' subsequent careers, motivating a discursive shift in how policies could spur a more entrepreneurial society that goes beyond a narrow start-up perspective. [ABSTRACT FROM AUTHOR]

Vascularized Composite Allotransplantation (VCA) has evolved in recent years, encompassing hand, face, uterus, penile, and lower extremity transplantation. Accordingly, without centralized oversight by United States Organ Procurement and Transplantation Network (OPTN) or European Programs, centers have developed their own practices and procedures that likely vary, and accordingly, present different levels of rigor to the evaluation process, internationally. The importance of psychosocial factors in the selection process and treatment course has been widely recognized, and therefore, several approaches have been developed to standardize and guide care of VCA candidates and recipients. We propose to develop an international multidisciplinary platform for the exchange of expertise that includes clinical, patient, and research perspectives. Patient perspectives would derive from peer education and the assessment of patient-reported outcomes. To establish a foundation for such a platform, future research should review and combine current VCA protocols, to develop the ethical framework for a standardized psychosocial evaluation and follow-up of VCA candidates and recipients. This review presents a comprehensive overview of recent results in the field of VCA, developments in structural aspects of VCA, and provides viewpoints driven from clinical experience. [ABSTRACT FROM AUTHOR]

Project-based learning (PBL) has been a methodology traditionally associated with student engagement and good results. However, not all experiences are sufficiently satisfactory. Comprehensive models that explain the success or failure of these experiences are still lacking. The objective of this study was to understand the mechanisms that explain student engagement and other satisfactory educational results of PBL. During two academic years, the Sustainable Urban Race (SUR) project was analyzed. In this project, students from secondary schools should design and build an electric vehicle using solar energy. In the present study, a multigroup analysis of structural equations was applied. The data showed a positive association of the challenging and support-enriched context with the students' engagement, being partially mediated by the satisfaction of the competence needs, peer relationships and group autonomy. The study provides a useful framework for practitioners and researchers of student engagement in PBL. [ABSTRACT FROM AUTHOR]

Unlike other disciplines, social work has made accreditation decisions about undergraduate and graduate programs independent of licensure examination pass rates of graduates. While education, regulation, and practice are heralded as the three pillars of social work, there have been few meaningful linkages between them. Despite recognition that licensure impacts employment opportunities and salaries of social workers, the academy has been resistant to bridge the divide between educational assessment and licensure outcomes, resulting in hardship for some graduates. Students choose social work programs without knowing whether their education is adequate to pass "high stakes" licensure exams. In an era of greater accountability, and questions about the value of higher education, making licensure examination pass rates public and linking them to decisions when accrediting programs, seems prudent. However, this policy shift would likely change market demands and the stability of accreditation decisions enjoyed by social work programs to date. [ABSTRACT FROM AUTHOR]

The impact of pandemic (COVID-19) has been observed in every sector all over the world. The education sector in India as well as the world is largely affected by this. It had enforced worldwide lockdown creating a lot of challenges to the students' life. Around 32 crore learners were effected and they couldn't attend colleges/schools and all educational activities halted. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutional to grow and adopt technology based platforms of digital learning that have not been used before. There has been a shift from traditional methods of teaching and learning to online learning. This study is aimed at depicting the impact of COVID-19 on student learning and associated opportunities, barriers and outcomes of the pandemic. The main concerns of this paper are to find out both positive and negative aspects of the pandemic on student learning in addition to suggesting some remedial measures. It unfolds the difficulties encountered while using online learning platforms, skills developed while studying during pandemic, interaction and communication with teachers, students' opinion on online education considering the experience during Covid-19 pandemic as well as the satisfaction of the learners with present way of teaching (i.e online mode). It also recognises the perceived advantages and disadvantages of online education. For achieving the purpose of this study, questionnaire made in Google forms was used. The data was collected from students of University of Jammu, Union Territory of J&K, India, by simple random sampling. [ABSTRACT FROM AUTHOR]

This scientific paper is a best practice in Indonesian language learning during the Covid-19 pandemic. The purpose of writing best practices is to describe the increase in learning activities and learning outcomes of students through online learning board games using Google Classroom during the Covid-19 pandemic. The subjects of writing this best practice are 30 students of class VII-3 MTsN 1 Subulussalam in 2020/2021 Academic Year. The writing of this best practice uses a descriptive method. The impact of online learning board games using Google Classroom during the Covid-19 pandemic can increase: (1) student activities in learning. The percentage of active students in online learning was 71.39% with the active category increasing to 75.83% in the very good category; and (2) student learning outcomes. The average learning outcomes of students in previous KD with online learning without using a board game was 85.16 with a good category, increasing by 5.11 to 90.27 with a very good category in online learning using board games on the description text material. [ABSTRACT FROM AUTHOR]

Given the time and resources invested in professional development, it makes sense to find ways to extend positive outcomes over the long term. However, there is little research investigating what elements and structures help to support teachers once professional development ends. This research is based on an intervention of modest, targeted forms of support for elementary teachers who previously participated in one of four science-focused professional development programmes. The study examines the supports offered to teachers, the extent to which teachers used the available supports, and the associated challenges and reasons for not using supports. The data sources include a needs assessment, semi-structured interviews, feedback surveys, and usage data. Findings indicate that teachers preferred face-to-face supports over electronic supports. They viewed face-to-face supports as more beneficial for learning, collaborating with other teachers, and building relationships. The differing contexts at the teachers' schools, teachers' comfort with technology, and variations in resources also influenced which supports teachers opted to use. Providing a menu of options for follow-up support may be a useful approach to accommodating a range of teacher needs and preferences. [ABSTRACT FROM AUTHOR]

Literature on STEM education outcome in the tertiary context has pursued the construct of non-cognitive attributes distinctly from that of entrepreneurship skills and pedagogical competencies, notwithstanding the inferred indications that the three can be adapted in an integrated model to enhance positive outcomes. This study established that there is a range of approaches seeking to optimize positive learning outcomes in tertiary level institutions. This paper argues that there is need to incorporate entrepreneurship and pedagogical skills training in the curriculum for STEM educators at the tertiary level institutions. The study has therefore proposed an integrated theoretical model which can be used to generate data sets to address identified gaps. [ABSTRACT FROM AUTHOR]

This study examines whether programme engagement and outcomes differ based on the mode of delivery (in person versus online) for a UK-based Widening Participation (WP) programme during the Covid-19 pandemic. In total, 2507 school students attended academic in-person tutorials, and 2505 attended academic tutorials online. The findings show that tutorial attendance did not significantly differ based on the mode of delivery. We also see similar programme outcomes for both in-person and online programmes. However, the completion of the 'baseline assignment', which was the first piece of work undertaken by students on the programme, was negatively impacted by the online setting (i.e., lower submission rates). This suggests that further considerations are needed to engage students with activities that happen early in the online programme. As part of the study, we also collected feedback from programme staff about their reflections of running a WP programme virtually. Based on these insights, we make suggestions for how WP can best utilise digital forms of delivery in the future. [ABSTRACT FROM AUTHOR]

A multidisciplinary Australian University introduced a block model of blended, sequential 4-week blocks to first-year students. This natural experiment compares the inaugural block and two prior cohorts on satisfaction and performance (n = 15,989 satisfaction and n = 86,545 assessment observations). Mixed effect cross-classified models with comprehensive controls, moderation and sensitivity testing show substantial increases in performance, especially for equity groups important in an expanding sector: low-socio-economic and prior academic achievement, non-English-speaking background. Effects on satisfaction were small with increases in teaching satisfaction but decrement in course satisfaction, especially perceived reasonable workload. Discipline consistently moderated effects and units that redesigned assessments offset some decline in course satisfaction. New models of higher education may support improved outcomes. [ABSTRACT FROM AUTHOR]

Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of entrepreneurial outcomes, analyzing 159 published articles from 2004 to 2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Reconfirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely underdescribe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasized directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mind-set, focus on the impact indicators related to the intention-to-behavior transition, and exploring the reasons for some contradictory findings in impact studies including person-, context-, and pedagogical model-specific moderators. [ABSTRACT FROM AUTHOR]

Background: The Medical University of Warsaw began teaching at the faculty of Public Health at the Division of Health Science in the academic year 2000/2001. Initially, it only offered M.A. studies; however B.A. degrees were introduced in 2003. Student self-assessment of their level of preparedness to embark on a career path upon completion of their studies, as well as their opinion on the degree to which specific education outcomes were achieved in their course of studies can be of high practical significance and can become a launchpad for the improvement and excellence of the quality of education at the faculty of Public Health. Aim of the study: The purpose of the study was to compare opinions on achieving education outcomes and self-assessments of the perceived level of readiness to start a job of B.A. graduates at the Faculty of Public Health, Division of Health Sciences, Medical University of Warsaw. Material and methods: The anonymous questionnaire consisted of two parts: 1. Students' self-assessment of reaching the assumed education outcomes; 2. Students' assessment of reaching the assumed education outcomes in the course of their studies. Each statement was assessed in a 5-point Likert scale. The studied population included 85 B.A. graduates (2015/16) (82 female, 3 males - 96% female). The mean age of students in the studied group was 23±7.2 years. Results: The most important result was the high degree of compliance identified between the students' selfassessments and the assessment of the level of education outcomes achieved in the course of their studies. Conclusions: Graduate self-assessments and opinions on the level of achieving education outcomes during B.A. studies can help to modify the curriculum in question following the principles of evidence-based education. Such studies should be carried out regularly to adapt to current graduate needs and labour market requirements. [ABSTRACT FROM AUTHOR]

This paper examines questions related to the 2014 Enade for Brazilian music education undergraduate programs. Therefore, this study's research questions are: how are Enade's 2014 questions regarding music majors organized in the test concerning their content and form? What is the relationship between the Enade 2014 and the Brazilian National Curricular Guidelines (DCNs) for Music undergraduate programs? The research approach for this study is document analysis (Peña-Vera & Pirela-Morillo, 2007) and seeks to understand the orientation in Enade's questions. With this aim, data was organized considering two dimensions: form and content. Findings suggest that a) questions are directed to one or another music career that is not, necessarily, addressed in all music education curricula; b) the questions are not fairly distributed among the three DCN axes, in which "specific content" axis prevails; c) some questions present contents often built on contextual constructs of musical or social biases, which may undermine the assessment reliability. Results show that the Enade 2014 is a test that requests from students only written knowledge, with or without the use of a music sheet. The previous does align with the guidelines of the music undergraduate program construction because they should be built on abilities and competencies. [ABSTRACT FROM AUTHOR]

This study aims to describe the contribution of the Citizen Science Project (CSP) program to the species literacy of pre-service biology teachers. Using a quasi-experimental method with a Citizen Science (CS) approach, this study involved 82 participants from two campuses who were recruited voluntarily in two different projects. A total of 68 participants were involved in Project I (monitoring of insect pollinators of mango (Mangifera indica) inflorescence) and 14 participants were involved in Project II (monitoring of butterflies in citrus (Citrus amblycarpa) plantations). Species literacy test and a questionnaire were used as data collection instruments. The species literacy test consists of 14 items of species identification questions for Project I and 12 items of species identification questions for Project II. The questionnaire was used to determine the perception and evaluate the learning outcome (LO) of the CSP program. The data were analyzed statistically and described according to the research findings. The results showed that species literacy in pre-service biology teachers improved in the moderate category. Most participants perceived that the CSP program could improve knowledge, attitudes, and skills about species. The LO evaluation of the CSP program showed that the indicator of participants' interest in science and environment increased higher than the others. The program can be used as an alternative in increasing species literacy in the public. [ABSTRACT FROM AUTHOR]

As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small‐scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been identified. However, such exploration in MOOCs is very limited. Through an examination of 5,722 assignment submissions and 56,794 review scores collected from 18 peer assessments in three courses on Chinese University MOOC platform, this study investigated the inter‐reliability of peer assessment in MOOCs utilizing Krippendorff's alpha and ICC[1]. It also revealed factors affecting peer assessment reliability in MOOCs. The results of this study show that students tended to mark extreme scores, and peer assessment in MOOCs seemed unreliable. In addition, the reliability of the peer assessment in these MOOCs was inversely correlated to the number of reviewers per assignment and reviews completed per reviewer. The assignment type also matters; peer assessment using e‐portfolios format was found more reliable than those using papers and proposals. Suggestions on how to improve the reliability of peer assessments in MOOCs are also provided. Practitioner notesWhat is already known about this topicBoth the formative and summative peer assessment mode, providing reliable feedback is needed, which is of great value for improving the quality of online learning.The reliability and influence factors of peer assessment has been highlighted by a wealth of studies in traditional classrooms and small‐scale online learning contexts.There are still limited explorations in MOOCs.What the paper addsThe students tended to give extreme scores in peer assessment in MOOC, and the peer assessment in MOOC may was not particularly reliable.The Assignment type being rated affected the reliability, and peer assessment using e‐portfolios format was found more reliable than those using papers and proposals.The reliability of peer assessment in MOOC was negative related to the number of reviewers per assignment and the reviews completed per reviewer.Implications for practice and/or policyAvoid using peer assessment as a summative assessment method, and should be assigned relatively low weights to final grades.Using papers and proposals as learning assignments can appropriately reduce the proportion of peer assessment in the final grade.Training on how to identify medium quality work should be provided.Instructional strategies should be designed to encourage learners to actively participate in peer assessments and thoroughly assess. [ABSTRACT FROM AUTHOR]

This article investigates the relationship between the use of library resources and learning outcomes in a Chilean research-centered university by analyzing data from two consecutives semesters of student records, library borrowing, and access to electronic resources through the library. Results show that the access to electronic resources has a greater impact upon performance than the number of library items borrowed. They also show that an increase in the number of sessions dedicated to accessing electronic resources was accompanied by a decrease in the number of library items borrowed as students progress in their degrees. Further analyses showed that students' behavior is attributed more to the requirements of advanced courses (commonly encountered in later years of their degrees) than to personal preferences. This relationship between student records and library services enlightens the impact of different library resources on student learning and offers evidence to rationalize library investments according to their needs and impacts. [ABSTRACT FROM AUTHOR]

Copyright legislation directly affects the habitual work of university students, who are both users and creators of copyrighted works. The development of the digital setting has complicated this relationship substantially, as it multiplies the possibilities of creating, modifying and sharing works, while also multiplying the infractions of copyright. Moreover, two opposing phenomena are seen: on the one hand, a staunch reinforcement of copyright legislation, and at the same time a movement toward aperture and flexibility whose best example would be the Creative Commons licenses. In this context, it is crucial for students to have some minimal knowledge that will allow them to adequately deal with problems or questions arising as they use or create intellectual works. This study presents the results of a survey of Spanish university students, with the aim of determining their level of knowledge about copyright and copyleft, particularly applied to academic activities. The results make manifest a level of knowledge far below the one required to make proper use of the copyrighted works of other parties, or to appropriately protect and diffuse one's own intellectual creations deriving from activity as a university student. [ABSTRACT FROM AUTHOR]

Developing innovative library services requires a real world understanding of faculty members' desired curricular goals. This study aimed to develop a comprehensive and deeper understanding of Purdue's nutrition science and political science faculties' expectations for student learning related to information and data information literacies. Course syllabi were examined using grounded theory techniques that allowed us to identify how faculty were addressing information and data information literacies in their courses, but it also enabled us to understand the interconnectedness of these literacies to other departmental intentions for student learning, such as developing a professional identity or learning to conduct original research. The holistic understanding developed through this research provides the necessary information for designing and suggesting information literacy and data information literacy services to departmental faculty in ways supportive of curricular learning outcomes. [ABSTRACT FROM AUTHOR]

The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is a popular measure of teacher–child interactions. Despite its prominence, CLASS scores have fairly weak relations with various child outcomes (e.g., Zaslow et al., 2010). One potential reason for these findings could be systematic differences in observer severity. As such, the purpose of this study was to explore the scope and impact of rater effects on CLASS scores with a sample of 77 teachers who were rated by 13 observers. Results indicated significant rater effects across all three CLASS domains. Adjusting for these effects, however, did not improve relations between CLASS scores and child outcomes. Implications for the CLASS and related assessments are discussed. [ABSTRACT FROM AUTHOR]

This quantitative study examined mentees' perceptions of the support they have received from a school-based mentoring program (SBMP) in which they have been involved for three years. The study involved 341teachers in seven schools that hosted the SBMP. The findings indicated that only 45.2% of participants 'agreed' or 'strongly agreed' that their mentors provided expected support. According to the findings, such a low level of teachers' satisfaction with the program benefits may have stemmed from a high teacher-mentor ratio (56 for 1), limited mentor's content knowledge, and time constraints. The study addresses the gap in the current literature on school-based mentoring practices when it comes to the language educational policies involving the use of English as a classroom language in postcolonial contexts. In particular, the study provides education decision-makers with a body of knowledge conducive to designing and implementing school-based mentoring programs that are likely to succeed. [ABSTRACT FROM AUTHOR]

Feedback is critically important to student learning, but the reduced frequency of assignments combined with isolated or stand-alone tasks reduces the opportunity for students to engage with feedback and use it effectively to enhance their learning. Here, I evaluate student attainment during a module consisting of eight iterated tasks where the task itself is the same but the academic content differs. At the end of the module, students then self-assess their eight submissions and select two for summative assessment. I demonstrate that achievement increases over the course of the module, and that choice is valuable in allowing students to achieve higher summative marks for the course than their formative marks would suggest. Students who performed more weakly at the start of the module saw the greatest benefits from practice and choice, suggesting that these students particularly can benefit from repeated cycles of feedback and increase their marks. [ABSTRACT FROM AUTHOR]

Higher education institutions struggle to demonstrate learning improvement (Banta, Jones, & Black, 2009; Banta & Blaich, 2011; Jankowski, Timmer, Kinzie, & Kuh, 2018). We showcase how student learning outcomes assessment processes can benefit from strong program theory and implementation fidelity data. In our example, faculty articulated the etiology of the distal outcome of acting ethically, which allowed for specification and measurement of the intermediate student learning outcomes. Faculty specified research-informed curriculum and pedagogy to influence the intermediate outcomes and ultimately the distal outcome. By articulating the program theory, faculty were able to assess both the intermediate outcomes for gains and their associated curriculum for implementation fidelity. Faculty could then identify what aspects of programming required changes to evidence learning improvement. Thus, we argue that program theory and implementation fidelity should be prominent components of higher education outcomes assessment processes to address the dearth of empirically supported learning improvement. [ABSTRACT FROM AUTHOR]

Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries. [ABSTRACT FROM AUTHOR]

What value can academic and research libraries contribute to the campus culture for learning? How can these value contributions be measured? This paper offers the campus culture for learning as a new frame of reference for measuring the library's contribution to learning. It examines various means of assessing the role a library plays in a campus learning culture. It identifies related outcome assessment goals, and the means of measuring performance are suggested. [Copyright &y& Elsevier]

We used educational data mining to quantify student access of online feedback files and explore the underlying drivers of feedback file access in a learning management system (LMS). We collated LMS access logs for 32 individual pieces of assessment representing 1462 feedback files for 484 students (males = 45%, females = 55%) that originated across three undergraduate years, from 20 different degree pathways. Over a third of assessment feedback files (38%, 553 files) were never accessed by students. When students could obtain their assessment mark without opening the associated feedback file, 42% of feedback files were not accessed by students (513 of 1224 files). When assessment marks were integrated into the feedback file (and not reported within the LMS), the proportion of unopened feedback dropped significantly to only 17% of files (40 of 238 files). We uncovered strong gender‐specific differences in how students accessed feedback within the LMS that were dependent upon academic performance and the integration of marks within the feedback file. Poorly performing males were less likely to access feedback; however, integrating marks into the feedback files meant that males were over 27 times more likely to access the feedback file. In contrast, females exhibited a much weaker and more variable response to marks being reported within feedback files. Assessments with deadlines earlier in the semester were also viewed more often than those later in the semester. [ABSTRACT FROM AUTHOR]