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... Simply giving quizzes that do not count for a grade is not formative assessment. The assessment is not useful, or formative, unless the teacher does something with the information that is gathered (Black & Wiliam, 1998/2010Guskey, 2007b;Popham, 2006). Proponents of formative assessment stress the importance of feedback that contains a clearly stated goal, evidence about where the student is at the time of the formative assessment, and a method for the student to reach that goal (Black & Wiliam, 1998/2010. ...
... The various suggestions for correctives made by Bloom (1968), Block and Anderson (1975), and especially Guskey (1997Guskey ( & 2007b were used as the foundations for the research. Articles were located through database searches and by tracing the citations of mastery learning articles and articles about differentiation. ...
... The last requirement is subtler but just as important as it spells out the need for the corrective to be a method for a student to reach a specific learning goal (Black & Wiliam, 1998/2010). Guskey (1997;2007b) also presents a list similar to Block and Anderson's (1975) but adds peer tutoring, cooperative teams, learning kits, learning centers and laboratories, and computer activities, which were not common in 1975. Block and Anderson (1975) recommend different types of correctives for different groups. ...
... A cada nova unidade, os alunos assistem aulas e, em seguida, são submetidos a uma avaliação formativa, que serve para identificar os sujeitos que conseguiram ou não dominar o conteúdo. No entanto, Guskey [34] deixa claro que "avaliações formativas, sozinhas, pouco melhoram o desempenho dos alunos ou a qualidade do ensino". Por esta razão, os estudantes também passam por procedimentos de feedback, correção e aperfeiçoamento 2 , de acordo com suas necessidades [32]. ...
... Por outro lado, aqueles que não conseguem dominar o conteúdo, recebem medidas corretivas, que variam desde a assistência de tutores, a disponibilização de materiais alternativos ou até atividades de cooperação [34]. Os estudantes que passam pelo processo de correção são ...
Thesis
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Students in introductory programming classes learn at different paces. Nevertheless, many professors remain adopting approaches in which all are treated equally. Unfortunately, students who fail to keep pace with the course end up learning superficially, because they study new concepts before mastering the previous ones. Professors from the Federal University of Campina Grande decided to improve the teaching method used in their CS1 course using elements of Mastery Learning — a philosophy of learning based on the principle that everyone can learn under adequate conditions. They changed the teaching approach hoping to allow every student to learn at his/her own pace and master the content before studying the next one. The new method was implemented in the course and well accepted among instructors. However, there was no scientific evidence to support its benefits in the teaching-learning pro- cess. This work is an opportunity to investigate the effects of Mastery Learning in students and find out the positive and negative aspects of its implementation. We found that students were more focused on their difficulties and had less doubts. In addition, as the method has evolved in the course, there was considerable improvement in student performance. This work gathered evidence that the use of the Mastery Learning in CS1 improved various as- pects of the teaching-learning process and brought together lessons learned by instructors throughout the change of method.
... Bloom stressed the value of providing the student with feedback and the need to follow up with correctives (Guskey, 2008). He also stressed that these correctives must be fundamentally different from original instruction (Guskey, 2008). ...
... Bloom stressed the value of providing the student with feedback and the need to follow up with correctives (Guskey, 2008). He also stressed that these correctives must be fundamentally different from original instruction (Guskey, 2008). Lastly, in the informal sub-group is the summative assessment, which evaluates achievement at the end of specific educational programs Ravitch, 2007). ...
... Evaluative feedback is analyzed based on learning measurement standards (Diamond, 1998, p. 57). While not all students learn at the same pace, teachers must endeavor to maximize use of assessment results (Guskey, 2008; Schunk, 2004) and modify instructional practices to optimize student learning potential (Diamond, 1998, p. 58; Lebrun, 2007). Thus, resulting CATs recommendations should include a summary of appropriate actions to adapt instruction and a timeline for accomplishing these adjustments (Diamond, 1998, p. 151). ...
... Through PD, teachers may increase their assessment literacy and as a result develop greater assessment efficacy. Formative assessment alone is not sufficient to improve learning; corrective measures such as reteaching, individual support, peer tutoring, cooperative teams, or alternate materials may be required to ensure content mastery or understanding (Guskey, 2008). Schunk (2004) identified learning as " an enduring change in behavior or a capacity to behave in a given fashion, which results from practice or other forms of experience " (p. ...
Article
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An abundance of professional development (PD) opportunities exist for educators and administrators at all educational levels. Despite the availability of PD, many such workshops are unsuccessful (Fullan, 2001; Gordon, 2004). Increased accountability at the district and state or provincial levels requires that PD opportunities enhance teaching and lead to improved student learning. Presented here are three scholarly teaching models representing the steps involved with planning and executing effective instruction. The Instructional Process Model (IPM) involves 12 steps that lead instructors through a circular process beginning with an assessment of an institution’s PD needs and improvement plans and continuing through a reassessment of that institution’s PD as part of a lifelong learning process. The Seven-Step Instructional Learning Orbit (SILO) involves a process that begins with an evaluation of students’ needs that aligns instructional goals with students’ abilities and learning styles and ends with a process of reflection that leads to the development of new goals and objectives. The Professional Development for Instructional Improvement (PDI) model places PD at the heart of the improvement process. The educational leader is an essential component in this model and acts as a catalyst in the improvement cycle by creating a capacity for change. The three models are offered as frameworks of scholarly teaching practice that educational leaders may consider when developing their own educational plans.
... Wright and Wise (1988) found that academic achievement and effort considered together account for about eighty percent of what differentiates one grade from another. Grades also help to sort students by making placement or grouping decisions (Guskey, 2008). They also certify competence, permit graduation, advance students to next grade, and predict future achievement. ...
... While state tests are important communicators of student achievement and allow schools to reform curriculum and instruction long-term, ongoing information that schools require to incrementally improve instructional programs has not been made available (Herman & Baker, 2005). Furthermore, the learning problems of students with the most need have not been addressed (Guskey, 2008). However, a new wealth of immediate student data presents educators with decision making information. ...
Article
Middle school grading practices and the ability to predict achievement on the Arkansas Benchmark Test
... Students received corrective instruction through a rubric and in-depth feedback on assignments to address comprehension issues. Students were able to take this feedback and resubmit updated assignments, with the goal being that this corrective instruction would aid in both learner comprehension for the specific assignment and class material in the future (Guskey, 2008). This design occurred with the understanding that students were navigating the intricacies of everyday life and the increased pressures and traumatic nature of the pandemic. ...
Article
Universal Design for Learning (UDL) is an educational framework that has been employed in K-12 environments and generally improves learning outcomes for a variety of learners; however, its use in Higher Education (HE) to date has been much more limited. Studies of HE geosciences curriculum, including human geography, physical geography, geology, and environmental geoscience, suggest that learning barriers exist for many students, highlighting the need for curricular revision and the implementation of UDL. This paper reviews this literature to argue for increased engagement of UDL principles in geoscience education to create accessible and equitable classrooms. The authors then describe two geoscience courses that employed these principles to highlight the value of implementing UDL in the geosciences to effectively educate students with different learning preferences and needs. We highlight the value of UDL in geosciences, describe barriers that hinder its adoption, and describe best practices and make recommendations for its implementation.
... Among effective corrective activities, he offers re-teaching; individual tutoring; peer tutoring; cooperative teams; textbooks; alternative textbooks, materials, workbooks and study guides; academic games; learning kits; learning centres and laboratories and computer activities. It is also important to plan enrichment activities; some students will demonstrate their mastery of unit concepts and skills on the first try and will have no need for corrective activities [36]. Table 1 shows the assessment and corrective activities of our course. ...
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The article deals with the instructional design of an integrative Business English course for master’s students of a technical university (a case study of the Saint Petersburg Mining University) for blended and/or flexible learning. The main goal is to design a course that can be used as a full-fledged online course in asynchronous learning and is at the same time adjustable to the existing offline Business English course. The research uses methods such as observation, focus groups, surveying, empirical research and analytical and descriptive methods. The authors see a solution in a special instructional design based on the integration of traditional teaching approaches in offline learning, information technology and elements of infotainment and edutainment. The article presents the results of the target audience analysis and the needs analysis, outlines the structure of the course, specifies approaches to enhance motivation in master’s students and presents an integrative system of assessment and evaluation of the learners’ knowledge and skills. The key features of the instructional design of the Business English course suggested include exposure to professional scenarios, learners’ reflection, multiple instruments encouraging learners’ cognitive activity and performance and an opportunity to apply their knowledge to actual performance rather than summative assessment.
... High-quality corrective instruction requires that teachers employ instructional practices, provide resources, and create learning opportunities tailored to the needs of the students receiving the instruction and requires different pedagogical approaches for different groups of students (Bellert, 2015;Guskey, 2007Guskey, , 2016Marzano, 2010). Accordingly, we recognized the possibility that Emerging Leaders practices may benefit some student subgroups more than others and investigated it. ...
Technical Report
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In 2017–18, New Leaders partnered with SRI Education to undertake a randomized control trial of the Emerging Leaders program in three sites: Arlington Independent School District and San Antonio Independent School District in Texas and Shelby County Schools in Tennessee. The Emerging Leaders program was implemented largely as designed and had a positive, statistically significant impact on participants’ data-driven instruction leadership knowledge. This large impact on leadership knowledge led to few measured impacts on the instructional practice of teachers on Emerging Leaders participants’ instructional teams. The program had positive impacts on the math achievement of some subgroups of students. Impacts on overall math achievement were mediated by (i.e., operated through) program impacts on participants’ leadership knowledge and by teachers’ participation on instructional teams. The Emerging Leaders program had no measured impact on students’ English language arts (ELA) achievement. Supplemental analyses suggest that these differences in student achievement impacts may have been driven by differences in how data-driven instruction was enacted by math- and ELA-focused instructional teams.
... Students received corrective instruction through a rubric and in-depth feedback on assignments to address comprehension issues. Students were able to take this feedback and resubmit updated assignments, with the goal being that this corrective instruction would aid in both learner comprehension for the specific assignment and class material in the future (Guskey, 2008). This design occurred with the understanding that students were navigating the intricacies of everyday life and the increased pressures and traumatic nature of the pandemic. ...
Article
Full-text available
Universal Design for Learning (UDL) is an educational framework that has been employed in K-12 environments and generally improves learning outcomes for a variety of learners; however, its use in Higher Education (HE) to date has been much more limited. Studies of HE geosciences curriculum, including human geography, physical geography, geology, and environmental geoscience, suggest that learning barriers exist for many students, highlighting the need for curricular revision and the implementation of UDL. This paper reviews this literature to argue for increased engagement of UDL principles in geoscience education to create accessible and equitable classrooms. The authors then describe two geoscience courses that employed these principles to highlight the value of implementing UDL in the geosciences to effectively educate students with different learning preferences and needs. We highlight the value of UDL in geosciences, describe barriers that hinder its adoption, and describe best practices and make recommendations for its implementation.
... In addition, IAs can provide teachers with valuable information about the depth of students' learning at a particular point in time. Such information can be critical, as the sooner teachers become aware of students' struggles and misunderstandings, the sooner they can adjust instruction or reteach concepts in a different manner to meet students' learning styles (Guskey, 2007(Guskey, /2008Northwest Evaluation Association, 2014;Rink, 2010;Wormeli, 2011). ...
Article
Assessment is an integral part of the instructional process. It can provide valuable information to both students and teachers. Assessments can be a vector to quality corrective instruction, a second chance for struggling students to demonstrate success, and a means to provide a more complex challenge for advanced students. This article discusses common assessments used in education and explores the idea of using assessments as an instructional strategy to facilitate independent learning while enabling teachers to determine what students need along their journey to learning.
... Molisani progress toward goals while learning is in process. These regular checks of learning tell both student and teacher which concepts or skills are known and what needs work (Guskey 2007). Summative assessments measure student progress toward goals when instruction has been completed. ...
Article
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Standards provide information about what students should know and be able to do. If doing is applying mathematical knowledge to new situations, paper and pencil tasks may not provide adequate information about individual student ability. Performance assessments target specific content and provide opportunities for each student to engage mathematical content at their own level of understanding.
... Bloom (1974) argued, however, that intense, individualized assistance offered early in an instructional sequence would drastically reduce the time needed for remediation in later units. Because corrective instruction guarantees that students have the learning prerequisites for subsequent units, initial instruction in later units can proceed more rapidly, allowing teachers to cover just as much material as they would using more traditional methods (Guskey, 2008). ...
Article
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... La evaluación no es una actividad esporádica o circunstancial de las escuelas y los profesores, es una tarea que se realiza habitualmente y en la que se invierte una importante cantidad de tiempo y esfuerzos. La evaluación formativa bien diseñada puede proveer a los estudiantes una esencial retroalimentación e informar a los profesores acerca de la calidad de su enseñanza, identificando los conceptos que los estudiantes dominan y los que aún les faltan por aprender (Guskey, 2007;Hattie y Timperley, 2007). ...
Article
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Este artículo aborda la evaluación del aprendizaje en el contexto de la educación superior desde una perspectiva cualitativa. La primera parte contiene algunos de los aportes teóricos más recientes en el campo de la evaluación y la segunda presenta los resultados de una investigación que se llevó a cabo en una universidad pública mexicana, realizada con enfoque etnográfico mediante la modalidad de estudio de casos. Los casos estuvieron representados por las carreras de Derecho y Ciencias de la educación, en este documento sólo se tratará el caso de la primera. Algunos de los principales hallazgos revelan la brecha entre los avances conceptuales del campo de la evaluación y las prácticas evaluadoras del profesorado universitario que siguen asentadas en un modelo tradicional.
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Teachers’ performance is crucial for the achievement of educational success, and as a result, numerous empirical studies have been conducted to explore various factors influencing teachers' teaching performance. However, focusing on teachers' personality and self-efficacy could be a valuable effort in identifying factors that impact their performance in pursuing educational goals. This study aimed to determine the personality profile, level of self-efficacy, and teaching performance of junior high school teachers (JHS). A descriptive research design was employed with 111 respondents who answered the questionnaires. Results showed that, when grouped and compared according to age, sex, and length of service, there was no significant difference between the personality profile and the level of self-efficacy of JHS teachers except for the Agreeableness personality trait when grouped and compared according to sex. Similarly, there is no significant difference between the level of teaching performance when grouped and compared according to age and length of service, except for the variable of sex. Conversely, using the ChiSquare Test of Independence tool, the result depicted no significant correlation between the personality profile of JHS teachers and the level of teaching performance. Also, with the utilization of the Spearman Rank Coefficient Correlation, the level of self-efficacy and the level of teaching performance have not been found to be significantly correlated.
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The basic purpose of current work is to determine the effect of the Mastery Learning Approaches (MLA) on improving students' academic performance in science, as well as their effect on improving students' learning outcomes. These were conducted in order to determine the best methods of teaching for the improvement of students' science learning outcomes. The non-equivalent post-test, pre-test experimental design was used in this study. In Multan tehsil Saddar, 43 basic educational elementary schools were chosen using a simple random sampling technique. According to the study, MLA can help improving students' learning outcomes in science. It is thus recommended that the Education Ministry should conduct trainings for science teachers on how to effectively implement these pioneering teaching tactics during instruction so that students can be guided to learn meaningfully and are helped in remembering, what they have learned in science.
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Increasingly, elementary schools across America are adopting prereferral intervention models that follow a structured problem-solving consultation process to reduce referrals to special education and to improve student academic outcomes. One feasible and affordable systems-level solution for a school that must deliver reading interventions of high quality to many children is an effective cross-age peer-tutoring program. The present study examines the impact of a school-based peer-tutoring intervention on the fluency of delayed readers in an urban school district. A peer-tutoring program was implemented across four elementary schools, with a total of 27 tutors and 27 tutees. Tutors and tutees were monitored weekly using CBM oral reading-fluency probes, and treatment integrity checks were conducted periodically on all tutor pairs. While both tutors and tutees showed increases in reading fluency during the program, students receiving tutoring made substantially greater gains than did tutors. The article provides guidelines for implementing an effective cross-age peer-tutoring program in a range of school settings. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 99–107, 2006.