The Experts below are selected from a list of 186588 Experts worldwide ranked by ideXlab platform
Abigail Barzilai - One of the best experts on this subject based on the ideXlab platform.
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integrating Alternative Assessment in a project based learning course for pre service science and technology teachers
Assessment & Evaluation in Higher Education, 2004Co-Authors: Moti Frank, Abigail BarzilaiAbstract:This paper deals with a required methods course, based on the national curriculum of science and technology for junior high schools. The course participants are pre-service teachers who study towards a B.Sc. degree in education in science and technology parallel to their studies in one of the faculties of sciences or engineering. Working in small teams, the students carry out a project in a Project-Based Learning (PBL) environment. The final outcomes of the project are group and individual written reports, a portfolio, a multimedia presentation and a physical model. The research question was: what implementation issues and processes do higher education students encounter in a Project-Based Learning environment which involves an Alternative Assessment approach? Qualitative and quantitative tools for collecting data included ‘the participant as observer’ observations at the classroom, semi-structured interviews with students, questionnaire, and analysis of students' reports and products. The findings relate...
Ahmet Tekin - One of the best experts on this subject based on the ideXlab platform.
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evaluation of the presentation skills of the pre service teachers via fuzzy logic
Computers in Human Behavior, 2016Co-Authors: Oguzhan Ozdemir, Ahmet TekinAbstract:The main purpose of this study is the presentation skills evaluation of pre-service teachers via fuzzy logic. There are two different groups in this study. The first one consists of 14 instructors serving in the Computer Education and Instructional Technology (CEIT) Department of Firat University (FU). This group has supplied expert view in ranking the importance of the matters in the Presentation Evaluation Scale (PES) and in forming the rule base that sets ground for the operation of fuzzy logic mechanism. The second group consists of 41 juniors having the Operating Systems and Applications Course in the CEIT Department of FU. The students in this group make a presentation associated with the units of this course, PES are applied on them and the study is conducted by the data obtained from this scale. Frequencies and percentages and Wilcoxon test is used to analyze the data sets. It is found that there is a significant difference between the PES obtained student scores and those scores that passes through fuzzy logic mechanism. The scores of some students have decreased, those of some have increased while there is no significant change in some of them. Fuzzy logic can be used as an Alternative Assessment of students' scores.Fuzzy logic utilizes various experts' decisions to create final grades.There is a difference between the traditional scores and fuzzy logic scores.
Alipasa Ayas - One of the best experts on this subject based on the ideXlab platform.
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assessing changes in high school students conceptual understanding through concept maps before and after the computer based predict observe explain cb poe tasks on acid base chemistry at the secondary level
Chemistry Education Research and Practice, 2015Co-Authors: Fatma Yaman, Alipasa AyasAbstract:Although concept maps have been used as Alternative Assessment methods in education, there has been an ongoing debate on how to evaluate students' concept maps. This study discusses how to evaluate students' concept maps as an Assessment tool before and after 15 computer-based Predict–Observe–Explain (CB-POE) tasks related to acid–base chemistry. 12 high school students participated in this study. Students' concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students' pre and post concept map scores (z = 3.05; p < 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.
Moti Frank - One of the best experts on this subject based on the ideXlab platform.
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integrating Alternative Assessment in a project based learning course for pre service science and technology teachers
Assessment & Evaluation in Higher Education, 2004Co-Authors: Moti Frank, Abigail BarzilaiAbstract:This paper deals with a required methods course, based on the national curriculum of science and technology for junior high schools. The course participants are pre-service teachers who study towards a B.Sc. degree in education in science and technology parallel to their studies in one of the faculties of sciences or engineering. Working in small teams, the students carry out a project in a Project-Based Learning (PBL) environment. The final outcomes of the project are group and individual written reports, a portfolio, a multimedia presentation and a physical model. The research question was: what implementation issues and processes do higher education students encounter in a Project-Based Learning environment which involves an Alternative Assessment approach? Qualitative and quantitative tools for collecting data included ‘the participant as observer’ observations at the classroom, semi-structured interviews with students, questionnaire, and analysis of students' reports and products. The findings relate...
Don Olcott - One of the best experts on this subject based on the ideXlab platform.
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a global outlook to the interruption of education due to covid 19 pandemic navigating in a time of uncertainty and crisis
Asian Journal of Distance Education, 2020Co-Authors: Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov, Sarah R Lambert, Maha Alfreih, Judith Pete, Don OlcottAbstract:Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K-12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62,7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using Alternative Assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.