No description available.

No description available.

No / Mobile language learning games usually only focus on spelling or out of context meaning for the entire dictionary, ignoring the role of an authentic environment. ‘Detective Alavi’ is an educational mobile game that provides a shared space for students to work collaboratively towards language learning in a narrative rich environment. This game motivates and preserves a conversation between learners and their teachers, and also between learners and learners, whilst being immersed in the story of the game. A seamless self-assessment scoring system in the game structure provides a less dominating environment for students to expose their weaknesses, and at the same time assists students to judge what skills they have learned and how much. This game has produced improvement in different cognitive processes and a deeper level of learning during the collaborative game play.

The purpose of this study was to investigate the process of implementing an alternative form of assessment in chemistry classrooms. The current reform of science education involves the implementation of varied forms of instruction; it stands to reason that assessment will evolve with the curriculum (Baxter, Shavelson, Goldman & Pine, 1992). In an era for which the exclusive use of multiple-choice and similar tests i.e., fill-in the-blank, matching, and true/false are inappropriate measures of student abilities (Hamm & Adams, 1991), portfolios can offer a suitable alternative assessment, as well as a means for evaluation (Paulson, Paulson & Meyer, 1991). This study was conducted in a small math, science and technology high school and focused on three individual teachers and twelve of their students. The research focused on how teachers defined portfolios and implemented this assessment tool in their classrooms and how students and teachers perceived the use and value of the process. This study employed qualitative methodology using individual interviews, document analyses, and classroom observations. Data sources included documents, transcripts of interviews and fieldnotes. The primary research questions were: How do the teachers define and implement portfolios? How do the teachers' definitions of portfolios change during implementation? What are the students' understandings of portfolios and how they are used and do the students' understandings change? What do teachers and students believe portfolios represent regarding the learning that occurs in the science classroom? and What do the data collected via this study demonstrate about portfolios as a valid means of assessing student progress? The teachers' and students' definitions addressed four of the six components of portfolios identified in the literature. Both groups recognized a defined use, evidence, student and teacher made decisions, and reflection as key portfolio elements. Each group failed to identify the components of a defined goal and teacher student conferences. Portfolios were viewed by the teachers and students as a valuable tool. This value was defined in terms of student self assessment and evaluation, teacher assessment and evaluation, college admission, goal setting, promotion of student organizational skills and recognition of student success. / Ph. D.

Neurorehabilitation, a relatively new domain of clinical intervention has, from its outset, been a rapidly evolving practice, with ongoing advancements in neuroimaging and neuroscience leading to new insights into how the brain grows and recovers from insult. The field of neurorehabilitation is tasked with translating this research into maximally effective treatments. This document addresses how digitally augmented neurorehabilitation, has, and can help meet, these translational needs and clinical imperatives. The first chapter is a review of the literature on the use of avatars in neurorehabilitation and their potential to promote neurological repair and plasticity. The second explores the use of a wearable remote control device for the promotion of enjoyability and intensity in the pediatric neurorehabilitation context. The third chapter pilot tests a video-based assessment methodology and explores the telehealth potential of such an assessment methodology and the final chapter demonstrates how such an assessment methodology can be implemented in pediatric neurorehabilitation in a case study on the treatment of Kernicterus. Collectively these works provide an overview of a selection of digitally augmented neurorehabilitation techniques and tools and preliminary data on how these approaches might be implemented in the field of pediatric neurorehabilitation. / Doctor of Philosophy / Neurorehabilitation, is the clinical effort to repair brain injuries. Telehealth, or telemedicine, is the use of digital technologies to assist in the delivery of healthcare. Telehealth can take many forms- you can do a teleconference with your doctor, you can access your medical records online, you can use a fitbit to promote preventative healthcare. One form is telerehabilitation, examples include video conferencing with your physical therapist, using video game based rehabilitation systems, or the use of digital cameras and programs to capture and analyze your movements. This document explores some of the ways neurorehabilitation can use these digital technologies to help promote neurological repair and recovery. The first chapter is a review of the literature on the use of avatars, or digital placeholders such as animated characters or virtual representations of the patient, in neurorehabilitation and how their use has the potential to promote neurological repair. The second chapter explores the use of a wearable remote control device for the promotion of enjoyability and intensity (high repetitions of desired movements) in the pediatric neurorehabilitation context. The third chapter pilot tests a video-based assessment methodology and explores the telehealth potential of such an assessment methodology and the final chapter demonstrates how this assessment methodology can be used in pediatric neurorehabilitation in a case study on the treatment of Kernicterus, a pediatric disorder that results from bilirubin toxicity. Collectively these works provide a review of the potential for digitally augmented neurorehabilitation and preliminary data on how these approaches might be implemented in the field of pediatric neurorehabilitation.

A game with food and nutrition related pictures was developed to provide an opportunity for a classroom teacher to interview preschool children for assessment of nutrition knowledge concepts. Specifically, knowledge of vegetable concepts which included identification of the food, the food group, the source, preparation methods and use by the body was measured. The assessment was administered to five groups of children (ages two and one-half to five years) in preschools and child care centers in Reston, VA by high school early childhood education students. The assessment was designed to meet current criteria that assessment be teacher administered, provide useful information to the teacher, reflect the typical activities of children in the classroom and be one of a variety of assessments used. The assessment was successfully administered by the high school students working as teacher aides. The assessment gave teachers useful information about each class and individual children which could be used in curriculum planning. The assessment fit into the usual classroom activities, in this case, a games and manipulatives learning center. The assessment provided more in-depth information about children's knowledge than multiple choice tests used in previous research on nutrition knowledge, because the teachers recorded children's responses to open-ended questions. Children's responses indicated elementary understanding of food and nutrition concepts suggesting that classroom teachers need to make greater use of the variety of nutrition education materials available. / Master of Science

This paper seeks to identify one of the key problems faced by academic institutions seeking accreditation. The accreditation process requires academic institutions to conduct a self-study analyzing how well a given program is meeting the learning outcomes the accreditation board uses in its assessment. This self-study by schools often contains qualitative or subjective data and does not directly correlate the learning outcomes being measured to student performance. The lack of quantitative measurements at a granular level means that it is difficult for the academic institution to prove that it was effective in meeting a particular outcome. I propose in this paper a tool that is both efficient and effective in capturing quantitative data at the student level. The tool maps specific coursework to learning outcomes and shows how students performed towards that outcome over the duration of a particular course or program. Additionally, the data collected by the tool can be used to assess course and program design. / Master of Science

School leaders and principals have an obligation to use every tool at their disposal to maximize student achievement. All students deserve the best use of data to inform the decision-making of those entrusted to deliver the finest education available to them. The purpose of this study was to ascertain the perceptions of principals in Los Angeles Archdiocesan high schools about the use of assessment data in their schools by finding how they were using assessment data to inform curricular and pedagogical decisions, and then determining what factors affect the use of assessment data to inform their curricular decision-making. This study was a mixed-method investigation using a quantitative survey to find processes in Archdiocesan high schools that capture and utilize assessment data to inform decision-making, as well as to determine the principals’ perceptions of the benefits and challenges related to assessment data usage. The qualitative aspect of this study consisted of interviews of Archdiocesan high school principals meant to expand upon the findings of the survey. The findings of the study, viewed through the lens of a conceptual framework, suggest a breakdown in the use of data from the very beginning of the process. Standardized assessment data are the information used to drive curricular decisions while data from formative assessments and curriculum maps, are utilized less frequently. The study also found that, while principals feel that their teachers valued the use of data, there was room for growth in the protocols enlisted to analyze assessment data, and in the cultivation of a culture of collaboration and learning.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This research explored four techniques of language assessment of counselee behavior to see if linguistic patterning occurred during the counseling process and whether or not such patterning could be assessed. Linguistic patterns do occur in the counseling process and can be assessed in a functional manner through the analyses of taped sessions. Among the ten undergraduate counselees who participated in the 4 to 10 sessions analyzed for the study, it was possible to differentiate those "most improved" and those "least improved." Linguistic analyses supported by judges ratings, showed the "most improved" counselee had balanced frequencies of past, present and future tense usage; and shifted in their association-analogy categories toward a more frequent use of analogy and a less frequent use of association. The wide range of reliability coefficients reported previously partially accounts for the finding that the eight syntactical relationships and the three personal construct categories did not appear related to improvement in counseling as evaluated by the researcher and judges. [TRUNCATED] / 2999-01-01