Search

Observing university students’ attentiveness to direct instruction frequently finds students multi-tasking. The World Wide Web has made it possible to be in other parts of the campus, city, or even world with a click of the button. Electronic devices offer Facebook, Tweets, E-mails, Minecraft, or a free cyber connection to the latest and upcoming online blog. Activities as such may be more alluring than the professor standing at the podium. This research study is twofold involving 38 students who attended a required class with a focus on assessment in early childhood education. Two separate populations were analyzed, both attending a winter 7:30 a.m. class (2018, 2019). Research questions were: (1) will providing students with note taking guides and assigning points for the completion of those guides increase student learning through the documentation of the final class grade? (2) Will providing students with note taking guides and assigning points to the completion of those guides improve attendance? From this research, it is evident that a positive increase in final grades occurs when guided notes are supplied, required, and inspected. There was no significance in higher attendance percentages, although the mean between the two classes showed a slight increase in attendance of the dependent group. [ABSTRACT FROM AUTHOR]

Currently, limited research has been conducted examining the effect of peer review on preparing teachercandidates for standardized assessments. Peer review is often an integral component of providing feedback to enhance depth and rigor in academic writing. This study analyzed the impact on student learning by utilizing peer review as a formative assessment tool. Two similar populations were included to represent the sample of participants, all attending a capstone senior requirement class at a four-year institution of higher learning. The control group was instructed in absence of formative assessment from peers. The experimental group received the same instruction with the addition of formative assessment in the form of peer review. Success of peer review was based on the comparison of edTPA scores, a consequential performance evaluation for teacher candidates. The conclusion of the study showed that peer review did not make a significant difference in edTPA scores. [ABSTRACT FROM AUTHOR]