Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top Marks
Based on the observation that teacher expectation often drives classroom success, a project was undertaken whereby all students were given top marks in two sections of a geology classroom at the undergraduate level. To further this project, a student motivation strategy was attempted to take the pla...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
lppm Universitas Negeri Jakarta
2023-11-01
|
| Series: | JISAE (Journal of Indonesian Student Assessment and Evaluation) |
| Subjects: | |
| Online Access: | https://journal.unj.ac.id/unj/index.php/jisae/article/view/39930 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841558909930700800 |
|---|---|
| author | Daniel S. Helman |
| author_facet | Daniel S. Helman |
| author_sort | Daniel S. Helman |
| collection | DOAJ |
| description | Based on the observation that teacher expectation often drives classroom success, a project was undertaken whereby all students were given top marks in two sections of a geology classroom at the undergraduate level. To further this project, a student motivation strategy was attempted to take the place of their not having to fear for top marks. The results were sixfold: (1) the results of student work were well above average; (2) student work reflected teacher expectations; (3) student enthusiasm was well above average; (4) the instructor needed to use enthusiasm and humor to maintain discipline; (5) the instructor needed to parse the assignments so that the work would be done; (6) the administration was unhappy with the resulting data analytics. Based on this case study, one can confirm that student outcomes are highly dependent on teacher expectations and strategies; and that formative (not evaluative) assessments can be used effectively to raise the level of student learning. |
| format | Article |
| id | doaj-art-4cea194706674f69ac16ac2e9b22cd1d |
| institution | Kabale University |
| issn | 2442-4919 2597-8934 |
| language | English |
| publishDate | 2023-11-01 |
| publisher | lppm Universitas Negeri Jakarta |
| record_format | Article |
| series | JISAE (Journal of Indonesian Student Assessment and Evaluation) |
| spelling | doaj-art-4cea194706674f69ac16ac2e9b22cd1d2025-01-06T00:17:59Zenglppm Universitas Negeri JakartaJISAE (Journal of Indonesian Student Assessment and Evaluation)2442-49192597-89342023-11-019214014810.21009/jisae.v9i2.3993032800Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top MarksDaniel S. Helman0Faculty of Labor Relations and Trade Unions, Ton Duc Thang University, 19 Nguyen Huu Tho, Tan Phong, Quan 7, Ho Chi Minh City, Vietnam Based on the observation that teacher expectation often drives classroom success, a project was undertaken whereby all students were given top marks in two sections of a geology classroom at the undergraduate level. To further this project, a student motivation strategy was attempted to take the place of their not having to fear for top marks. The results were sixfold: (1) the results of student work were well above average; (2) student work reflected teacher expectations; (3) student enthusiasm was well above average; (4) the instructor needed to use enthusiasm and humor to maintain discipline; (5) the instructor needed to parse the assignments so that the work would be done; (6) the administration was unhappy with the resulting data analytics. Based on this case study, one can confirm that student outcomes are highly dependent on teacher expectations and strategies; and that formative (not evaluative) assessments can be used effectively to raise the level of student learning.https://journal.unj.ac.id/unj/index.php/jisae/article/view/39930formative assessment in education; stem teaching; radical pedagogy; managing student expectations; student-centered learning. |
| spellingShingle | Daniel S. Helman Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top Marks JISAE (Journal of Indonesian Student Assessment and Evaluation) formative assessment in education; stem teaching; radical pedagogy; managing student expectations; student-centered learning. |
| title | Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top Marks |
| title_full | Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top Marks |
| title_fullStr | Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top Marks |
| title_full_unstemmed | Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top Marks |
| title_short | Formative Assessment in a Geology Classroom: Promoting Learning by Giving Top Marks |
| title_sort | formative assessment in a geology classroom promoting learning by giving top marks |
| topic | formative assessment in education; stem teaching; radical pedagogy; managing student expectations; student-centered learning. |
| url | https://journal.unj.ac.id/unj/index.php/jisae/article/view/39930 |
| work_keys_str_mv | AT danielshelman formativeassessmentinageologyclassroompromotinglearningbygivingtopmarks |