At the Intersection of Technology and Teaching: The Critical Role of Educators in Implementing Technology Solutions

[English]: The purpose of this research was to (1) develop scales for measuring teaching practices and assessment practices in mathematics class; (2) identify the profile of teaching practices and assessment practices in mathematics class; and (3) examine the consistency between relevant factors in teaching practices and assessment practices in mathematics class. The methods of cross-sectional surveys and a scale development study were used to achieve that purpose. The participants in this research included two sample groups of primary school teachers in Jakarta. The first sample consisted of 252 teachers and the second sample consisted of 325 teachers. This research found that there were two factors in each dimension of teachers’ practices in mathematics class. Teaching practices included the relational and instrumental practices, while the assessment practices included the assessment for learning and assessment of learning. This research also found that most of the teachers leaned toward traditional practices for both teaching practices and assessment practices, and that there was a consistency between relevant factors in those teaching and assessment practices. A more detailed discussion can be found in the findings and discussion section.
 Keywords: Assessment practices, Teaching practices, Mathematics class, Scale development study, Cross-sectional Survey
 [Bahasa]: Penelitian ini bertujuan untuk (1) mengembangkan sebuah skala untuk mengukur praktik mengajar dan penilaian di kelas matematika; (2) mengidentifikasi profil praktik mengajar dan praktik penilaian di kelas matematika; dan (3) mengkaji konsistensi antar faktor-faktor yang bersesuaian pada praktik mengajar dan penilaian di kelas matematika. Metode survei cross-sectional dan studi pengembangan skala digunakan untuk menggapai tujuan tersebut. Partisipan dalam penelitian ini mencakup dua kelompok sampel guru sekolah dasar di Jakarta. Sampel pertama adalah 252 guru dan sampel kedua adalah 325 guru. Temuan penelitian ini mendapati terdapat dua faktor di setiap dimensi praktik guru di kelas matematika. Praktik mengajar mencakup faktor praktik relasional dan instrumental, sedangkan praktik penilaian mencakup faktor praktik assessment for learningdan assessment of learning. Penelitian ini juga menemukan bahwa sebagian besar guru mengarah pada praktik-praktik tradisional baik praktik mengajar maupun praktik penilaian, dan terdapat konsistensi antar faktor yang bersesuaian pada praktik mengajar dan penilaian tersebut. Diskusi lebih detail dapat ditemukan pada bagian hasil dan pembahasan. 
 Kata kunci: Praktik penilaian, Praktik mengajar, Kelas Matematik, Studi Pengembangan Skala, Survei cross-sectional

Evidence-based instructional practices (ebips) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (stem) courses. Further, linking ebips with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize ebips and authentic assessment when they were provided support and accountability over multiple semesters. It documents participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in stem general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While stem-based, the study findings are applicable across the general education curriculum.

This study investigated the beliefs and practices of university lecturers around assessment theories and their links with teaching practices. Given the discrepancies in the literature, the research explored the gap in theoretical understandings of summative and formative assessment and the relationship between them, as well as the relationship with lecturers’ own practices. In total, 109 lecturers from a Colombian institution of higher education participated. An instrument consisting mainly of quantitative questions, with some qualitative questions, which was originally designed to investigate these beliefs and practices among higher education lecturers in England, was used. The translation, validation and reliability processes of the instrument were carried out. Thus, an exploratory factorial study was performed to establish the dimensions of the instrument, determining seven factors. The results indicate discrepancies between what lecturers understand by formative and summative assessment and their practices in the classroom. This coincides with the theoretical contradictions also found in the analysis of specialised literature. It is concluded that a detailed understanding of the discrepancies between beliefs and practices would be valuable in redesigning the ways in which the training of lecturers’ assessment competencies is approached.

Summative assessment aims at providing measurement of student's understanding. It is argued that summative assessment is used for reporting and reviewing, besides providing an overall judgment of achievement. While summative assessment is a well defined process for learning that takes place in the classroom environment, its application within the Work-based Learning (WBL) practice environment is still being structured. This paper discusses the effectiveness of summative assessment in WBL practice from a mixed-method research study involving both quantitative and qualitative analysis. A survey questionnaire was designed for exploring the perceptions of mentors and students about summative assessment in WBL practice. The questionnaire was administered to the University of Mauritius students and mentors who supervised students for their WBL practice at the respective placement settings. Some students were also interviewed to capture their views and experiences about the application of summative assessment in WBL practice. Semi-structured interviews were also conducted with three experienced mentors who have assessed students on WBL practice. Findings reveal that most students had positive experiences about their summative assessments in WBL practice. They felt comfortable and confident to be assessed by their mentors in their placement settings and wished that the effort and time that they devoted to their learning be recognized and valued. Mentors also confirmed that summative assessment is a valid and reliable strategy in WBL practice, enabling them to better monitor and coach students to achieve the expected learning outcomes.

This study examines the level of Language Assessment Literacy (LAL) of English language teachers at the university level in Pakistan by adopting a mixed-methods explanatory approach. The study offers a comprehensive analysis of language assessment awareness among English language teachers in the Pakistani context along with their language teaching-learning experiences. Likewise, English language teachers shared their perspectives regarding the role of LAL in enhancing language teaching and learning processes at the university level. The theoretical framework of the study, which is comprised of three seminal theories, viz. Classical Test Theory, Generalizability Theory and Item Response Theory, has informed the interview protocol used for qualitative data collection. In the same vein, the current study investigates three core areas including the current level of LAL among university English teachers, the challenges they face while assessing their students’ language proficiency, and the possible solutions for these challenges for the improvement of language assessment, teaching and research practices. For the said purpose, data is collected from 15 English language teachers who are currently serving at five different public sector universities including Kohat University of Science and Technology (KUST) Kohat, Abdul Wali Khan University Mardan (AWKUM), National University of Modern Languages (NUML) Islamabad, FATA University, Kohat, and Quaid-e-Azam University (QAU) Islamabad, through semi-structured questionnaire and semi-structured interviews. Correspondingly, quantitative findings of the study reveal that most of the participants (73.33%) are PhD degree holders but many of them lack professional language assessment trainings both pre-service and post-service. The study highlights that English language teachers have limited exposure to standardized testing frameworks like CEFR, IELTS, and ELLT. Among them, only 13.33% had studied language assessment as a course at the PhD level while 46.66% of language teachers had not attended any training in the last five years of their professional life. Given the gaps between language teaching and assessment practices as the qualitative data highlights, language assessment trainings need to be offered to teachers and students at the university level with a view to enhance their theoretical as well as practical knowledge regarding language assessment which will furnish their language assessment skills. The major findings of the study also have significant implications for English Language Teaching (ELT) and assessment practices and language policies with a view to bridge the gulf between language teaching and assessment practices in multilingual contexts like Pakistan.

The development of information technology (IT) has made a lot of positive changes in language teaching approaches and made significant innovations in educational quality. In learning a language generally and specific skills in particular, it is essential for learners to reflect on what they experienced. Through reflection, teachers and students are able not only to look back to the past happenings, but also to make some necessary changes. Thanks to the support from technology devices, reflective practice (RP) in teaching and learning has become more convenient, especially in smart education environment. This paper is aimed at investigating the evaluation and perception of students on the effects and challenges of using information technology to enhance communication skills and Reflection Practice in teaching and learning English speaking skills and recommending some technology-assisted teaching strategies. In order to examine this, a set of questionnaires, interviews and reflection journals were administered to 80 English major students at Hanoi Law University and six teachers who have taught English speaking skill. The findings showed that using technology-driven teaching approach in RP helped learners achieve more benefits for learning English speaking.

Evidence of the impact of educational development (ED) programmes on faculty is often not gathered beyond ascertaining the immediate reactions of participants. This paper reports the results of a study to determine what level of impact an ED programme at a university has had on academics' teaching practice over time. Kirkpatrick's framework provided a useful approach to conceptualise how to examine critically the impact of ED efforts. A series of semi‐structured interviews with 14 programme participants and a subsequent questionnaire survey of 248 participants were undertaken. The programme resulted in high‐level impact when rated according to Kirkpatrick's framework, including changes to individual behaviour and organisational practice, benefits to academics and perceived benefits to their students. Change was reported up to seven years after participation. These results emphasise the role that a well‐designed ED programme can play in enhancing the quality of teaching and assessment practice at a research‐intensive university. Bepaling van die impak van onderrigontwikkelingsprogramme op dosente word dikwels beperk tot die verkryging van die onmiddellike reaksies van deelnemers eerder as meer omvangryke bewyse. Hierdie artikel rapporteer die resultate van 'n studie wat dit ten doel gehad het om die vlak van impak van 'n onderrigontwikkelingsprogram by 'n universiteit op die onderrigpraktyke van akademici, oor 'n tyd heen, vas te stel. Kirkpatrick se raamwerk het 'n nuttige benadering verskaf vir die konseptualisering van 'n kritiese ondersoek na die impak van onderrigontwikkelingsaksies. 'n Reeks semi‐gestruktureerde onderhoude met 14 programdeelnemers en 'n daaropvolgende vraelysopname van 248 deelnemers is onderneem. Gemeet teen Kirkpatrick se raamwerk, het die program tot hoëvlak impak aanleiding gegee, insluitend veranderinge in individuele optrede, organisatoriese praktyk, voordele vir akademici en oënskynlike voordele vir hulle studente. Veranderinge is tot sewe jaar na deelname gerapporteer. Hierdie resultate beklemtoon die rol wat 'n weldeurdagte onderrigontwikkelingsprogram in die bevordering van onderrig‐ en assesseringspraktyk by 'n navorsingsintensiewe universiteit, kan speel.

The aim of this study is to evaluate the teaching practice course within the scope of an unusual mathematics course from the perspective of pre-service teachers, practice teachers, and practice instructor. This research was carried out with the help of action research, which is one of the qualitative research patterns. In this research, the researcher is personally involved in the process, and with a qualitative approach, the teaching practice course is aimed to be evaluated by all the people involved in the process (pre-service teacher, practice teacher, practice instructor). The sample of the study consists of eight pre-service teachers, two practice teachers, and one practice instructor. The data of the study were collected during 2 semesters, including the fall and spring semesters of the 2020-2021 academic year. According to the results obtained, practice teachers and the practice instructor generally expressed negative opinions about the teaching practice course being conducted during the pandemic process, while pre-service teachers expressed both positive and negative opinions. When the negative opinions of pre-service teachers, practice teachers, and the practice instructor regarding the teaching practice course were examined, it was seen that negative opinions usually arose depending on the learning environment. In this study, the teaching practice course was evaluated in the dimensions of pre-service teachers, practice teachers, and the practice instructor. Students can also be involved in this process in the next studies.

This study investigated competences, knowledge, skills and dispositions privileged in five universities’ teaching practice (TP) assessment instruments. It content analysed the universities’ TP assessment instruments and identified indicators cutting across at least three of the universities’ assessment instruments as representative of what they considered effective teaching indicators. Findings revealed universities’ lack of consensus on specific indicators of good practice despite general uniformity in the assessment categories. There was greater consensus on input indicators which assessed teacher profile and what they brought into the teaching and learning environment than on the process or output of teaching and learning. Actuated by the need for measurability of assessment indicators, assessment instruments generally assessed the cognitive dimension of teaching at the expense of other dimensions. The study recommends a research-based determination of teacher and teaching quality indicators th...

Previous research findings of assessment in choir indicated that teachers favor non-performance criteria such as attendance and attitude over music knowledge and skill. Music education researchers have encouraged teachers to instead use measurable learning goals that inform teaching practices and document student growth. New assessment technologies designed to assist teachers with individual assessment may have affected the assessment practices of secondary choir teachers. The purpose of this study was to describe the current assessment practices and beliefs among secondary choir teachers in Indiana. Respondents ( N = 182) completed an online survey regarding their use of formative and summative assessments in choir. Findings suggest that choir teachers in this study continued to rely upon non-achievement data such as attendance and participation in assessment. Given these findings, I offer implications and suggestions for practicing choral music educators.

This study investigates what teaching practices in the ‘non-lecture context of a foundation programme' help or hinder Māori and Pasifika students' success in a New Zealand university. This two-year qualitative project used Kaupapa Māori and Pasifika Research (KM/PR) methodologies conducted in three phases: (1) needs analysis, (2) intervention and (3) evaluation. Twenty-eight Māori or Pasifika students were interviewed using the Critical Incident Technique identifying 798 incidents grouped into four themes for institutional development: (I) use effective practices for teaching and learning, (II) grow independent learners, (III) support the empowerment of the learner and (IV) harness the positive cohort effect. Initially, students reported that intensive support provided by the foundation programme was not preparing students well for success in degree-level study. Following interventions of institutionally-led changes, students reported better preparation for ongoing study. The overall learning environment and provision of Māori and Pasifika academic and pastoral support were important factors for success.

In the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre‐service STEM teachers' attitudes towards the application of AI in teaching. In the study, a comprehensive survey was conducted among 239 pre‐service STEM teachers, examining the influences and interconnectedness of Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Perceived Ease of Use (PE), and Self‐Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) was employed for data analysis. The findings illuminated direct influences of TPACK, PU, PE, and SE on WIAI. TPACK was found to directly affect PE, PU, and SE, while PE and PU also directly influenced SE. Further analysis revealed significant mediating roles of PE, PU, and SE in the relationship between TPACK and WIAI, highlighting the presence of a chain mediation effect. In light of these insights, the study offers several recommendations on promoting pre‐service STEM teachers' willingness to integrate AI into their teaching practices. Practitioner notes What is already known about this topic? The potential of AI technologies to enrich learning experiences and improve outcomes in STEM education has been recognized. Pre‐service teachers' willingness to integrate AI into teaching practice is crucial for shaping the future learning environment. The TAM and TPACK frameworks are used to analyse teacher factors in technology‐supported learning environments. Few studies have been conducted for examining factors of pre‐service teachers' willingness to integrate AI into teaching practices in the context of STEM education. What this paper adds? A survey was designed and developed for exploring pre‐service STEM teachers' WIAI and its relationships with factors including TPACK, PE, PU, and SE. TPACK, SE, PU, and PE have direct impact on pre‐service STEM teachers' WIAI. SE, PU, and PE have been identified as mediating variables in the relationship between TPACK and WIAI. Two sequential mediation effects, TPACK → PE → SE → WIAI and TPACK → PU → SE → WIAI, among pre‐service STEM teachers were further identified. Implications of this study for practice and/or policy Pre‐service STEM teachers are encouraged to explore and utilize AI technology to enhance their confidence and self‐efficacy in integrating AI into teaching practices. Showcasing successful cases and practical experiences is essential for fostering awareness of AI integration in STEM education. It is recommended to introduce AI education courses in teacher training programs. Offering internship and practicum opportunities related to AI technologies can enhance their practical skills in integrating AI into education.

Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students.

The practice of sports teaching is the main direction and foundation of the effectiveness of sports innovation course teaching, and it is also the process of arranging, testing and guiding teaching in the course of teaching. However, at present, it is still urgent to solve the effectiveness analysis and quality evaluation of sports teaching innovation. In the teaching work and practice of sports teaching innovation, a great deal of practical data information needs to be stored, researched and analyzed. In the face of huge data estimation and understanding, it is common to use manual processing at present, resulting in the poor expression and availability of these data. This paper is aimed at how to make use of the large amount of data produced in the teaching practice efficiently and reasonably, and puts forward a research model of effectiveness analysis and teaching quality evaluation of innovative teaching of sports based on the idea of large data mining. It has been proved to be feasible and scientific in the teaching practice.

Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success