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1An Introduction To Student Involved Assessment For Learning (Instructor's Edition), Sixth Edition

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  • Title: ➤  An Introduction To Student Involved Assessment For Learning (Instructor's Edition), Sixth Edition
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  • Language: English

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2ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]

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Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

“ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]” Metadata:

  • Title: ➤  ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]
  • Author:
  • Language: English

“ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.]” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 57.81 Mbs, the file-s for this book were downloaded 20 times, the file-s went public at Thu Jan 23 2025.

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Find ERIC ED630675: Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers. Third Edition Language Is Not Static. It Flows Like A River In Response To The Riverbank And The Rocks That Border And Run Beneath It. In The Same Way, Glossaries Are Dynamic Expressions Of Current Language Usage. Developmental Education And Learning Assistance Have Changed Dramatically In Recent Years, And So Must Also The Language Used To Describe And Define Them. This Glossary Is Useful For The Wide Field Of Educators Involved With Promoting Student Success. It Provides Precise Language And Definitions To Use When Communicating With Peers And More Effectively Influencing Administrators, Legislators, And The Media. Some Of These Glossary Terms Are Emerging With Frequent Use While Others Are Declining. This Is Why This Glossary Is Not Static And Future Editions Will Continue To Reflect The Changes In Language. Based On Advice From Some Of The Reviewers To Make This Glossary More Accessible To Readers, I Reorganized It Into Different Topical Categories Rather Than A Traditional Alphabetical Order. I Hope This Format Will Not Only Make It Easier To Locate A Particular Glossary Term, But Also Discover Related Terms In The Same Category. The Nine Glossary Categories Are: (1) Teaching And Learning Process; (2) Antiracism And Racism; (3) Assessment; (4) Copyright And Academic Integrity; (5) Pedagogies For Teaching And Learning; (6) Program Management; (7) Student-to-student Learning; (8) Transitional Courses And Programs; And (9) Less Acceptable Glossary Terms. This Third Edition Of The Glossary Of Developmental Education And Learning Assistance Terms Has Dramatically Changed Since The Last Edition 14 Years Ago. For That Reason, The Name Of This Glossary Has Changed And Reflects Its Use In The Wider Education Community. These Terms Could Be Useful For Educators Working In Learning Assistance, Learning Centers, Developmental-level Courses, First-year Experience Courses And Programs, Orientation Courses And Programs, Federally-funded TRIO And Other Equity Programs, And Instructors Teaching First-year And Subsequent Courses In The General Course Curriculum. In Recognition Of The Expanded Scope Of This Glossary And Broader Utility For Other Members Involved With Postsecondary Education, The Glossary Title Has Become More Inclusive, "Essential Glossary For Increasing Postsecondary Student Success: Administrators, Faculty, Staff, And Policymakers." [This Paper Was Prepared For The College Reading And Learning Association.] at online marketplaces:


3Student-involved Assessment For Learning

By

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

“Student-involved Assessment For Learning” Metadata:

  • Title: ➤  Student-involved Assessment For Learning
  • Author:
  • Language: English

“Student-involved Assessment For Learning” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 742.28 Mbs, the file-s for this book were downloaded 146 times, the file-s went public at Mon Jun 16 2014.

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ACS Encrypted EPUB - ACS Encrypted PDF - Abbyy GZ - Animated GIF - Backup - Cloth Cover Detection Log - DjVuTXT - Djvu XML - Dublin Core - EPUB - Item CDX Index - Item CDX Meta-Index - Item Tile - JSON - LCP Encrypted EPUB - LCP Encrypted PDF - MARC - MARC Binary - MARC Source - Metadata - Metadata Log - OCLC xISBN JSON - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Original JP2 Tar - Single Page Processed JP2 ZIP - Text - Text PDF - WARC CDX Index - Web ARChive GZ - chOCR - hOCR -

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4Student-involved Assessment For Learning

By

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

“Student-involved Assessment For Learning” Metadata:

  • Title: ➤  Student-involved Assessment For Learning
  • Author:
  • Language: English

“Student-involved Assessment For Learning” Subjects and Themes:

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Downloads Information:

The book is available for download in "texts" format, the size of the file-s is: 548.33 Mbs, the file-s for this book were downloaded 114 times, the file-s went public at Wed Apr 04 2012.

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ACS Encrypted EPUB - ACS Encrypted PDF - Abbyy GZ - Animated GIF - Cloth Cover Detection Log - DjVuTXT - Djvu XML - Dublin Core - EPUB - Item Tile - JSON - LCP Encrypted EPUB - LCP Encrypted PDF - MARC - MARC Binary - MARC Source - Metadata - OCR Page Index - OCR Search Text - Page Numbers JSON - Scandata - Single Page Original JP2 Tar - Single Page Processed JP2 ZIP - Text PDF - WARC CDX Index - Web ARChive GZ - chOCR - hOCR -

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5Student-involved Assessment For Learning

By

Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

“Student-involved Assessment For Learning” Metadata:

  • Title: ➤  Student-involved Assessment For Learning
  • Author:
  • Language: English

“Student-involved Assessment For Learning” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 897.01 Mbs, the file-s for this book were downloaded 360 times, the file-s went public at Wed Nov 13 2019.

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ACS Encrypted EPUB - ACS Encrypted PDF - Abbyy GZ - Cloth Cover Detection Log - DjVuTXT - Djvu XML - Dublin Core - EPUB - Item Tile - JPEG Thumb - JSON - LCP Encrypted EPUB - LCP Encrypted PDF - Log - MARC - MARC Binary - Metadata - OCR Page Index - OCR Search Text - PNG - Page Numbers JSON - Scandata - Single Page Original JP2 Tar - Single Page Processed JP2 ZIP - Text PDF - Title Page Detection Log - chOCR - hOCR -

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6Student-involved Assessment For Learning

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Language is not static. It flows like a river in response to the riverbank and the rocks that border and run beneath it. In the same way, glossaries are dynamic expressions of current language usage. Developmental education and learning assistance have changed dramatically in recent years, and so must also the language used to describe and define them. This glossary is useful for the wide field of educators involved with promoting student success. It provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media. Some of these glossary terms are emerging with frequent use while others are declining. This is why this glossary is not static and future editions will continue to reflect the changes in language. Based on advice from some of the reviewers to make this glossary more accessible to readers, I reorganized it into different topical categories rather than a traditional alphabetical order. I hope this format will not only make it easier to locate a particular glossary term, but also discover related terms in the same category. The nine glossary categories are: (1) teaching and learning process; (2) antiracism and racism; (3) assessment; (4) copyright and academic integrity; (5) pedagogies for teaching and learning; (6) program management; (7) student-to-student learning; (8) transitional courses and programs; and (9) less acceptable glossary terms. This third edition of the glossary of developmental education and learning assistance terms has dramatically changed since the last edition 14 years ago. For that reason, the name of this glossary has changed and reflects its use in the wider education community. These terms could be useful for educators working in learning assistance, learning centers, developmental-level courses, first-year experience courses and programs, orientation courses and programs, federally-funded TRIO and other equity programs, and instructors teaching first-year and subsequent courses in the general course curriculum. In recognition of the expanded scope of this glossary and broader utility for other members involved with postsecondary education, the glossary title has become more inclusive, "Essential Glossary for Increasing Postsecondary Student Success: Administrators, Faculty, Staff, and Policymakers." [This paper was prepared for the College Reading and Learning Association.]

“Student-involved Assessment For Learning” Metadata:

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  • Author:
  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 811.98 Mbs, the file-s for this book were downloaded 42 times, the file-s went public at Fri Jun 16 2023.

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7ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.

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Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Metadata:

  • Title: ➤  ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.
  • Author:
  • Language: English

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Subjects and Themes:

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Find ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding. at online marketplaces:


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  • Title: ➤  Student-involved assessment for learning
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  • Language: English
  • Number of Pages: Median: 388
  • Publisher: ➤  Pearson / Merrill Prentice Hall - Pearson Education - Pearson Laureate Education Inc. - Pearson/Merrill Prentice Hall
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  • Publish Location: ➤  Upper Saddle River, N.J - Upper Saddle River, NJ

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  • First Year Published: 2005
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