Rethinking Student Evaluations of Instruction [Abstract]

Student Perceptions of Alternative Evaluation in an Introductory Programming Course

Skills-based evaluation is an alternative evaluation model that is a variation of both mastery and specifications grading. Students are evaluated on the set of skills they have demonstrably acquired over the duration of a course and the level at which they are able to demonstrate those skills. This is in opposition to traditional models which evaluate performance at fixed time points. A growing body of research suggests that such alternative evaluation models are more equitable, motivating, and efficacious for students. However, adoption remains limited in part due to concerns about student acceptance, perceived lack of rigour, and the potential increase in workload due to repeated assessments. In this study, we assess perceptions of skills-based evaluation in an introductory (CS0) course for non majors. A total of 248 students and 7 teaching assistants responded to survey prompts addressing their experience of the efficacy, psychological impact, and workload when compared to traditional grading. Participants also provided open-ended feedback to provide additional context. The students showed broad support for the skills-based evaluation, expressing strong preferences across all recorded metrics. Results were consistent across gender lines, and supported by sentiment analysis of open ended responses. Although the small number of responses prevent any strong conclusions, teaching assistants were generally positive towards the methodology's impact on students, though opinions were largely split on the impact on workload.

The Use of Classroom-Based Assessment Techniques in English Language Teaching

In line with the changing needs of today’s learners, and the emerging trends towards formative assessment, the aim of this research is to implement formative assessment tools in the classroom to serve as solutions for the problems and the issues already pinpointed through the research questions. The forms and semi-structured questions aim to find out a group of teacher candidates’ perceptions of language competencies, self-identified proficiency levels and deficiencies in language as well as their attitudes towards corrective feedback. This study employed quasi-experimental mixed methods design, which involves academic integrity while working with a specific group. The participants of this research are 60 ITE (Initial Teacher Education) students currently attending ELT (English Language Teaching) Department of a State University. The participants were appointed through purposive sampling. The data collected from the research instruments were processed by means of software programs. Quantitative data were analyzed using a statistical package program, while qualitative data were analyzed through thematic content analysis to acquire descriptive data about the topic. The findings provide strong evidence that contemporary learners increasingly favor interactive, student-centered and technology-enhanced learning environments while also appreciating the provision of corrective feedback.

Abstract Writing in Report

Academic and Practical Preparedness of Pre-Service Teachers for Experiential Learning

Experiential learning integrates experience, reflection, and application, offering pre-service teachers authentic opportunities to connect theory with practice and prepare for classroom realities. This study investigated the academic and practical preparedness of third-year Bachelor of Elementary Education (BEEd ) students for Experiential Learning Course, focusing on their competencies in academic content mastery, instructional delivery, classroom management, instructional materials and technology, and intrinsic motivation. A descriptive quantitative design was e mployed, using a validated researcher-made survey administered to all 63 third-year BEEd students through total population sampling. Data were analyzed using weighted mean and ranking to determine levels of preparedness. Findings revealed that students generally rated themselves as “Prepared” across all domains. Strengths were evident in less on planning, classroom routines, and intrinsic motivation, while notable gaps emerged in handling classroom disruptions, formulating higher order questions, and designing assessments for critical thinking. These results highlight the transitional challenge s faced by thirdyear BEEd students as they move from theoretical coursework to practical classroom application. The study recommends practice-based learning, inquiry-driven strategies, simulation-based classroom management, workshops, seminars, and mentorship programs to bridge th e gap between theory and practice. By addressing these areas, teacher education programs can better equip pre-service teachers for experiential learning and real-world classroom demands. This research contributes to Sustainable Development Goal 4: Quality Education, ensuring that future educators are not only academically competent but also practically prepared to foster inclusive and effective learning environments.

Enhancing Student Retention Through the Implementation of Academic Teaching and Learning Interventions

This paper presents findings from the Commencing Student Success Project (CSSP), conducted from 2021 to 2023 at the University of New England (UNE), a rural Australian university. The project examined pedagogical strategies that influence student engagement and retention among first-year students. The initiative involved 732 participants across six trimesters and identified five evidence-based strategies: flexible assessment submission portals, video explanations of assessments, clearly defined assessment rubrics, the provision of assessment exemplars, and consistent presentation within the learning management system. These strategies correspond with established theories in educational psychology and first-year pedagogy, which emphasise transparency, structure, and adaptability as essential for supporting students’ transition to higher education. Results indicate that formative assessment practices, particularly those that make academic expectations explicit and consider student diversity, were strong motivators for student engagement. The evidence-based approaches developed through the CSSP have proven transferable across institutions, with 20 Australian universities now implementing aspects of the program. The study concludes that incorporating student-identified engagement strategies provides a practical and cost-effective method for improving both student retention and satisfaction within higher education.

The impact of the teacher in the development of modern differentiated instruction

The aim of this study is to investigate the role of teachers' experience and qualifications in the implementation of differentiated instruction. It is focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. Teachers often struggle to provide all students access to specific learning activities that work best for them - and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's profile of strengths, interests, and styles. In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies. Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences