Course: SpEd 860 Issues in Early Childhood Special Education
Author: Marvin,
Chris
School: University of Nebraska - Lincoln
Department/Program: Special Education and Communication Disorders
Sub Area/Speciality: Special Education and Early Childhood
Year: 2005
Portfolio Objective/Abstract:
Despite the positive advances in the teaching and learning outcomes reported for SpEd 860 in 2002, 2003, I was still not satisfied that I had systematically organized the class to teach and challenge higher-level thinking that I was demanding in the students' products (essays and philosophy statements). I wanted to assess the cognitive complexity of my efforts throughout the class, as well as students' work and see if there was sufficient linkage between weekly class discussions, essay questions and student essays. Specifically, I set out to: 1. Evaluate the cognitive complexity of 2004 student essays and compare levels to those for students enrolled in 2002. 2. Evaluate the cognitive complexity of online discussions for 2004 students and compare to mean levels evidenced in 2004 student essay papers. 3. Evaluate the completeness of 2004 students' final Philosophy Statements in response to instituting a point system and requirement of three revisions. 4. Compare 2004 student evaluation ratings to those for students in 2002 and 2003. with special attention given to: a. Value of textbooks assigned b. Use of phone conference sessions to augment web-based instruction c. Ratings for increased knowledge/understanding of topic and instructor's explanation.
Type of Portfolio: Comprehensive
Evidence of Student Learning in the Portfolio: Combination of Methods
Size of Class: 11 to 29
Type of Student: Non-Major Only
Level of Course: Graduate
Type of Course: Major/discipline
Teaching Environment:
|
Student Activities:
|
Assessment Approaches:
|
CLICK HERE to explore this course portfolio
