The paper is about the impact of examinations on student learning and

use the anotated bibliography sources and add 5 more references

and follow the course project paper draft assignment instructions and make sure it meets the standards of the grading rubic

EDUC 701

Course Project: Final Paper Draft Assignment Instructions

Paper Components:

The body of the paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; and include a minimum of 10 scholarly references. Six of the 10 scholarly references must be current (within the past 5 years), empirical, peer-reviewed journal articles. Your paper must include the information outlined below. See the Course Project: Final Paper Draft Grading Rubric for further information. This draft will be reviewed and evaluated by your instructor to provide you valuable feedback in editing this draft in order to submit your final paper.

1. Title Page

a. The title summarizes the paper and its focus. The title must be clear enough to give the reader an idea of what to expect in your paper. Avoid statements that sound vague or flippant.

b. Other Title Page Information:

· Student Name

· Institution

2. Abstract

a. 100–120 words

b. Write this paragraph last, but place it after the title page and before the introduction to the paper.

c. This will be a synopsis of the main findings of your paper.

d. Consider this an abridged version of your full paper.

3. Introduction

a. Although not labeled with a heading on your paper, this section will introduce your problem and provide your specific research question that will be developed throughout the paper. Use information from the Identify a Problem written assignment.

b. Defend the importance of the topic. Give a broad overview of the scope of the work you are reviewing. Clarify what learning theory you are looking at and the importance it has in your educational field.

c. It is always best to place the research question at the end of the introduction. This serves as a transition into the rest of the paper, which supports the research question.

4. Headings

To ensure that your paper meets the requirements of the rubric, the following elements must be clearly identified with headings. (Remember that there is no heading for the introduction.

a. Literature Review

· When reading through your sources, you want to remember that you are looking for the “big picture,” not a collection of random, separate articles. You are looking for common themes and patterns in the research as a whole.

· Synthesize the references in order to show that several references support the points you are making about the topic. You are combining what the different experts in the field have published about your topic. Do not write a summary of one reference at the time as you did in the annotated bibliographies. The more you can show that several references support a specific point, the more support you have for it.

b. Learning Theory Association

· Identify the learning theory or theories that serve as the foundation for your topic by discussing foundational principles.

· Align the topic throughout the section with the learning theory or theories

c. Define Key Terms

· Define terms that will be important for your study

d. Gaps in the Research

· What areas of your topic are still in need of further research? (Usually, this can be found in the very last section of academic journal articles, labeled “future research.”)

e. Biblical Worldview

· From a biblical worldview perspective, what are the issues with the learning theory or theories you have discussed?

· Identify from the Sire text the worldview most appropriate to the influential founders(s) of the learning theory.

· Offer alternative ideas which incorporate a solid biblical worldview perspective. The use of Scripture is appropriate in this section.

f. Conclusion

· Your conclusion must relate to the introduction in some way so that your paper displays coherence.

· If your introduction included a metaphor, quote, theme, etc., it is appropriate to integrate that again.

5. References

a. Use a variety of sources, such as the following:

· Textbooks for this course

· Your methods and psychology textbooks

· The Bible

· Educational journals

· Books you have read that have influenced your worldview or educational philosophy

b. Do not use Wikipedia or other wiki-type pages as sources in an academic paper. Because it is an open environment, the information is constantly being changed by registered users and is not always reliable.

c. Include at least 10 scholarly references, and make sure at least 6 of those references are scholarly journal articles. Variation of references is important; use at least 1 book, 1 academic journal, and 1 online source.

6. Point Of View

When writing in current APA Style, you can use the first person point of view when discussing your research steps (“I studied . . .”) and when referring to yourself and your co-authors (“We examined the literature . . .”). Use the first person to discuss research steps rather than anthropomorphizing the work. For example, a study cannot “control” or “interpret,” but you and your co-authors, however, can.

7. Tense

Current APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research, for example, Jones (1998) found or Jones (1998) has found…

8. Pronoun Usage

Common writing problems include pronoun-antecedent agreement and the gender issue of “he or she.”

9. Gender Issue

It is considered sexist if you repeatedly use singular antecedents and follow them up with masculine pronouns. For example, “Each teacher should manage his own classroom.” It is also problematic if you redundantly use “he or she” and “his or her.” (Do not use “he/she” or “his/her.”) Some writers solve this by stating to the reader that, for simplicity’s sake, the pronouns will be masculine or will rotate periodically between masculine and feminine. This can be awkward and cumbersome. However, there is a better solution.

10. Pronoun-Antecedent Agreement

a. Pronouns must agree in number with their antecedents. It is incorrect to write, “Each teacher [singular] should manage their [plural] own classroom.”

b. To assist in avoiding both of these problems, it is recommended that you write in plural as consistently as possible. For instance, use students, principals, teachers, parents, schools, etc., instead of their singular counterparts. Follow these antecedents up with “they” or “their.” This avoids the gender issue altogether. When you find that you must use a singular, you may periodically use “he or she” or simply restructure the sentence to avoid the “he or she” if possible. Rare use of this phrase is acceptable.

11. Academic Integrity

Plagiarized papers will be rejected. Each paper will be evaluated for originality by Turnitin, which reports to the instructor the degree to which your paper is suspected of plagiarism. The following tips will help you avoid any problems with plagiarism:

· Direct Quotations: No more than 10 percent of your paper may be made up of direct quotations. Short quotations must be in quotation marks, and longer quotations must be indented. If you do not set off direct quotations in this manner and cite them, you have plagiarized.

· Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not directly quoting, you should summarize or analyze the idea in your own words.

Note: Review the Course Project: Final Paper Grading Rubric to see how this assignment will be evaluated.

Page 3 of 4

2

Annotated Bibliography

Michael Whitener

School leaders deliver a clear message on the effects of teaching on learning success and encourage the teachers and challenge them to recognize their efficacy. They ensure that regular evaluations of teachers’ current work are utilized to reflect on their professional preparation and success and growth strategies. The classroom’s physical atmosphere is among the first places that directly affect the pupil’s performance. Structure, capital, color, and other information may be involved. These all play a part in deciding if the classroom is conducive to learning. In this paper, the impact of examination and student assessment is discussed, and evaluations are done according to the author’s research.

Zheng, M., & Bender, D. (2019). Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance. Medical teacher, 41(1), 75-82.

Computer-based research (CBT) has succeeded in schooling in the health sciences. In 2015, the writers conducted a CBT (ExamSoft) method at a US dental school. The goal of this research, driven by the Technology Acceptation Model (TAM), was (a) to explore student acceptance of ExamSoft; (b) to understand the factors affecting acceptance; and (c) to assess examSoft’s effect on learning and exam performance of students. Survey and Focus Group results found that ExamSoft has been adopted as a research method by students and is generally known for its promoting learning ability. Regression analyzes revealed that ExamSoft perceived ease of usage and perceived utility to admit students dramatically. Prior CBT knowledge and program mming expertise could not forecast embracing ExamSoft substantially. In the first year of the program, students indicated that ExamSoft encouraged learning, mainly through prompt and rich input on examination results. t-Tests provided inconsistent findings on students’ best success for computerized or paper exams. The research adds to CBT literature and the introduction of the TAM paradigm of schooling in the health sciences. Findings further recommend directions in which health organizations should incorporate CBT as an appraisal and learning mechanism to optimize its potential.

Zakharov, A., Carnoy, M., & Loyalka, P. (2014). Which teaching practices improve student performance on high-stakes exams? Evidence from Russia. International Journal of Educational Development, 36, 13-21.

This journal explores the correlation between student achievement and teaching activities to improve student success in a high stakes college exam – the Russian united states test (USE). In 2010, the data came from a study of 3000 students in three Russian areas. A pupil fixed effects tool was used to estimate advanced and straightforward track mathematics and Russian language instructor activities on student test performance. The author showed that the only activities that favorably impact test results are more subject-specific homework and the most successful assignment ranges across routes. It has been found that teachers in training for such high-level exams are utilizing some forms of instruction rather than others to improve student success. Bishop (1996, 1997) revealed that teachers are more likely to rely on more specific academic skills in Canadian provinces with high school curriculum-based exit assessments.

Grewe, K., & Davis, W. P. (2017). The impact of enrollment in an OER course on student learning outcomes. The International Review of Research in Open and Distributed Learning, 18(4).

Open Educational Tools (OER), particularly in two-year colleges, have been recognized as valid and effective teaching materials in higher education. Given the steady increase in OER availability and usage, comparatively few research on OER effectiveness and student achievement have been performed. This research explored the impact of attendance in an OER course on student academic success in a major community college as part of the preliminary online history course. Analysis of correlations and basic linear regression is done. The findings of this research show a significantly positive moderate association between OER and student output. The research offered a way to perform potential, more comprehensive effectiveness trials.

De Raadt, M. (2012, January). Student-created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).

The author explains examinations are historically categorized as “openwork” or “closed book” concerning the students’ freedom to explore materials. Open-book ratings can have advantages, such as reduced fear, memorization de-emphasis, and reduced cheating. However, open-book tests may still have drawbacks such as limited planning and the need to examine the evidence for time. A new solution encourages students to carry hand-written notes for a ‘cheat-sheet.’ This analysis method may provide many of the advantages of an open-book examination while addressing some of its limitations. There was no proof that cheat sheets may have an effect, and what remains is inconsistent. This author indicates that students who build and use cheat sheets have done well in an initial programming test, on average. Some features of cheat sheets were found to have to do with superior results, which could be linked to Understanding of the student.

Poon, A., Giroux, S., Eloundou-Enyegue, P., Guimbretière, F., & Dell, N. (2020, June). Baccalauréat Practice Tests in Cameroon: The Impact of SMS-Based Exam Preparation. In Proceedings of the 2020 International Conference on Information and Communication Technologies and Development (pp. 1-12).

In Cameroon no test is more necessary than a bachelor’s degree, which offers an avenue for adulthood and further education. We focus on current research focused on realistic assessments to determine how SMS-based tests can help pupils prepare for baccalaureate in their final year of secondary school. Students in 23 schools in Cameroon’s capital, Yaoundé, answered questions four days a week nine weeks before the test deadline. We analyzed student reviews and baccalaureate rates across 11 focus groups. We find that students have used our assessments for formative evaluation and for timely selection and inspection of study content. SMS-based quizzes were not individual objects, but were exchanged in student networks, created a distributed learning atmosphere and used for interactive workshops.

References.

De Raadt, M. (2012, January). Student-created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).
De Raadt, M. (2012, January). Student-created cheat-sheets in examinations: impact on student outcomes. In Proceedings of the Fourteenth Australasian Computing Education Conference (Vol. 123, pp. 71-76).
Grewe, K., & Davis, W. P. (2017). The impact of enrollment in an OER course on student learning outcomes. The International Review of Research in Open and Distributed Learning, 18(4).
Poon, A., Giroux, S., Eloundou-Enyegue, P., Guimbretière, F., & Dell, N. (2020, June). Baccalauréat Practice Tests in Cameroon: The Impact of SMS-Based Exam Preparation. In Proceedings of the 2020 International Conference on Information and Communication Technologies and Development (pp. 1-12).
Zheng, M., & Bender, D. (2019). Evaluating outcomes of computer-based classroom testing: Student acceptance and impact on learning and exam performance. Medical teacher, 41(1), 75-82.

EDUC 701

Course Project: Final Paper Draft Grading Rubric

0 points
Not present

0 points
Not present

Advanced

Proficient

Developing

Not present

0 points
Not present