Barbour, M. K. (2014, June). Effective assessment strategies. A presentation to the Sacred Heart University's Center of Digital Learning's Summer Institute, Fairfield, CT.

1. Michael
K.
Barbour
Sacred
Heart
University

6. Reverse
Effects

7. Developmental
Effects

8. Teacher
Effects

9. Zone
of
Desired
Effects

10. Zone
of
Desired
Effects
Reverse
Effects
Teacher
Effects
Developmental
Effects

13. 1. Self-­‐reported
grades
(d=1.44)
2. Piage8an
programs
(d=1.28)
3. Providing
forma8ve
evalua8on
(d=0.90)
4. Micro
teaching
(d=0.88)
5. Accelera8on
(d=0.88)
6. Classroom
behavioral
(d=0.80)
7. Comprehensive
interven8ons
for
learning
disabled
students
(d=0.78)
8. Teacher
clarity
(d=0.75)
9. Reciprocal
teaching
(d=0.74)
10. Providing
feedback
(d=0.73)
12. Teacher-­‐student
rela8onships
(d=0.72)

14. 12. Spaced
vs.
mass
prac8ce
(d=0.71)
13. Meta-­‐cogni8ve
strategies
(d=0.69)
14. Prior
achievement
(d=0.67)
15. Vocabulary
programs
(d=0.67)
16. Repeated
Reading
programs
(d=0.67)
17. Crea8vity
Programs
(d=0.65)
18. Self-­‐verbaliza8on
&
self-­‐ques8oning
(d=0.64)
19. Professional
development
(d=0.62)
20. Problem
solving
teaching
(d=0.61)
21. Not
labeling
students
(d=0.61)
22. Teaching
strategies
(d=0.60)

15. 23. Coopera8ve
vs.
individualis8c
learning
(d=0.59)
24. Study
skills
(d=0.59)
25. Direct
instruc8on
(d=0.59)
26. Tac8le
s8mula8on
programs
(d=0.58)
27. Phonics
instruc8on
(d=0.58)
28. Comprehension
programs
(d=0.58)
29. Mastery
learning
(d=0.58)
30. Worked
examples
(d=0.57)
31. Home
environment
(d=0.57)
32. Socioeconomic
status
(d=0.57)
33. Concept
mapping
(d=0.57)

17. Something
that
is
not
based
upon
reliable
and
valid
research,
but
because
it
makes
intuitive
sense
to
people
they
accept
it
as
being
true.
Something
that
is
not
based
upon
reliable
and
valid
research,
but
because
it
is
general
enough
people
are
able
to
apply
it
to
their
own
personal
context.

18. What
do
you
think
is
the
teacher's
worst
enemy?
Some
would
say
lack
of
time.
Others
would
say
unsupportive
leadership,
or
the
dreaded
government
inspection.
Rigid
curriculum,
lack
of
resources
and
bad
student
behaviour
may
also
be
high
on
the
list
for
many
educators.
For
me,
the
worst
enemy
is
bad
theory.
Bad
theory,
when
accepted
without
challenge,
can
lead
to
bad
practice.
It's
insidious,
because
bad
theory
that
is
accepted
as
fact
without
a
full
understanding
of
its
implications,
results
in
bad
teaching,
and
ultimately,
learners
will
suffer.

19. Riener
and
Willingham
(2010)
argue
this:
"...learning-­‐styles
theory
has
succeeded
in
becoming
“common
knowledge.”
Its
widespread
acceptance
serves
as
an
unfortunately
compelling
reason
to
believe
it.
This
is
accompanied
by
a
well-­‐known
cognitive
phenomenon
called
the
confirmation
bias.
When
evaluating
our
own
beliefs,
we
tend
to
seek
out
information
that
confirms
our
beliefs
and
ignore
contrary
information,
even
when
we
encounter
it
repeatedly.
When
we
see
someone
who
professes
to
be
a
visual
learner
excel
at
geography
and
an
auditory
learner
excel
at
music,
we
do
not
seek
out
the
information
which
would
disprove
our
interpretation
of
these
events
(can
the
auditory
learner
learn
geography
through
hearing
it?
Can
the
visual
learner
become
better
at
music
by
seeing
it?)"

20. Frank
Coffield
and
his
colleagues
(2004)
reported
that
not
only
was
the
concept
of
learning
styles
so
ill
defined
as
to
be
virtually
useless
in
pedagogical
terms,
the
instruments
used
to
'determine'
student
learning
styles
were
flawed.
They
failed
to
measure
accurately
what
they
were
purported
to
measure
(validity
construct)
and
they
failed
to
measure
learning
styles
consistently
over
time
(reliability
construct).
Probably
the
only
reason
some
teachers
(and
many
training
organisations)
hang
on
to
the
idea
of
testing
learning
styles
is
that
it
is
convenient
to
do
so,
and
that
to
ditch
the
idea
altogether
would
leave
them
having
to
work
harder
with
students.

22. Director
of
Doctoral
Studies
Sacred
Heart
University
mkbarbour@gmail.com
hYp://www.michaelbarbour.com
hYp://virtualschooling.wordpress.com