Comprehensive Exam Tips
-
Upload
michael-m-grant -
Category
Education
-
view
4.480 -
download
8
Transcript of Comprehensive Exam Tips
Comprehensive Exam Tips
What have you heard/know about
comprehensive exams?
Two parts to Comprehensive Exams: (1) Writtens & (2) Orals
Educational Research & your Concentration
questions are handled separately.
In your responses …
Use headings and advance organizers that reflect the
comprehensive exam questions and the elements
or subparts of the comprehensive exam
question.
Advance organizers are critical to guide the reader.
Data from two instruments were used: (1) the Survey of Computer Use and (2) the School Observation Measure. Descriptions of the instruments are explicated in the following
sections.
Grant, M.M. & Mims, C. (2009). Technology integration in early childhood and primary classrooms In S. Taylor and S. Blake
(Eds.) Technology for early childhood education and socialization: Developmental applications and methodologies (pp. 162-176). Hershey, PA: Information Science Reference.
This paper presents (1) the development process in which how the online assessment site has been
implemented with advanced Web technologies including streaming video techniques, (2) the
formative evaluation results in which how the site could be improved, and (3) the implications for
instructional designers.
Cheon, J.P. & Grant, M.M. (2009). Active listening: Web-based assessment tool for communication and active listening skill
development. TechTrends, 53(6), 24-32.
There are two types of virtual conferencing: asynchronous conferencing and synchronous conferencing. Asynchronous
conferencing is both time and location independent (Greenberg, 2004; Wilkinson & Hemby, 2000). It provides
learners with flexibility of accessing large amounts of learning materials. In addition, collaboration and feedback can be implemented by email or discussion board. In contrast,
synchronous conferencing makes distance among instructor and learners variable, but time is still crucial (Coventry, 1994).
Synchronous conferencing can support spontaneous interaction and immediate feedback involving audio and text, as well as video (Pittman, 2003; Wilkinson & Hemby, 2000).
Grant, M. M., & Cheon, J.-p. (2007). The value of using synchronous conferencing for instruction and students. Journal of Interactive Online Learning, 6(3). Available online at
http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=6&IssueID=21&Ar ticleID=109.
Use the questions/tasks stated in the
comprehensive exam questions as the
organizational structure for your responses.
Use immaculate APA formatting.
Operationalize important terms and variables.
Lowman (1991) defined abilities as "what one is able or potentially able to do" (p. 11). We used this more general term
in order to distinguish from IQ and general intelligence (g) (Spearman, 1904) as well as to reflect other possible
taxonomies and classifications of abilities (see e.g., Lowman, 1991). Also of interest was how the computer-mediated
artifacts produced in project-based learning reflect the learner and his or her knowledge. So technology in this study was
operationlized as computer-based technologies—specifically hardware, software, and networks. Moreover, computer-
mediated learning artifacts was used to describe both analog and digital products the students fashioned with the aid of computers, such as research papers and museum displays.
Grant, M.M., & Branch, R.M. (2005). Project-based learning in a middle school: Tracing abilities through the artifacts of learning. Journal of Research on Technology in Education, 38(1),
65-98.
Adaptive instruction means creating a learning environment and finding instructional approaches
and techniques that conform to meet students’ individual needs (Park & Lee, 2003). Adaptive Web-based learning environments (A-WBLEs) are one form of adaptive instruction that tailor
individual differences in the online environment (Inan & Grant, 2004, 2005).
Inan, F.A. & Grant, M.M. (2007). Individualized Web-based instruction: Strategies and guidelines for instructional designers. In
T. Kidd (Ed.) Handbook of research on instructional systems & technology. Hershey, PA: Idea Group Publishing.
Questions?
Images from http://www.flickr.com/photos/8658958@N02/528727011/sizes/l/in/photostream/, http://www.flickr.com/photos/peteashton/5773512512/sizes/l/in/photostream/, and http://www.flickr.com/photos/56832361@N00/2861551704/sizes/l/in/photostream/