Template-Type: ReDIF-Paper 1.0 Author-Name: Maher aLARFAJ Author-Name-First: Maher Author-Name-Last: aLARFAJ Author-Email: malarfaj@kfu.edu.sa Author-Workplace-Name: kfu Title: The Inclusivity of TIMSS' Physical Science Standards in the Fourth Grade Saudi Science Curriculum Abstract: This study aims at analyzing the fourth grade Saudi physical science curriculum in light of TIMSS standards. A modified version of Mousa's multitude measurement tool was implemented after being checked for validity and reliability. Five teachers who have at least 15 years of experience were participated in conforming the analysis according to a sequence of legitimate steps. It has been shown that the Saudi fourth grade science curriculum has tackled TIMSS content and cognition dimensions adequately on the Physical science area. At the content paradigm, all topical areas on force, electricity and magnetism, and matter and properties were targeted. Yet, subjects on light were entirely discarded. The cognition paradigm has been targeted variously; the factual knowledge came on the top list, followed by conceptual understanding, and reason and analysis. The less rated standards were drawing reflective models or diagrams of understanding, and the formulation of questions based on depicted information. Length: 11 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 1-11 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=001&rid=5447 File-Function: First version, 2015 Number: 2905447 Classification-JEL: Keywords: TIMSS, Curriculum, Content, Cognition Handle: RePEc:sek:itepro:2905447 Template-Type: ReDIF-Paper 1.0 Author-Name: Onur Ergunay Author-Name-First: Onur Author-Name-Last: Ergunay Author-Email: oergunay@ogu.edu.tr Author-Workplace-Name: Eskisehir Osmangazi University, Department of Foreign Languages Author-Name: Cagdas Erenoglu Author-Name-First: Cagdas Author-Name-Last: Erenoglu Author-Email: cagdaserenoglu@gmail.com Author-Workplace-Name: Eskisehir Osmangazi University, Department of Foreign Languages Author-Name: Gulsen Demirbilek Author-Name-First: Gulsen Author-Name-Last: Demirbilek Author-Email: gulsen.demirbilek@gmail.com Author-Workplace-Name: Eskisehir Osmangazi University, Department of Foreign Languages Title: Evaluation of the English Preparatory Curriculum at Eskisehir Osmangazi University (ESOGU) Based on the Views of the Students Abstract: The English language preparatory curriculum at Eskisehir Osmangazi University in Turkey has been developed by views of administrators and coordinators. The views of the instructors have also been considered during the curriculum development process. The purpose of the study is to evaluate the English language preparatory curriculum at Eskisehir Osmangazi University based on the views of students attending the program. For this purpose, the views of 35 students attending the program were taken with a survey designed by the researchers. The data were obtained at the end of the 2013 ? 2014 spring term. The qualitative data obtained was analyzed through content analysis. The findings of the study revealed that students? perception on the curriculum is positive to large extent. On the other hand, students suggested revision in the aims of the curriculum, adding some listening courses, variety in activities, extra-graded assignments. They also suggested less grammar focused, more speaking and vocabulary focused activities. In terms of the assessment procedure, they suggested that the quizzes should be announced in advance. The study also revealed that they felt themselves as high school students in the department due to the physical environment and friendly atmosphere created by the instructors. Length: 5 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 12-16 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=002&rid=4443 File-Function: First version, 2015 Number: 2904443 Classification-JEL: I20, I21, I23 Keywords: Language curriculum, curriculum development, preparatory program Handle: RePEc:sek:itepro:2904443 Template-Type: ReDIF-Paper 1.0 Author-Name: Manda Firmansyah Author-Name-First: Manda Author-Name-Last: Firmansyah Author-Email: m.firmansyah.2014@my.bristol.ac.uk Author-Workplace-Name: University of Bristol, Graduate School of Education Title: IDCourserians, a MOOCs Learning Community in Indonesia Abstract: The notion of massive open online courses (MOOCs) has attracted thousands life-long learners worldwide to enrol. Following this, some face-to-face learning communities have emerged in societies either through MOOC providers or organically founded. Example of the latter is IDCourserian based in Jakarta, Indonesia. Since a little is known on how a MOOC being studied in such community setting, this study aims to investigate what is actually happening in the IDCourserians, using collaborative learning as the theoretical framework. Adopting an intrinsic qualitative case study, this research employed interview, observations, and document review to gather data from six IDCourserian members, community meetups, and its Facebook group. For analysis, this study utilised thematic analysis approach. The findings show that the methods the IDCourserians members learn MOOCs together evolved as the community progressed, ranging from face-to-face to online and synchronous to asynchronous. However, only several from seven identified learning methods can be regarded as collaborative learning. Furthermore, the findings also remark that such online learning platforms still need face-to-face interactions and disregard the notion that education can be fully delivered through online technologies. Moreover, how the learning methods are in tension between two types of MOOC (c-MOOCs and x-MOOCs) will be discussed further. Length: 14 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 17-30 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=003&rid=5299 File-Function: First version, 2015 Number: 2905299 Classification-JEL: Keywords: MOOCs, learning community, collaborative learning, distance and blended education, lifelong learners Handle: RePEc:sek:itepro:2905299 Template-Type: ReDIF-Paper 1.0 Author-Name: Rudina Guleker Author-Name-First: Rudina Author-Name-Last: Guleker Author-Email: rudinak@yahoo.com Author-Workplace-Name: European University of Tirana Title: Albanian preservice language teachers' awareness of the level of thinking in classroom activities Abstract: Thinking is becoming a priority in the education systems across the world. Yet it is sill a commodity that is relatively new in Albanian classrooms. While there are many factors to blame, a big responsibility falls to the teacher. In the effort to assess the state of higher order thinking in teachers, this study aims to determine the extent to which pre-service teachers of English language are able to identify the thinking levels in certain classroom learning activities according to Bloom's Taxonomy. The participants of the study (n=38) were students of masters of education in English who completed a questionnaire to determine the level of thinking in vignette-like classroom activities.The mean for ten vignettes was 6.02 and there was no statistical significance between the means and the reported level of comfort in teaching the skills. The results showed that more qualitative data is needed to further explain the factors that influenced their decisions. Length: 7 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 31-37 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=004&rid=5313 File-Function: First version, 2015 Number: 2905313 Classification-JEL: Keywords: preservice, higher order thinking, language teachers Handle: RePEc:sek:itepro:2905313 Template-Type: ReDIF-Paper 1.0 Author-Name: Rudina Guleker Author-Name-First: Rudina Author-Name-Last: Guleker Author-Email: rudinak@yahoo.com Author-Workplace-Name: European University of Tirana Title: Albanian pre service teachers' perspectives on critical thinking dispositions Abstract: This study aimed to explore the perceptions of pre-service teachers' critical thinking dispositions, and their self reported attitudes to foster these dispositions in their future students. The underlying purpose was to evaluate the atmosphere of critical thinking in teacher education programs and to make recommendations for improvement in handling critical thinking preparation in these programs. The study was conducted with 38 students about to complete the master in education program in teaching history in Albania. Mixed methods were used to better tap into their perceptions. Results showed that truth-seeking was a highly valued characteristic, whereas systematicity and inquisitiveness was not regarded as important or feasible. Furthermore, the dispositions were seen to contribute to personal and societal development, whereas the lack of appropriate exposure was considered a threat. Length: 9 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 38-46 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=005&rid=5314 File-Function: First version, 2015 Number: 2905314 Classification-JEL: Keywords: pre-service, perceptions, dispositions, critical thinking Handle: RePEc:sek:itepro:2905314 Template-Type: ReDIF-Paper 1.0 Author-Name: Zita Krajcso Author-Name-First: Zita Author-Name-Last: Krajcso Author-Email: zita.krajcso@univie.ac.at Author-Workplace-Name: Centre for Translation Studies / University of Vienna Title: Knowledge Management and e-Learning in Organisations Abstract: Challenged by growing competition, organisations are seeking to find efficient ways and methods to allow for shared access to their key resources: knowledge, experiences and expertise of their members and staff. The purpose of this article is to present a practical example that capitalizes on the combination of Knowledge Management and e-Learning as a response to this challenge. The paper first introduces the project Open Discovery Space, a practical example of Knowledge Management and e-Learning being combined. Secondly it gives a brief overview of both domains? theoretical background and a framework of quality standards for their effective combination. Finally the paper draws conclusions and offers practical recommendations for implementation in practice. Length: 12 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 47-58 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=006&rid=5242 File-Function: First version, 2015 Number: 2905242 Classification-JEL: Keywords: Knowledge Management, e-Learning, Quality Assurance, Organisation Handle: RePEc:sek:itepro:2905242 Template-Type: ReDIF-Paper 1.0 Author-Name: Minna Maunula Author-Name-First: Minna Author-Name-Last: Maunula Author-Email: minna.maunula@chydenius.fi Author-Workplace-Name: University of Jyvaskyla, Kokkola university consortium Chydenius Title: Considerations for discontinuing the doctoral studies: towards personal, comprehensive and meaningful solutions Abstract: Doctoral studies have become more popular and commonplace globally. Great expectations and effectiveness pressures are directed at doctoral education and the doctors, at the same time the doctoral students' multi-dimensional individuality is easily lost. Also, the doctoral students' motives to begin their studies and their future outlook have diversified. The reasons to begin a thesis project are not necessarily the burning enthusiasm for research and the desire for knowledge but are instead more ordinary. The diminishing of the internal motivation as the reason to begin the doctoral studies is also reflected in the attitudes of the participants towards the process. In the article, I examine the considerations for discontinuing the doctoral studies. The material consists of the lifecourse theme interview of 12 female doctoral students. The considerations concerning discontinuing the studies are multi-dimensional and long-term deliberation. Both the discontinuation and continuing of the doctoral process after critical personal consideration are significant events in many respects. For their part, the critical considerations directed towards thinking about the personal, meaningful future comprehensively, in the long run and as a part of the bigger wholeness. In the article, I present different situations in life when discontinuing is considered and the significant factors which affect a decision-making process. Length: 9 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 59-67 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=007&rid=5085 File-Function: First version, 2015 Number: 2905085 Classification-JEL: Keywords: doctoral studies, doctoral student, discontinuing the studies, consideration, challenge, lifecourse Handle: RePEc:sek:itepro:2905085 Template-Type: ReDIF-Paper 1.0 Author-Name: Béla Molnár Author-Name-First: Béla Author-Name-Last: Molnár Author-Email: mbela@mnsk.nyme.hu Author-Workplace-Name: University of Western Hungary ? Berzsenyi Dániel Faculty for Teacher Training Title: Structural Changes in Training Primary School Teachers in Hungary in the Middle of the 20th Century Abstract: Besides recognizing the facts mentioned in former publications (according to which training time was reduced to four years from 1949 and there was a withdrawal in training teachers of primary schools instead of developing it), it is necessary to point out that training teachers of primary schools could also show results between 1945 and 1959. It is the subject of the thesis to explore the changes in the structure of the training of primary school teachers in Hungary in the last 15 years of the training at secondary level. Among the objectives it was formulated where the training of primary school teachers was situated in the system of teachers? training and what intentions presented themselves in connection with the modernization of the training.The changes occurring in the system of education entailed the change of training primary school teachers. The formation of training primary school teachers was in connection with extending public education. When re-organizing schools at secondary level, the training cycle of training primary school teachers was reduced.In 1944/45 the dual structure of five years created in 1941 survived, in this system the students of the third year of a lycée could go on for higher education at the 4th then the 5th year of a training institute of primary school teachers.In November 1947, two pedagogical colleges began to function in Budapest and Szeged where class teachers were trained for primary schools and so were trained specialized teachers for teaching certain groups of subjects at the senior section of primary school. Training time comprised 6 semesters at the college. In 1948 ecclesiastical schools were nationalized then the Minister stopped the training of primary school teachers at secondary level. Pedagogical colleges functioned on the grounds of their original objectives until 1949 then the training of priimary school teachers was made a task of colleges.In 1949 a system of general and specialized secondary grammar schools was built up. Pedagogical secondary grammar school became a formation that lasted four years adapting itself to the system of secondary schools. Pedagogical secondary grammar school prepared for studies at higher level, on the other hand, it offered a specialized qualification of primary school and kindergarten teacher.In 1950 a decree with legal force created institutes of training primary school teachers. Length: 6 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 68-73 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=008&rid=5222 File-Function: First version, 2015 Number: 2905222 Classification-JEL: I29 Keywords: History of education, training primary school teachers, Hungary, teacher training college, pedagogical secondary grammar school Handle: RePEc:sek:itepro:2905222 Template-Type: ReDIF-Paper 1.0 Author-Name: Ágnes N. Tóth Author-Name-First: Ágnes Author-Name-Last: N. Tóth Author-Email: tagnes@mnsk.nyme.hu Author-Workplace-Name: NYME Title: DEBTS TO BE PAID IN 21ST CENTURY HUNGARIAN EDUCATION Abstract: The practice of pedagogy in the third millennium is struggling to overcome shortcomings that have been reiterated by many, ones that still appear to be insurmountable in spite of tremendous efforts made to remedy them, including issues such as the efficiency of schools, the transparency of education, the shortcomings of professional pedagogy, the relations network of schools and their users, early drop-outs and dealing with social disadvantages. Are these anomalies still outstanding debts for contemporary pedagogy to pay?The objective of this study is to put Hungarian efforts in education in a European context just over a decade after EU accession and to identify areas requiring immediate action and to analyse such areas from social, economic and pedagogical aspects. We wish to highlight problem areas to draw the attention of not only the theoretical and practicing experts in the international pedagogy community but also the attention of decision-makers to these issues, thus taking a step closer to tackling these problems. Length: 18 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 74-91 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=009&rid=5153 File-Function: First version, 2015 Number: 2805153 Classification-JEL: I21 Keywords: shortcomings of education; efficiency of education; accountability of education; teachers? professionalism; equal opportunities. Handle: RePEc:sek:itepro:2805153 Template-Type: ReDIF-Paper 1.0 Author-Name: Kathy Ralabate Doody Author-Name-First: Kathy Author-Name-Last: Ralabate Doody Author-Email: krdoody@buffalo.edu Author-Workplace-Name: State University of New York (SUNY), Buffalo State Title: Child?s Play: How to creatively promote learning for children with ASD Abstract: Play is the occupation of children, as they learn about the world around them. In the early formative years, the development of play is critical to skill acquisition across the domains: cognitive, physical, social-emotional, adaptive, and communicative. Children with autism spectrum disorder (ASD) often struggle to develop play skills or may engage in the same type of play without variety or advancement. Early childhood is an ideal time to encourage the development of play, but any time is the right time to address play with children with ASD. This presentation will provide an overview and brief description of an ASD, and then discuss how play can be incorporated into the everyday routines of children with ASD to foster the development of existing play and encourage novel play. Length: 7 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 92-98 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=010&rid=5223 File-Function: First version, 2015 Number: 2905223 Classification-JEL: I29 Keywords: autism, autism spectrum disorder, ASD, play Handle: RePEc:sek:itepro:2905223 Template-Type: ReDIF-Paper 1.0 Author-Name: Juliana Shak Author-Name-First: Juliana Author-Name-Last: Shak Author-Email: juliana.shak@ubd.edu.bn Author-Workplace-Name: Universiti Brunei Darussalam Title: Their choice, their voice: Using linguistic support to enhance children?s L2 writing Abstract: Writing is often regarded as the most difficult language skill to master because of the complex cognitive processes and higher level of productive language control that are involved when one is converting ideas and thoughts into readable text. Learning to write in a second language (L2) becomes even more challenging, given such additional concerns as different writing needs (which tend to be more academically-oriented in the L2), L2 linguistic abilities, language transfer and interlanguage development, motivation, and cultural and educational experiences, that come into play when L2 learners approach the expected literacy skills. There is thus a need to provide adequate support for them when they learn to write in the L2. The purpose of this paper is to explore the influence of providing linguistic assistance in narrative writing tasks to enhance children?s L2 written performance. This paper argues that, rather than telling children what to write, it is more beneficial to incorporate the element of choice in the provision of written support, such that children can select and use appropriate words or expressions that they themselves feel are most helpful in helping them find their own voices in their story in the L2. A study involving 131 Year 5 (aged 10) learners was conducted over a period of three months to investigate the instructional potential of incorporating varying degrees of linguistic assistance into narrative writing tasks at the upper primary level. Specifically, the investigation compared the performance of two groups of children: one group received written linguistic assistance at word level, and the other group received written linguistic assistance at text (paragraphs of text) level. A pretest, interim test, immediate posttest and delayed posttest were administered. Partial correlation analyses yielded significant effects for treatment on only certain aspects of writing. Length: 8 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 99-106 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=011&rid=4517 File-Function: First version, 2015 Number: 2904517 Classification-JEL: Keywords: linguistic assistance, second language writing, young learners, narrative tasks Handle: RePEc:sek:itepro:2904517 Template-Type: ReDIF-Paper 1.0 Author-Name: Seyit TA?ER Author-Name-First: Seyit Author-Name-Last: TA?ER Author-Email: staser@konya.edu.tr Author-Workplace-Name: NECMETT?N ERBAKAN UN?VERSITY Title: ORIENTATION TRAINING APPLICATIONS IN HISTORY AND TODAY OF TURKEY Abstract: Orientation is a training process. Usually it used to mean recruitment exercise. But today is referred to as the process of preparing the students to school. The scope of orientation; how to begin the process of orientation training and the situation in Turkey; all this topics are evaluated in this study. Orientation training has begun in recent history. At the same time a practice carried out by the Ottoman State in the 19th century considered within the scope of orientation training. ?nformation on this application will be included in this study.Orientation was implemented in the first grade primary school and preschool. It takes about a week. This work is give to activities carried out in the context of the orientation training of school. How much time devoted to these activities has been examined. education in orientation is not limited to students only. The parents and teachers orientation dimensions were examined in this study. Length: 6 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 107-112 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=012&rid=5090 File-Function: First version, 2015 Number: 2905090 Classification-JEL: I29 Keywords: Orientation, Education, History, Methods Handle: RePEc:sek:itepro:2905090 Template-Type: ReDIF-Paper 1.0 Author-Name: Christin Třnseth Author-Name-First: Christin Author-Name-Last: Třnseth Author-Email: christin.tonseth@svt.ntnu.no Author-Workplace-Name: Norwegian University of Science and Technology, Department of Adult learning and Counselling Title: WHAT?S IN IT FOR ME? Abstract: This paper is based on a mixed method study, with a questionnaire among 244 adults and interviews with 25 adults participating in different adult education courses. The results indicate that these adult?s work-related motives consist of two separate ?motive categories?. One contains motives associated with increased salary, a new job, a better job and new work tasks in the current job. The other category includes motives related to increased power and influence in their current job and strengthened identity, concerning both work and privacy. In Adult Education (AE) theories and Human Resource Development theory (HRD), items in the second category are hardly mentioned as individual work-related motives, although these motives seem to be visible and strong for adults in this study. Viewed against this background, the paper includes a discussion of the possibilities for a further revitalization of AE- and HRD theories, in order to include and interpret important work-related motives as a consequence of social change and development. Length: 16 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 113-128 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=013&rid=4502 File-Function: First version, 2015 Number: 2904502 Classification-JEL: Keywords: Adult Learning, motivation for learning, work-related motives, Human Resource Development, mixed methods Handle: RePEc:sek:itepro:2904502 Template-Type: ReDIF-Paper 1.0 Author-Name: Charles Wild Wild Author-Name-First: Charles Wild Author-Name-Last: Wild Author-Email: c.wild@herts.ac.uk Author-Workplace-Name: University of Hertfordshire Author-Name: Daniel Berger Author-Name-First: Daniel Author-Name-Last: Berger Author-Email: d.berger@herts.ac.uk Author-Workplace-Name: University of Hertfordshire Title: ?Get Real: Using authentic assessment techniques to improve law degree academic performance? Abstract: Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. The undergraduate law degree differs from many other degrees, in that it requires arguments to be constructed, at even the most academic level. While the traditional ?paper-based? assessment strategy provides a pragmatic solution to the problem of a general lack of time and resources to grade students en masse, the authors believe that the use of authentic assessment techniques, in accredited and university-run extra and co-curricular activities (ECCAs), are perfectly placed to augment legal education. As long as the ECCAs are delivered with academic law degree learning outcomes taken under consideration, and are rigorously delivered by staff who are trained and experienced to elicit optimum student performance, students will benefit from authentic assessment in other indirectly connected areas of their academic lives.By delivering authentic assessments methods in ECCAs, a combination of formative and summative techniques used throughout the assessment processes improves student performance, which thereby has positive cross-impact onto law degree academic performance. This two-way communicative assessment strategy allows students to benefit from continuous mid-assessment feedback, which serves to best demonstrate the adversarial nature of the legal system and the demands placed on lawyers to provide clear, simple, usable legal advice ? a skill best learned in the ECCA authentic assessment environment, rather than in the artificial ?one-shot? approach to traditional coursework and paper-based exam assessments, which provides primarily a summative assessment and/or a weak/unusable formative element in future assessments. Further benefits, such as increased confidence in critical reasoning skills, also improves the students? academic performance.The authors examine data which shows the entry tariff of the entire student cohort, and then the entry tariff of the student control group who participated in ECCAs in the 2014-15 academic year. These datasets demonstrate that the control group were a true reflection of the capabilities of the general student population. By then comparing academic performance of the control group before and after exposure to ECCAs, the authors assert that there is a correlation between exposure to authentic assessment techniques, and improved general academic performance. Length: 12 pages Creation-Date: 2015-09 Publication-Status: Published in Proceedings of the Proceedings of the 2nd Teaching & Education Conference, Florence, Sep 2015, pages 129-140 File-URL: https://iises.net/proceedings/2nd-teaching-education-conference-florence/table-of-content/detail?cid=29&iid=014&rid=4991 File-Function: First version, 2015 Number: 2904991 Classification-JEL: I21, I23 Keywords: Authentic assessment, co-curricular activities, enhanced student performance, summative assessment, formative assessment Handle: RePEc:sek:itepro:2904991