Template-Type: ReDIF-Article 1.0 Author-Name: Bernard BAHATI Author-Name-First: Bernard Author-Name-Last: BAHATI Author-Email: bahatib@dsv.su.se Author-Workplace-Name: Stockholm University/DSV Author-Name: Matti Tedre Author-Name-First: Matti Author-Name-Last: Tedre Author-Email: matti@dsv.su.se Author-Workplace-Name: Stockholm University/DSV Author-Name: Uno Fors Author-Name-First: Uno Author-Name-Last: Fors Author-Email: Uno@dsv.su.se Author-Workplace-Name: Stockholm University/DSV Author-Name: Evode MUKAMA Author-Name-First: Evode Author-Name-Last: MUKAMA Author-Email: emukama01@gmail.com Author-Workplace-Name: University of Rwanda Title: Exploring Feedback Practices in Formative Assessment in Rwandan Higher Education: A multifaceted approach is needed Abstract: Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student?s learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education, specifically at the University of Rwanda. The study used a qualitative approach with the aim of gaining lecturers? and students? perspectives on formative assessment and feedback; and exploring different ways formative assessment and feedback were practiced. Using data collected through interviews, student focus group discussions, and document analysis; the paper shows that formative assessment and feedback were understood in the context of binding prescription within the boundaries of limited description in academic regulations. Feedback was in most cases reduced to marks, and lecturers ? who portrayed themselves as information providers, mastery checkers, and performance appraisers - were in full charge of all formative assessment efforts. The paper also shows that lack of clarity and feed forward instructions in too-much-delayed lecturers? written feedback led students to just receive feedback and not use it to enhance their performance. Building on this study?s findings and on the existing literature, the paper suggests three important moves whereby a collaborative research-based approach that will bring together different stakeholders will help to move away from a single-sided approach to a multifaceted approach in both perception and practice of formative assessment and feedback at the University of Rwanda. Classification-JEL: I29 Keywords: formative assessment, feedback, higher education, teaching, learning Journal: International Journal of Teaching and Education Pages: 1-22 Volume: 4 Issue: 2 Year: 2016 Month: June File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-679 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-679?download=1 Handle: RePEc:sek:jijote:v:4:y:2016:i:2:p:1-22 Template-Type: ReDIF-Article 1.0 Author-Name: Adriana Espinosa Author-Name-First: Adriana Author-Name-Last: Espinosa Author-Email: aespinosa@ccny.cuny.edu Author-Workplace-Name: Department of Psychology, The City College of New York Title: Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of summer versus Regular Semester Students Abstract: Studies suggest trait emotional intelligence (EI) is related to improved attitudes about learning. Within the context of learning mathematics, researchers argue the inclusion of EI in the curriculum can improve student attitudes about mathematics, and consequently performance. However, the mechanism underlying the relationship between trait EI and attitudes about mathematics has not been empirically assessed. This study used structural equation modeling (SEM) to test the mediating effect of self-confidence in math ability on the relation between trait EI and math attitudes, using a diverse sample of undergraduate students at a large public university in the Northeastern US (N = 381). The results show self-confidence mediated such relation. Using moderated mediation SEM, the study also generalizes the results over summer versus regular semester students. The results suggest inclusion of trait EI within any mathematics curriculum will result in higher self-confidence among students, and therefore improved attitudes about mathematics. Classification-JEL: Keywords: Mediated Moderation, Trait Emotional Intelligence, Confidence, Attitudes, Mathematics Journal: International Journal of Teaching and Education Pages: 23-48 Volume: 4 Issue: 2 Year: 2016 Month: June File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-674 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-674?download=2 Handle: RePEc:sek:jijote:v:4:y:2016:i:2:p:23-48 Template-Type: ReDIF-Article 1.0 Author-Name: Jessica Gunn Author-Name-First: Jessica Author-Name-Last: Gunn Author-Email: atalba@ilstu.edu Author-Workplace-Name: State of Illinois Author-Name: Adel Al-Bataineh Author-Name-First: Adel Author-Name-Last: Al-Bataineh Author-Email: atalba@ilstu.edu Author-Workplace-Name: Illinois State University Author-Name: Majedah Abu Al-Rub Author-Name-First: Majedah Author-Name-Last: Abu Al-Rub Author-Email: majedah_alrub2015@outlook.com Author-Workplace-Name: Yarmouk University Title: Teachers? Perceptions of High-Stakes Testing Abstract: In recent years, the issue of high-stakes testing has been widely debated in the field of education. Studies have shown that high-stakes tests do little to promote learning in schools, yet there are still widely used. While many studies have examined how testing affects students, schools, and communities, little research has been done to determine how teachers perceive high-stakes tests. It is important for us to study not only how these tests impact our students, but how teachers feel about them as well. This study used a structured survey to question elementary school educators from three Midwestern schools. The purpose of the study was to determine the viewpoints, opinions, and attitudes that teachers have regarding high-stakes tests. The results showed that teachers feel there are some benefits to high-stakes testing, in that it allows students to be compared to their peers. The majority of teachers surveyed, however; felt the weakness of such testing outweighs the benefits. Teachers cite pressures from testing and feel that tests are not a valid way to assess what students know. Tests also shape curriculum in that more time is spent in tested subjects, while time spent in untested subjects is reduced or eliminated. Classification-JEL: Keywords: High Stake testing; Assessment; Elementary Teachers; Teacher perception Journal: International Journal of Teaching and Education Pages: 49-62 Volume: 4 Issue: 2 Year: 2016 Month: June File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-678 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-678?download=3 Handle: RePEc:sek:jijote:v:4:y:2016:i:2:p:49-62 Template-Type: ReDIF-Article 1.0 Author-Name: Donald Kudek Author-Name-First: Donald Author-Name-Last: Kudek Author-Email: donald.kudek@wlc.edu Author-Workplace-Name: Wisconsin Lutheran College Title: Self-Chosen Student Groups - What is the student impact if one is not part of his/her ideal team? Abstract: Colleges and universities have increased student group work in business curriculum since the business community is looking for students able to work in this environment. Although it has been shown to provide students with added teamwork, communication, and problem solving skills, group work creates challenges in grading, social loafing, and motivation. To help reduce these issues, professors have allowed students to pick their own teams, which has created its own set of issues and concerns. Although studies have shown students prefer to choose their own teams, transfer students, student with learning challenges, or just the ?odd man out? issue when social circles do not match team sizes, could cause those students to have a negative learning experience. Through a research study of undergraduate business students at Wisconsin Lutheran College, the author hoped to gain a greater understanding of the impact on learning that students face when they are not able to join their ideal team choice when teams are self-selected. Students in Microeconomics (BUS 181) where the professor chooses the teams and two classes where students choose their own teams provided the research subjects. The author utilized an adaptation of a study instrument from Marks and O?Connor (2013), conducted at Longwood University in Farmville, Virginia. Although the author was concerned that students that were able to choose their own teams, but did not become part of their ideal team, would have a negative learning experience compared to other self-selected teams as well as teams assigned by the professor, the data gathered did not support the hypothesis. Convenience sampling and small sample sizes may have contributed to the results, and thus additional research and analysis should be completed on this important topic. Classification-JEL: I21 Keywords: Group Work, Colleges, Universities, evaluation, education impact Journal: International Journal of Teaching and Education Pages: 63-87 Volume: 4 Issue: 2 Year: 2016 Month: June File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-662 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-662?download=4 Handle: RePEc:sek:jijote:v:4:y:2016:i:2:p:63-87 Template-Type: ReDIF-Article 1.0 Author-Name: sing ong yu Author-Name-First: sing ong Author-Name-Last: yu Author-Email: ysong@sc.edu.my Author-Workplace-Name: Southern UNiversity College Title: RECULTURING: THE KEY TO SUSTAINAILITY OF PRIVATE UNIVERSITIES Abstract: This article explores the key issues and challenges facing private university leaders today. Universities are reculturing their operational processes, academic content and interactions with stakeholders. Much challenges centred around the need for university leaders to reculture the institutions and the redesigning of the teaching profession. It recommends a framework for university leaders to deal with the challenges they face. Only through reculturing, private universities are able to maintain sustainability of its workforce and student population. The article has both theoretical and practical significance for private university leaders to follow.It presents a detailed theoretical framework for private universities as learning institution.The practical contribution of this paper emphasises the necessary actions university leaders must take to ensure a sustainable institution. Classification-JEL: Keywords: university leadership, reculturing, improvement Journal: International Journal of Teaching and Education Pages: 88-105 Volume: 4 Issue: 2 Year: 2016 Month: June File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-676 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-676?download=5 Handle: RePEc:sek:jijote:v:4:y:2016:i:2:p:88-105