Fluent Essays

Follow these comments: You have some good material for your paper but do not have information covering every required area. You should now work on putting it together and connecting the ideas with a clear flow and transitions so you can really make your case for the problem and the treatment of the problem. Refer to the outline you created to help with organization of your paper. You need to address theories of learning that connect to your topic. As would be expected in a draft, there are some changes that should be made to improve the quality of your paper, however you need to proofread well. The specific details of the problem areas and changes can be found in the paper itself. The learning theories can be constructivism, cognitive, behaviorism, humanism, or connectivism whatever theory connects to the topic of my paper.Then use all these files to correct the Course Final Draft Assignment.Course Project: Research Question and Outline Michael Whitener What impact does examinations have on education? I. Introduction A. Introduce the problem 1. I will explain how examinations impact education. 2. I will include information, research, and details. B. Importance of the problem. 1. I will discuss the importance of the problem and its significance to teaching and learning. 2. I will discuss steps, if any, that have already been taken to address the problem. C. Research question 1. I will address the following question: What impact does examinations have on education? II. Literature Review A. Examinations impact in the educational system 1. I will address the topic of the education system and the impact of exam usage as a result ? 2. I will provide related research studies to principal leadership styles III. Learning Theory Association A. 1. I will address the Practices, Policies, or Procedures That Led to the Problem B. 1. Importance of the Problem C. Steps Taken to Address the Problem IV. Definitions ` 1. Socio economic backgrounds 2. Ethnicity 3. Talent 4. Etc… V. Gaps in the research A. I will provide more in depth information. VI. Biblical world view A. I will address the problem of examinations in education from a biblical world view. 1. I will use examples like in the Old Testament, for example, Jobs book shows when Job had his faith tested when God sent Satan to inflict pain on him, for instance, using boils. 2. Another similar example like Further in the New Testament, Jesus Himself was tested when he survived in the wilderness for 40 days despite many temptations from Satan. VII. Conclusion A. I will end with a summary of the overall impact of education systems usage of exams and provide overall conclusion.The Impact of Examinations on Student Learning Michael Whitener 2 Abstract Examinations are used in the education setting to measure students performance and enable grading and further promotion to other levels. The impacts of examinations have been in research while also determining the best practices to ensure assessment improves the performance outcome. Through studies carried out in Cameroon concerning SMS- based tests, computer-based testing in health sciences in the US, examining teachers practices that improve performance research from Russia, OER use and its impacts in NOVA, and cheat sheets in examinations giving different outcomes. Moreover, different learning theories, such as behavioral, constructive, cognitive, and learning acceptance models, are discussed. The gaps in the research above are also outlined and the Biblical worldview on assessment impacts in learning. Karen Schmalz 143770000000201251 incomplete sentence Karen Schmalz 143770000000201251 not a sentence 3 Schools are important institutions in every society with visions aimed at improving personal and community standards by imparting knowledge and skills to learners through teaching. The learning institutions employ various methods and techniques to ensure that they receive the intended knowledge and skills effectively. Although examinations are not a teaching method, it is used to assess their progress and provide the teachers with useful feedback. Different countries and institutions have developed unique ways of administering examinations to ensure students effective assessment, which provides a clear and unbiased way to promote students to higher levels. However, tests have faced various criticism concerning their impacts on student learning. Many scholars have argued that examinations do not connect with students professional work in their study field, implying that examinations do not lead to success in the actual career field. Moreover, some students with difficulty being nervous may fail exams, giving a wrong impression of their knowledge. Additionally, the issue of bad and good luck during tests may arise and lead to failure and success, respectively. Despite the criticisms, which are quite common in many systems worldwide, even with the best-proven practices, examinations are still perceived as pivotal measures of excellence globally (Rahman et al.). From the teachers perspective, assessments are key towards making high stake decisions in the education sector. Many researchers have made efforts to determine whether examinations are really of the intended reasons for learning and teaching. Washback has been the term described in the teaching environment, referring to the influence of assessments towards effective learning and delivery of knowledge and skills from teachers. Washback is not necessarily a positive impact on examination but represents all the good and bad influenc15 The Impact of Examinations on Student Learning Michael Whitener Abstract Examinations are used in the education setting to measure students performance and enable grading and further promotion to other levels. The impacts of examinations have been in research while also determining the best practices to ensure assessment improves the performance outcome. Through studies carried out in Cameroon concerning SMS- based tests, computer-based testing in health sciences in the US, examining teachers practices that improve performance research from Russia, OER use and its impacts in NOVA, and cheat sheets in examinations giving different outcomes. Moreover, different learning theories, such as behavioral, constructive, cognitive, and learning acceptance models, are discussed. The gaps in the research above are also outlined and the Biblical worldview on assessment impacts in learning. Schools are important institutions in every society with visions aimed at improving personal and community standards by imparting knowledge and skills to learners through teaching. The learning institutions employ various methods and techniques to ensure that they receive the intended knowledge and skills effectively. Although examinations are not a teaching method, it is used to assess their progress and provide the teachers with useful feedback. Different countries and institutions have developed unique ways of administering examinations to ensure students effective assessment, which provides a clear and unbiased way to promote students to higher levels. However, tests have faced various criticism concerning their impacts on student learning. Many scholars have argued that examinations do not connect with students professional work in their study field, implying that examinations do not lead to success in the actual career field. Moreover, some students with difficulty being nervous may fail exams, giving a wrong impression of their knowledge. Additionally, the issue of bad and good luck during tests may arise and lead to failure and success, respectively. Despite the criticisms, which are quite common in many systems worldwide, even with the best-proven practices, examinations are still perceived as pivotal measures of excellence globally (Rahman et al.). From the teachers perspective, assessments are key towards making high stake decisions in the education sector. Many researchers have made efforts to determine whether examinations are really of the intended reasons for learning and teaching. Washback has been the term described in the teaching environment, referring to the influence of assessments towards effective learning and delivery of knowledge and skills from teachers. Washback is not necessarily a positive impact on examination but represents all the good and bad influences on the education system. Positive washback effects will be experienced when the tests content leads to better understanding and assessing the gain of knowledEDUC 701 Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final 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 articles 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 Grading Rubric for further information. 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. 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. BiblicalEDUC 701 Course Project: Final Paper Grading Rubric Criteria Levels of Achievement Content 70\% Advanced Proficient Developing Not Present Title Page and Abstract 10 points A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met. 8 to 9 points A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met. 1 to 7 points A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met. 0 points Not present Body – Introduction/ Thesis Statement 10 points Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper. 8 to 9 points A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it. 1 to 8 points The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper. 0 points Not present Body – Literature Review and Learning Theory or Theories 37 to 40 points Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education. 34 to 36 points Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education. 1 to 33 points Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented. 0 points Not present Body – Key Terms 18 to 20 points Key terms are well defined, and definitions are supported by authoritative sources. 17 points Key terms are defined, and most definitions are supported by authoritative sources. 1 to 16 points Key terms are adequately defined, and most definitions are not supported by an authoritative source. 0 points Not present Body – Gaps in Literature 18 to 20 points Gaps in the literature are thoroughly identified and described by careful analysis of content. 17 points Gaps in the literature are somewhat identified and described by careful analysis of content. 1 to 16 points Gaps in the literature are not present or are inadequately described. 0 poin