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Research Study Article Critique AssignmentMadeline WebbEDUC 250 Ivy Tech Community College – Central IndianaINTAS Standard, Description and RationaleStandard #9: Professional Learning and Ethical PracticeThe teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.Name of Artifact: Research Study Article Critique AssignmentDate: September, 08, 2012Course: EDUC 250Brief Description: For this assignment, I searched for, studied and critiqued a peer reviewed academic journal article. The assignment involved finding an appropriate and reliable research article and then critically reviewing the evidence and proposals being made by the author to gain a greater understanding and learn effective methods to find professional learning development materials. Rationale: To document my understanding of Standard #9, Professional Learning and Ethical Practice, I selected to include my Research Study Article Critique Assignment because this assignment demonstrates my ability to research important educational articles to further develop my understanding of teaching practices and expand my educational knowledge through professional development and critical thinking skills. Methods to enhance learning are tested every day by educators, researchers and other professionals to find strategies and techniques to better educate students. Studies are an important tool for observing and recording how effective a new learning technique works. Experimental studies provide data that can be used by other researchers to either build on or use to support other research projects. Ormrod (2011) describes experimental studies as a study where researchers changes a variable (independent) and measure the effect of this change on another variable which is constant (dependent) to come to a conclusion (Ormrod, 2011). In the study “Tests Enhance the Transfer of Learning” by Doug Rohrer, Kelli Taylor, and Brandon Sholar, the researchers study the effects of using testing throughout the learning process rather than just at the end of the learning session. The researches use two different forms of experiments to come to their conclusions between study only methods of learning and test study methods (Rohrer, Taylor, & Sholar, 2010). The main idea being examined in the experiment is that of information transfer and how the method of study affects the ability for a student to recall information. The two teaching methods being tested required different levels of recall for students to answer the question. The first experiment used maps that had 20 regions with only 10 regions named on the map. In the study only method, students were shown the map with the names of the regions always present on a slideshow. They had to write the number of the region in their notebooks. The second method tested students on how much they learned throughout the learning session first then provided the answer (See figure 1). Figure 1 (Below) – Shows Test Study (TO) method of learning, testing students first and Study Only (SO) method underneath where students write the correct number but are always given a list of regions (Rohrer, Taylor, & Sholar, 2010).381009525000-8689742911238Figure 1020000Figure 1The second experiment was very similar but the transfer test (TO) required more effort of recall by making the student identify the city passed as they travel between two given cities on the map (Rohrer, Taylor, & Sholar, 2010). The study only test only required them to name the cities (See Figure 2). In both experiments after final testing students performed better on the test study method then the study only method. The conclusions of the researches is that regular testing throughout a learning section can increase transfer of knowledge and build a deeper understanding of knowledge possessed by the student on the subject (Rohrer, Taylor, & Sholar, 2010). Figure 2 (Bottom left) – Example maps of experiment 2 (Rohrer, Taylor, & Sholar, 2010).-10947401895475Figure 2020000Figure 2-76835527685000-495300569595000The researchers use many other studies and experiments to compare the results to. They find that the results of their experiment did differ from some of the others but overall it shows that test-enhanced learning does benefit student’s ability to transfer and recall information (Rohrer, Taylor, & Sholar, 2010). They note some areas that could be scrutinized in the study, for instance the researchers used spatial and visual aids, so a study using mathematic problems may produce different results. But the researches are satisfied with their findings and “moreover agree that tests can improve learning by a dramatic degree” (Rohrer, Taylor, & Sholar, 2010). The findings of this study did interest me as a future teacher as testing is an important tool to measure growth in students. It did surprise me that challenging students by testing them throughout the learning process, rather than just giving them the answer would have such a big difference in results. I want my students to truly understand what they are learning and not just memorize the information I am giving them to do well on a test. By giving the student challenges throughout to see how much they recall in a session seems like an effective way to ensure transfer of the information has occurred. Due to this the study also informed me on different methods of classroom practice that I can put into effect once I begin teaching. As future educators the importance of researching and understanding different methods of testing and learning is paramount to the success of the students. Experimental studies such as the one discussed provide educators with scientific data to support the outcomes being tested and suggest methods that are proven to aid in increasing student test results. Although many more test are being done I believe it is important not to over test, or use different terminology so students view these exercises as challenges rather than tests. References.Ormrod, J. E., (2011). Educational psychology: Developing learners. Boston, MA: Pearson. Waller, R. D., & Higbee, T. S. (2010). The Effects of Fixed-Time Escape on Inappropriate and Appropriate Classroom Behavior. Journal Of Applied Behavior Analysis, 43(1), 149-153.Rohrer, D., Taylor, K., & Sholar, B. (2010). Tests Enhance the Transfer of Learning. Journal Of Experimental Psychology: Learning, Memory, And Cognition, 36(1), 233-239 ................
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