Kathy B. Ewoldt, M.Ed.

Introduction Methods Results

Project Scores
Preservice special education teachers
Semester 1 Semester 2 Semester 3 Semester 4 90

matriculate through a strategic set of

coursework and experiences so they will be Graduate students Graduate students Undergraduate students Undergraduate students
85
fully equipped to effectively work with Administer formal Administer formal Pre-student teaching Pre-student teaching
students with disabilities (Vernon-Dotson, assessment assessment Administer formal Administer formal
80
Floyd, Dukes, & Darling, 2014). Within In class discussion In class discussion assessment assessment
courses, designers attempt to engage students Milestone: Self- Milestone: Peer-to-peer In class discussion In class discussion
in a series of field-based experiential learning evaluation evaluation (using Milestone: Peer-to-peer Final project submitted 75

activities to maximize student learning and Opportunity to correct modified final rubric) evaluation (using Without Milestone
prepare high quality special education teachers errors Discussion groups modified final rubric) M = 71.9 70

(Mamlin, 2012). On such method is Final project submitted Opportunity to correct Discussion groups
experiential learning (Kolb & Kolb, 2005). M = 81.5 errors Opportunity to correct 65
Graduate: Self- Graduate: With Undergraduate: Undergraduate:
Using this framework, students participate in a Final project submitted errors evaluation Milestone With Milestone Without Milestone
variety of transformative experiences within M = 85.4 Final project submitted N = 101 Mann-Whitney test indicated that the project scores were greater
the context of a legitimate classroom to create
M = 78.6 for the With Milestone group (Mdn = 84) than for the No Milestone group
knowledge and build expertise. (Mdn = 76), U = 472.5, p = .004, 2 = .083. .

Additionally, formative assessment of student

learning is an approach special education
teachers are trained to incorporate into their Adult Learning Principles Incorporating a
classroom (Council for Exceptional Children,
2015). Formative assessments provide Assumption
(Knowles, 1980, 1994)

Instructional Design Implications

Milestone:
informational feedback on which to make
data-based instructional decision. One means
Self-directed Self
Significant choices
Opportunities for exploration
Recommendations
of formative assessment is through peer-to-
peer evaluations (Orsmond ,Merry, & Concept Opportunities to showcase self-direction C Partial completion of the whole task
Self-evaluation L Genuine, authentic, applicable to whole project
Callaghan, 2004). University students who E
Safe environment
E Use similar grading mechanisms (e.g. checklists,
receiving feedback via peer assessments, N
Vast Experiences Social sharing of experiences A rubrics)
improve academic achievement beyond the T Allow student choice for participation
gains of simply receiving feedback alone Discussion R
E Error correction opportunity
(Sun, Harris, Walther & Baiocchi, 2015). By Engaging N
R
participating in peer assessments, students
learn from their peers errors and accuracies
Need for Relevancy Collaborative E
E Adult-Focused
Problem-based learning R
D
and incorporate this learning into their own
understanding. In the case of experiential Immediacy of
Timely content Characteristics
learning, this feedback provides skill-building Opportunities to implement Immediately useful material
Application
tacit knowledge. Performance activities Respectful presentation
Relevant material
Welcoming environment
Participatory presentation
I wish we could do more activities like this. Learner centered content
~Undergraduate Pre-service Junior Rich experience base