Finale Project
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7
Monikue Smith
Dr. Hau Nguyen
Strayer University
August 1, 2022
Introduction
Race gaps in SAT scores underpin inequity and hinder upward mobility. The SAT is used as a mode to establish student readiness for college and a crucial gateway to higher education. Yet, regardless of the continued efforts to equalize academic opportunity, there still persist large gaps in SAT scores. Research shows that minorities have statistically lower standardized test scores compared to Whites (Couch, Frost, Santiago, & Hilton, 2021). These inequalities still exist due to hidden biases in the development and administration of standardized tests and interpretation of their scores. This paper looks into the race gap in standardized testing and
The Learner Characteristics
The audience of this project will project will be students. The age of the audience is between 12-17 years. The target audience has a no rich background in matters education. They will have the opportunity to access to school-district level data to examine the racial disparities between students of color and white students in the state. The target audience includes both male and female learners within the target age bracket within schools in the selected school districts. They will utilize the data obtained to understand the standardized score rates for students of color in comparison to their white counterparts. Therefore, the will seek to have an understanding of the race gap that exists among students of color. Hence, this project intends to present district level data to this audience that demonstrates the race gaps that exists in standardized tests used to evaluate teacher and administrative effectiveness, students’ educational progress and knowledge, and measure states’ educational efforts. The data presented will mainly focus on the inequalities in standardized test scores to bring to light the continued denial of equal educational opportunities to students of color, including black students, and policy implications for students of color achievement.
Data Collection Outline
In terms of contextual analysis, the factors that affect knowledge acquisition include motivation, readiness and will power, level of aspiration and achievement, and methods of learning. The learner needs to have the motivation to learn along with a definite goal to achieve. In addition to motivation, the learner must demonstrate readiness with a strong will power to overcome potential problems and hurdles. If the learners have the aspiration to achieve a certain thing, they will be motivated to learn. Effective teaching methods allow the learner to easily understand and internalize a particular concept. Thus, it is important to examine the context of learning to ensure all necessary factors that promote learning are available.
Job Analysis
· Analyze the differences in standard test scores between students of color and white students
· Identify the possible causes of the variation in scores
· Establish why the use of standardized tests perpetuates educational inequality
· Identify flaws in the creation of standardized tests that contribute to educational inequalities
· Identify possible ways to address the educational inequalities associated with standardized testing
Task Analysis
Task 1
· Complete an online search of standardized test scores for various school districts
· Check for any variations in scores
· List the factors associated with the variations
· Identify and explain the most significant factor associated with the variations
Task 2
· Explain how the most significant factor accounts for the variations
· Define the most noticeable trends associated with this factor
· List ways the identified trends are associated with educational inequality
Knowledge or Performance Gap
Current State of Learning
· Instructor-learner interaction
· Listening to the instructor explain course topics
· Students using multimedia to supplement learning at home
Desired State of Learning
· Use of interactive learning such as;
· Game-based learning
· Video games
Computers, tablets
Rationale for Using the Learning Theory for the Project
Interactive learning is a real-life/hands-on approach to education based on building student engagement through guided social interaction. This theory is devised and structured activities to promote learning in groups, supporting a setting that encourages students to explore and understand new concepts. Students use online resources, watch videos, and read to complete typical homework activities such as solving problems, applying course topics, and working through issues. It enhances students’ curiosity to learn new concepts through role-play, projects, and active learning exercises (Ugalde et al., 2021). Through these activities, students engage with their peers and teaching staff in an energetic and interactive learning environment. This learning theory best frames the design of my project by promoting interactive learning to allow for deeper exploration of the racial gap in standardized testing.
This learning theory encourages learners to feel comfortable in the learning environment. Learners would prefer to learn through a video or PowerPoint presentation and welcomes unique contributions to learning. It helps to depth to learning and allows learners to keep focus in learning. For instance, learners could utilize collaborative task managers long with other online collaboration tools for learners (Ugalde et al., 2021). The students could utilize the digital tools as self-evaluation tools to go through the lesson and identify precise areas they have not mastered.
In conclusion, interactive learning is regarded effective for this project as it allows learners to have hands-on, real-world process of conveying information. While passive learning is based on listening to the instructor teach. However, interactive learning, invites learners to take part in the discussion through role-playing group exercises in class or technology (Kutbiddinova et al., 2016). In addition to student engagement, it fosters a hyper-stimulated environment, sharpening learners’ analytical and critical skills. Through the use of open-ended questions, learners enhance their imagination and solving of problems (Kramer et al., 2014). In addition, it gives learners an opportunity to collaborate and work effectively in groups, an indispensable skill in collaborative learning. Learning is more effective when learners are active. Learners become active when they are engaged in interactive activities, feedback, discussions, and AI-enhanced technologies leading to improved academic performance. Active learning can give students the ability to teach among themselves the course concept. Information presented in both verbal and visual form allows individuals to easily learn abstract, novel, and new concepts. Through active learning techniques, learners can produce thoughts, and get feedback through interactive settings instead of passively receiving information from the instructor. Thus, it is essential for educators to integrate more active learning in their teaching.
References
Kramer, B. Gotthardt, K., Magenheim, J., & Neugebauer, J. (2014). On Benefits of Interactive Online Learning in Higher Distance Education: Repeating a Learning Analytics Project in the Context of Programming Education. International Journal on Advances in Life Sciences, 6(3&4), 350-363. https://www.researchgate.net/publication/268076906_On_Benefits_of_Interactive_Online_Learning_in_Higher_Distance_Education_Repeating_a_Learning_Analytics_Project_in_the_Context_of_Programming_Education
Kutbiddinova, R. A., Eromasova, A. A., & Romanova, M. A. (2016). The Use of Interactive Methods in Educational Process of Higher Education Institution. International Journal of Environmental and Science Education, 11(14), 6558-6572. http://www.ijese.net/makale/940.html
Ugalde, L., Santiago-Garabieta, M., Villarejo-Carbalido, B., & Puigvert, L. (2021). Impact of Interactive Learning Environments on Leaning and Cognitive Development of Children With Special Educational Needs: A Literature Review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.674033