Divya Varier

Bio: Divya Varier is an academic researcher from George Mason University. The author has contributed to research in topics: Formative assessment & Experiential learning. The author has an hindex of 5, co-authored 10 publications receiving 225 citations. Previous affiliations of Divya Varier include Virginia Commonwealth University.

Studies of the Effect of Formative Assessment on Student Achievement: So Much More Is Needed.

Abstract: Copyright is retained by the first or sole author, who grants right of first publication to the Practical Assessment, Research & Evaluation. Permission is granted to distribute this article for nonprofit, educational purposes if it is copied in its entirety and the journal is credited. PARE has the right to authorize third party reproduction of this article in print, electronic and database forms.

Potential of one-to-one technologies in the classroom: teachers and students weigh in

Abstract: Increased efforts to promote 21st century learning emphasize the central role of technology in instructional delivery in order to advance the multifaceted abilities and skills required for student success in an increasingly technology-rich learning and work environment. A qualitative study was conducted in a large, economically diverse, mid-Atlantic school district to examine the implementation of six technology devices in 18 elementary, middle, and high school classrooms. The purpose was to understand teachers’ and students’ experiences related to the instructional implications of each device to inform long term, one-to-one implementation of an appropriate technology device to meet the district’s strategic goals for a 21st century learning environment. Teacher interviews and student focus groups revealed several themes related to technology integration, factors influencing implementation, impact on instruction, and impact on student motivation and engagement. Findings are discussed in relation to the district infrastructure and other considerations to support a one-to-one teaching and learning environment and how each of the six devices support the establishment of 21st century learning environments.

Examining the multidimensional role of self‐efficacy for writing on student writing self‐regulation and grades in elementary and high school

Abstract: Background The powerful role of self-efficacy on student achievement is clear. Less clear, however, is our understanding of the specific roles of the different factors of writing self-efficacy on student writing self-regulation and success. Aims This study expands our knowledge about student writing self-efficacy - including its dimensions and the relationship between its dimensions and practical writing outcomes with students from different age groups. Sample Participants were 992 elementary and 518 high school students across 65 teachers and 6 schools in the United States. Methods Data were collected via online questionnaires, one assessing student writing self-efficacy and the others teachers' reports of student writing self-regulation and writing/ELA grades. Results Confirmatory factor analysis (CFA) results demonstrated significantly improved model fit for a three-factor model of writing self-efficacy compared to a one-factor model. A measurement invariance analysis of the writing self-efficacy scale indicated scalar invariance between the elementary and secondary samples. Structural equation modelling (SEM) results indicated that the second self-efficacy factor, self-efficacy for writing conventions, was statistically significantly related to writing/ELA grades for elementary students (β = .33, p .19). Conclusions Results support the multidimensionality of writing self-efficacy. In addition, findings emphasize a meaningful link between students' beliefs in their ability to conform to the rules of writing and their writing self-regulation and success.

Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction

Abstract: The use of assessment data to inform instruction is an important component of a comprehensive standards-based assessment programme. Examining teachers’ data use for instruction can reveal the extent to which instruction is aligned with established content standards and assessment. This paper describes results of a qualitative study of teachers’ data use in a mid-Atlantic metropolitan area in the United States. Focus group interviews with 60 upper elementary and middle school teachers from 45 schools were conducted. Findings indicate teachers aligned instruction and assessments with the state curriculum with the goal of improving student performance. While teachers found day-to-day informal assessments essential to shaping instruction, periodic formal assessments helped them monitor student progress and remediation efforts. Teachers described challenges associated with the misalignment of periodic assessments with instructional content, the breadth of content and higher cognitive demand expected in the newer state curriculum and the lack of infrastructure to support data use.

Qualitative research for education: An introduction to theories and methods

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The effects of integrating mobile devices with teaching and learning on students' learning performance

Abstract: Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.

Effects of feedback in a computer-based learning environment on students' learning outcomes: A meta-analysis

Abstract: In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students’ learning outcomes. From 40 studies, 70 effect sizes were computed, which ranged from −0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct answer (KCR; 0.32). EF was particularly more effective than KR and KCR for higher order learning outcomes. Effect sizes were positively affected by EF feedback, and larger effect sizes were found for mathematics compared with social sciences, science, and languages. Effect sizes were negatively affected by delayed feedback timing and by primary and high school. Although the results suggested that immediate feedback was more effective for lower order learning than delayed feedback and vice versa, no significant interaction was found.

Assessment in Education: Principles, Policy & Practice

Abstract: EXECUTIVE EDITORS Tom Bramley, Cambridge Assessment, UK Jannette Elwood, Queen’s University Belfast, UK Harvey Goldstein, University of Bristol, UK Anthony Green, University of Bedfordshire, UK Sandra Johnson, University of Bristol, UK Joshua McGrane, Oxford University Centre for Educational Assessment, UK Pauline Rea-Dickins, Oxford University Centre for Educational Assessment, UK Gordon Stobart, UCL Institute of Education, UK Sally Thomas, University of Bristol, UK Guoxing Yu, University of Bristol, UK