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SUMMARY:Does the use of a proficiency-based assessment and reassessment of
  learning outcomes (PARLO) system lead to increases in high school student
 s’ achievement in\, engagement in\, and attitude towards mathematics? - 
 Professor Michael Posner\,  Villanova University
DTSTART:20160425T110000Z
DTEND:20160425T123000Z
UID:TALK65713@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:The Proficiency-based Assessment and Reassessment of Learning 
 Outcomes System (PARLO) project helped teachers design high-valued learnin
 g outcomes\, evaluated students on a proficiency-based scale\, and allowed
  for resubmissions for full credit in a variety of modalities to foster st
 udent agency and success. The study was a cluster randomized controlled tr
 ial design of 29 schools in the Greater Philadelphia area in the USA. Stud
 ents were 9th grade in algebra and geometry. Professor Posner will present
  the quantitative and qualitative results from this RCT.\n\n*Michael Posne
 r* is the Director of the Centre for Statistics Education and Associate Pr
 ofessor of Statistics at the Department of Mathematics and Statistics at V
 illanova University.  His most recent publication is Using Fun in the Stat
 istics Classroom: An Exploratory Study of College Instructors’ Hesitatio
 ns and Motivations (Journal of Statistics Education\, 2013) and he is curr
 ently funded by World Learning\, The Frankling Institute\, the 21st Centur
 y Partnership for STEM Education\, and the Teaching Institute for Excellen
 ce in STEM (TIES) to advise the Egyptian Ministry of Education to establis
 h and evaluate a STEM curriculum\, 2012-2016.\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DMB
 \, Room GS5
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