Journal Article Detail Page
written by
Elaine Chapman
Recent years have seen a revival of interest in the mechanisms by which students' affective responses to learning tasks moderate knowledge acquisition and skill development. Given the emphasis placed on levels of academic achievement in schools, the way in which students acquire knowledge through the learning process has become a primary concern. Several studies have subsequently highlighted the significant role that such factors can play in the learning process, laying particular emphasis on those associated with student engagement levels. The terms "school or task engagement" are often used to refer to such affective responses. While several lines of inquiry have now converged on the conclusion that these factors play a key role in student learning, findings vary considerably due to differences in definitions and approaches to assessing student engagement levels. The purposes of this overview are to (i) outline some key dimensions of student engagement based on an integrated review of relevant literature, and (ii) describe the various methods that have been used to assess engagement levels in empirical research studies. Specifically, the primary goal was to review approaches to assessing student engagement levels on a classwide basis, and to provide educators with a range of options for developing relevant assessment protocols within their own contexts.
Practical Assessment, Research, and Evaluation (PARE): Volume 8, Issue 13, Pages 1-10
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=16149">Chapman, Elaine. "Alternative Approaches to Assessing Student Engagement Rates." Pract. Assess. Res. Eval. 8, no. 13, (January 1, 2003): 1-10.</a>
AIP Format
E. Chapman, , Pract. Assess. Res. Eval. 8 (13), 1 (2003), WWW Document, (https://scholarworks.umass.edu/pare/vol8/iss1/13/).
AJP/PRST-PER
E. Chapman, Alternative Approaches to Assessing Student Engagement Rates, Pract. Assess. Res. Eval. 8 (13), 1 (2003), <https://scholarworks.umass.edu/pare/vol8/iss1/13/>.
APA Format
Chapman, E. (2003, January 1). Alternative Approaches to Assessing Student Engagement Rates. Pract. Assess. Res. Eval., 8(13), 1-10. Retrieved October 11, 2024, from https://scholarworks.umass.edu/pare/vol8/iss1/13/
Chicago Format
Chapman, Elaine. "Alternative Approaches to Assessing Student Engagement Rates." Pract. Assess. Res. Eval. 8, no. 13, (January 1, 2003): 1-10, https://scholarworks.umass.edu/pare/vol8/iss1/13/ (accessed 11 October 2024).
MLA Format
Chapman, Elaine. "Alternative Approaches to Assessing Student Engagement Rates." Pract. Assess. Res. Eval. 8.13 (2003): 1-10. 11 Oct. 2024 <https://scholarworks.umass.edu/pare/vol8/iss1/13/>.
BibTeX Export Format
@article{
Author = "Elaine Chapman",
Title = {Alternative Approaches to Assessing Student Engagement Rates},
Journal = {Pract. Assess. Res. Eval.},
Volume = {8},
Number = {13},
Pages = {1-10},
Month = {January},
Year = {2003}
}
Refer Export Format
%A Elaine Chapman %T Alternative Approaches to Assessing Student Engagement Rates %J Pract. Assess. Res. Eval. %V 8 %N 13 %D January 1, 2003 %P 1-10 %U https://scholarworks.umass.edu/pare/vol8/iss1/13/ %O application/pdf
EndNote Export Format
%0 Journal Article %A Chapman, Elaine %D January 1, 2003 %T Alternative Approaches to Assessing Student Engagement Rates %J Pract. Assess. Res. Eval. %V 8 %N 13 %P 1-10 %8 January 1, 2003 %U https://scholarworks.umass.edu/pare/vol8/iss1/13/ Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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