To prepare: Review your current Prospectus Form, the existing review

To prepare: Review your current Prospectus Form, the existing review question, and your proposed capstone topic. Review Stage 2 “Literature Review Strategies” and “Critical Appraisal” information in the DHA Integrative Review Doctoral Study Guidebook. Collate the sources that you have collected thus far related to your capstone topic and review question. Students are encouraged to use sources from prior classes. These can be resources justifying the review question, supporting the gap in practice, identifying the theory/framework, etc. Continue to gather literature related to your review question and organize each resource into the DHA Literature Review Matrix. Your goal is to collect approximately 20 sources that could meaningfully contribute to your Capstone research. Some resources that sound promising may turn out to be poorly aligned with your review question upon closer examination. Therefore, be mindful that you will need to evaluate more than 20 sources to end up with 20 worth including. The Assignment: Literature Review Matrix Use the DHA Literature Review Matrix to organize and summarize the findings from each of your resources. Your completed DHA Literature Review Matrix should contain analyses for at least 20 sources. Note: Your 20 sources should include a variety of types of sources. Make sure at least 5 of them are peer-reviewed research sources and at least 5 are nonresearch sources. Author/ Date Theoretical/ Conceptual Framework Research Question(s)/ Hypotheses Methodology Analysis & Results Conclusions Implications for Future research Implications For practice Empirical Research (Yes or No) Lerner, T. (2012, December 8) Based on principles of formative assessment and feedback cycles. Can be linked to constructivist learning theories where learning happens through revision and improvement Not explicitly stated, but implied questions: How does iterative feedback improve student outcomes? How do specific critiques foster student growth? Descriptive case study of a first-grade student’s experience with feedback and multiple drafts in a learning environment. Improvement in the quality of the student’s work (drawing of a butterfly) through multiple feedback-driven drafts. Progress tracked through visual comparisons of each draft. Students can make significant improvements in their work through repeated feedback and revisions. Feedback should be constructive, specific, and kind to promote learning. Future research could explore how different types of feedback (peer, teacher, self) impact the quality of student work overtime, and in different subject areas. Teachers should encourage students to create multiple drafts, provide structured feedback, and foster a growth mindset in students by normalizing revision as part of the learning process. No Black, P., &William, D. (1998) The framework is rooted in formative assessment theory. This article focuses on the idea that assessment should be used as a tool for learning rather than solely for evaluating what students know at the end of a learning process. How does formative assessment impact student learning? They hypothesize that continuous assessment, when integrated effectively in the classroom, leads to measurable improvements in student performance. The paper is based on a literature review and meta-analysis of existing studies on formative assessment. They analyze both qualitative and quantitative studies to understand the effectiveness of formative assessment in improving academic outcomes across various educational contexts. The meta-analysis demonstrates that formative assessment leads to significant improvement in student achievement, particularly when the feedback is specific, timely, and focused on task improvement rather than the student’s ability or intelligence. Studies showed that students who received formative feedback performed better on subsequent tasks compared to those who did not. Black and Wiliam conclude that formative assessment is a powerful tool for enhancing learning outcomes. The effectiveness of feedback depends on its specificity and how it’s used to guide student learning. Future studies could investigate how different types of feedback (written vs. verbal) or the timing of feedback (immediate vs. delayed) affect student learning outcomes. Research might also explore the effects of formative assessment in non-traditional classroom settings or across different age groups. Teachers should integrate formative assessments into daily classroom activities. Feedback should be part of an ongoing process, not just at the end of a unit. Teachers should also ensure that feedback is focused on task improvement rather than simply praising or criticizing student ability. Yes Resources: Lawless, J., & Foster, M. J. (2020). Searching systematically and comprehensively. In C. E. Toronto & R. Remington (Eds.), A step-by-step guide to conducting an integrative review (pp. 21-44). Springer. https://doi.org/10.1007/978-3-030-37504-1 ten Ham, W., Minnie, K., & van der Walt, C. (2016). Integrative review of benefit levers’ characteristics for system-wide spread of best healthcare practicesLinks to an external site.. Journal of Advanced Nursing, 72(1), 33-49. https://doi.org/10.1111/jan.12814 Walden University Office of Research and Doctoral Services. (n.d.). DHA Integrative Review Doctoral Study GuidebookLinks to an external site.. https://academicguides.waldenu.edu/research-center/program-documents/DHAFall2021 Review the following, Stage 2: Conducting the DHA Doctoral Project Analysis Literature Review Strategies Literature Quality Appraisal

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