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Zeitschriftenartikel zum Thema „Assessment“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 25. Juli 2025

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Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as ref

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Omarov, Sahib. "On agro-industrial assessment of territorial lands of Tartar region." International Journal of Agricultural Biotechnology and Food Sciences 1, no. 1 (2020): 1. http://dx.doi.org/10.5455/ijabfs.agro-industrial-assessment-tartar.

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Hassanpour, Badiossadat, Nangkula Utaberta, N. Abdullah, Spalie, and M. Tahir. "Authentic Assessments or Standardized Assessment New Attitude to Architecture Assessment." Procedia - Social and Behavioral Sciences 15 (2011): 3590–95. http://dx.doi.org/10.1016/j.sbspro.2011.04.340.

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Fitrisia, Tamara Carolin, and Primardiana Hermilia Wijayati. "SELF-ASSESSMENT AND PEER-ASSESSMENT FOR STUDENTS’ ESSAY ASSESSMENT IN THE AUFSATZ II COURSE." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 14, no. 1 (2021): 82. http://dx.doi.org/10.26858/retorika.v14i1.14523.

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Self-assessment and peer assessment is an essential alternative assessment in this 5.0 era and in this pandemic time. Thus, this study objectives are to examine differences between self-assessment and peer assessment, as well as to describe students' perceptions of the application of self-assessment and peer assessment in the Aufsatz II course. This study uses a correlational research design. From the results of the study, it is known that the self-assessment and peer assessment of Aufsatz's writing ability has some differences in the aspects of content and coherence, while self assessement an

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Jesus, Elaine Andrade de, Iapunira Catarina Sant'Anna Aragão, Felipe Matheus Sant'Anna Aragão, Vera Lúcia Correa Feitosa, Francisco Prado Reis, and José Aderval Aragão. "Assessment of postural balance in patients with stroke." Núcleo do Conhecimento 02, no. 07 (2023): 23–41. https://doi.org/10.32749/nucleodoconhecimento.com.br/health/assessment-of-postural.

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The Cerebral Vascular Accident (CVA) results in disabilities of paretic limbs, but few studies have investigated the impacts of CVA on perception deficits as well as related functional changes. Motor function alterations caused by CVA, such as the presence of associated reactions, loss of postural control mechanisms, and tone disorders, shift the body's center of gravity, generating a risk of falls. The aim of the present study was to evaluate postural balance changes in patients affected by CVA using the POMA-Brazil Scale (Performance Oriented Mobility Assessment). A cross-sectional study was

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Lawler, D. M., and M. A, Wilkes. "Towards Improved Fluvial Sediment Impact Assessment (FSIA) approaches within Environmental Impact Assessments." Hrvatski geografski glasnik/Croatian Geographical Bulletin 77, no. 02 (2016): 7–31. http://dx.doi.org/10.21861/hgg.2015.77.02.01.

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Gunawan, Sultan Hafiz, Erina Dwianti, and Gibran Suryantono. "Literacy assessment of English teachers: Need analysis for higher education contexts." Linguistics and Education Journal 3, no. 2 (2025): 046–51. https://doi.org/10.26877/lej.v3i2.22037.

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This paper is aimed to describe what knowledge and skills an English teacher should have to be assessment literate. The paper focuses on the following four basic knowledge areas of assessment literacy. First, English teachers should know what assessment is in general and what classroom assessment is. Second, the teachers should know the purposes of assessment. This knowledge will guide the teachers to create general learning goals, construct clear learning targets, and formulate clear rubrics. Third, the teachers should be aware of various assessment methods in ELT. Last, the teachers should c

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O Zubairu, T., Lawal Dalhatu Eneyemire, and Yahya Kauthar. "Building Performance Assessment Health Premises Assessment Model." International Journal of Scientific Engineering and Research 11, no. 6 (2023): 56–60. https://doi.org/10.70729/se23609183442.

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Grosse, MS, Susan J. "Assessment in aquatics." American Journal of Recreation Therapy 11, no. 2 (2012): 16–22. http://dx.doi.org/10.5055/ajrt.2012.0018.

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For assessments performed on land, there are a wide variety of assessment protocols available. However, for assessments performed in aquatics, the selection of assessments is much more limited. This article will provide a brief overview of the available assessments appropriate for the aquatic setting. Assessments discussed will include formally published assessment protocols as well as representative examples of authentic assessments that can be designed by aquatic professionals to meet individual participant needs. Directions will be given for how to design rubrics and examples of how this ty

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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an o

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Adinda, Ade Hera, Hossiana Ekklesia Siahaan, Inas Fawaz Raihani, Naurah Aprida, Niken Fitri, and Ade Suryanda. "Summative Assessment and Formative Assessment of Online Learning." Report of Biological Education 2, no. 1 (2021): 1–10. http://dx.doi.org/10.37150/rebion.v2i1.1024.

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Assessment is an essential part of offline and online learning, especially when determining student learning results. Each learning process requires an assessment to ensure the learning objectives are achieved. Assessment is also needed as a form of teacher accountability. The assessments that can be done in the learning process are formative and summative. This assessment uses a literature research method where the data obtained comes from literature or literature that examines summative assessment and formative assessment of online learning. In online learning environments, formative and sum

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Satpathy, Anjana, and Roger Kneebone. "Work place based Surgical Assessments: Assessment for Learning or Assessment of Learning?" International Journal of Surgery 8, no. 7 (2010): 572. http://dx.doi.org/10.1016/j.ijsu.2010.07.258.

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Balboni, M. J. "A Theological Assessment of Spiritual Assessments." Christian Bioethics 19, no. 3 (2013): 313–31. http://dx.doi.org/10.1093/cb/cbt023.

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Husain, Farhat N. "Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators." International Education Studies 14, no. 10 (2021): 65. http://dx.doi.org/10.5539/ies.v14n10p65.

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Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and asses

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Grégoire, Jacques. "Diagnostic Assessment of Learning Disabilities: From Assessment of Performance To Assessment of Competence." European Journal of Psychological Assessment 13, no. 1 (1997): 10–20. http://dx.doi.org/10.1027/1015-5759.13.1.10.

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Models underlying diagnostic assessment of learning disabilities are seldom explained and discussed. More often too, those assessments are offered without empirical support. The goal of the current paper is to reflect on the diagnostic assessment of learning disabilities. A distinction can be made between assessments which focus on performance and those which focus on competence. Competence-based diagnostic assessments provide more useful information to practitioners to understand learning disabilities and to organize special education. Historically, the Piagetian theory opened the way to asse

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Matthews, Lizette, and Cecilia Bouwer. "Reducing cultural barriers in projective assessment through dynamic assessment." Acta Academica: Critical views on society, culture and politics 45, no. 3 (2013): 161–80. https://doi.org/10.38140/aa.v45i3.1411.

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Projection media are valued widely in psychological assessment. However, various pitfalls exist in the administration and interpretation thereof, for instance cross-cultural influences. Seeking to enhance trustworthiness without compromising the projective power of responses, this study investigates the influence of a Dynamic Assessment Technique of Questioning (DATQ) during projective assessments with adolescents in mono- and cross-cultural situations as well as the influence of culture on the emotional assessment situation using DATQ. The main findings suggest a positive influence of DATQ in

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International Monetary Fund. "Indonesia: Financial Sector Assessment Programâ€”Basel Core Principles Assessmentâ€”Detailed Assessment of Compliance." IMF Staff Country Reports 12, no. 335 (2012): 1. http://dx.doi.org/10.5089/9781475561685.002.

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Baptista, Dave Louis, Lester Saldua, and Winston Padre. "Validity Item Analysis on the Released PISA 2022 Creative Thinking Assessment in the Philippine Context." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence 2, no. 2 (2025): 81–105. https://doi.org/10.5281/zenodo.14820168.

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<strong>Abstract </strong> <strong> </strong> The study assessed the validity of the released items of the Programme for International Student Assessment (PISA) 2022 Creative Thinking Assessment for Filipino students, specifically its face, content, and construct validity and considering their alignment with the Philippine curriculum. Using a descriptive research approach, employing documentary analysis as its primary method, the study found that the assessment exhibited a lack of face validity due to unclear graphics. Content validity was compromised by language barriers, ambiguous instr

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Kim. "Performance Assessment for Rockfall Protection Systems II: Performance Assessment." Journal of the Korean Society of Civil Engineers 35, no. 1 (2015): 49. http://dx.doi.org/10.12652/ksce.2015.35.1.0049.

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Firkola, Peter. "Review of Career Assessment Tools." Archives of Business Research 9, no. 11 (2021): 131–40. http://dx.doi.org/10.14738/abr.911.11299.

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This paper provides an overview of career assessment tools. Background on key career concepts is first introduced. A number of career assessment tools are then examined. These assessment tools included reviewing personal history, interest inventories, values assessments, personality assessments, and aptitude tests. The importance and limitations of these career assessment tools are then discussed.

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Kim, Soojin, and Kwangsoon Jeong. "Discussions on ‘Assessment as Learning’ through Student Voice on Assessment." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 9 (2023): 123–35. http://dx.doi.org/10.22251/jlcci.2023.23.9.123.

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Objectives This paper explores the possibility of Assessment as Learning (AaL) and its practice in classrooms. Methods For this, a case study was conducted through Student Voice of Gangyoon, a 6th grade elementary school student who spoke about his experience with classroom assessments. Results The results show that (1) Gangyoon understands the main purpose of assessment as monitoring his learning or growth based on his own intentions. This implies students use assessments to monitor themselves related to their own objectives. (2) Gangyoon assesses his learning with reference to th

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Kim, Dohee, and Youngmin Park. "A Study on Middle and High School Korean Language Teachers' Perceptions of Oral Assessment for Reading Comprehension." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 2 (2025): 173–94. https://doi.org/10.22251/jlcci.2025.25.2.173.

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Objectives The purpose of this study is to explore directions for diverse reading assessments by analyzing Korean language teachers' perceptions of oral assessment for reading comprehension. Methods For this, individual in-depth interviews were conducted with 12 Korean language teachers across the nation. The interview questions were categorized into five areas: teachers' perceptions of Korean language as sessments, perceptions of reading assessments in the Korean language curriculum, practical application of oral assessment for reading comprehension, differences between oral assessment for re

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Starr, Paul, John H. Annala, and Ray Hilborn. "Contested stock assessment: two case studies." Canadian Journal of Fisheries and Aquatic Sciences 55, no. 2 (1998): 529–37. http://dx.doi.org/10.1139/f97-230.

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We describe two case studies where scientists representing alternative interest groups worked together to attempt to resolve scientific issues of fisheries assessments. In several fisheries in New Zealand, commercial fishing interests hired consultants to review governmental assessments. In some of these fisheries, the two sides provided alternative competing assessments; in other fisheries, there was a cooperative agreed-upon assessment. In the analysis of chinook salmon (Oncorhynchus tshawytscha) within the Pacific Salmon Treaty, scientists representing all parties agreed upon an assessment

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Rosana, Dadan, Eko Widodo, Wita Setianingsih, and Didik Setyawarno. "Pelatihan Implementasi Assessment Of Learning, Assessment For Learning Dan Assessment As Learning Pada Pembelajaran IPA SMP di MGMP Kabupaten Magelang." Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA 4, no. 1 (2020): 71–78. http://dx.doi.org/10.21831/jpmmp.v4i1.34080.

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AbstrakKegiatan pelatihan ini bertujuan untuk meningkatkan kualitas penilaian peserta didik sehingga dapat menerapkan otentik asesmen sebagaimana di minta di Kurikulum 2013. Penilaian konvensional cenderung dilakukan untuk mengukur hasil belajar peserta didik. Dalam konteks ini, penilaian diposisikan seolah-olah sebagai kegiatan yang terpisah dari proses pembelajaran. Pemanfaatan penilaian bukan sekadar mengetahui pencapaian hasil belajar, justru yang lebih penting adalah bagaimana penilaian mampu meningkatkan kemampuan peserta didik dalam proses belajar.Penilaian seharusnya dilaksanakan melal

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Cohen, Ira S., and Joan V. Fowler. "Assessment: Create Assessments That Do It All." Mathematics Teaching in the Middle School 4, no. 1 (1998): 44–47. http://dx.doi.org/10.5951/mtms.4.1.0044.

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How would you like to hear such comments about your mathematics tests from students? In this article, ideas for an assessment system that reflects NCTM's Curriculum Standards (NCTM 1989) are presented. In this system, assessment tasks are created to support instruction that values a mastery of the “basics,” mental mathematics, mathematics vocabulaty, problem solving and writing in mathematics, calculator mathematics, and mathematics understanding. The motivation behind each task is the need to measure both a student's knowledge and his or her depth of understanding. In addition, as the student

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Riggan, Matthew, and Leslie Nabors Oláh. "Locating Interim Assessments Within Teachers' Assessment Practice." Educational Assessment 16, no. 1 (2011): 1–14. http://dx.doi.org/10.1080/10627197.2011.551085.

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Mendes da Costa, T. "Procedure-based assessments: an appropriate assessment tool?" Bulletin of the Royal College of Surgeons of England 96, no. 7 (2014): 236–38. http://dx.doi.org/10.1308/147363514x13990346756409.

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The Joint Committee on Surgical Training (JCST), an advisory body to the four surgical royal colleges of the UK and Ireland for all matters relating to surgical training, has identified eight quality indicators specific to orthopaedics and trauma. 1 The sixth indicator is that a minimum of 40 workplace-based assessments (WBAs) be completed per year of training, with some deaneries advocating up to 80 per year.

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Spudys, Paulius, Andrius Jurelionis, and Paris Fokaides. "Digitizing buildings sustainability assessment: Integrating energy audits, operational energy assessments, and life cycle assessments for enhanced building assessment." Energy 316 (January 7, 2025): 1–16. https://doi.org/10.1016/j.energy.2025.134429.

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In the context of escalating environmental concerns and technological evolution, this paper examines the convergence and evolution of three cornerstone methodologies in sustainable building management: energy audits, operational energy assessments, and life cycle assessments, with a particular focus on the role of digitization. Recent advancements have not only refined these methodologies but also facilitated their integration, leveraging digital tools and big data analytics for enhanced accuracy and efficiency. Through an analytical lens, this study investigates how digitization enables a sea

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Rahman, Nur Fuadi, Muhammad Ihsanuddin Masdar, Aulia Mustika Ilmiani, Faizal Habibie, and Soukaina Samdouni. "Transformation of Arabic Assessment in Indonesia: Conventional Assessment Toward Digital Assessment." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 10, no. 2 (2022): 199–212. http://dx.doi.org/10.23971/altarib.v10i2.4510.

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Since 1960, digital assessment has been developed and implemented in foreign language assessments, but there are still few studies that discuss Arabic digital assessment because most of them follow a traditional paper and pencil assessment. The study investigates the transformation of Arabic assessment in Indonesia from conventional to digital. It further describes the factors influencing the transformation. This study employs a qualitative-case study involving Indonesian Islamic State Universities. Data collection techniques used are interviews and observations. Then the data is analyzed inte

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Murwantini, Sri. "OPTIMALISASI ASESMEN UNTUK SEKOLAH MENENGAH KEJURUAN PADA KURIKULUM MERDEKA." Steam Engineering 4, no. 2 (2023): 105–13. http://dx.doi.org/10.37304/jptm.v4i2.8396.

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This research aims to study the optimization of assessments for vocational high schools (SMK) in the Kurikulum Merdeka. The assessment in the Kurikulum Merdeka includes formative and summative assessments In SMK there is a form of assessment or assessment that distinguishes it from other levels, namely: fieldwork practice assessment, Vocational competency test and Competency Unit Examination. Optimization of assessments is done by making good assessment planning including the formation of assessment objectives, formulation of achievement criteria, selection of appropriate assessment instrument

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Kim. "Performance Assessment for Rockfall Protection Systems I: Performance Assessment Criteria." Journal of the Korean Society of Civil Engineers 35, no. 1 (2015): 63. http://dx.doi.org/10.12652/ksce.2015.35.1.0063.

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Gunjal, Prof S. P., Vedant Kharatmal, Jay Rane, Ritesh Deo, and Aditi Mahamuni. "Competency Assessment." International Journal for Research in Applied Science and Engineering Technology 11, no. 11 (2023): 358–61. http://dx.doi.org/10.22214/ijraset.2023.56515.

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Abstract: In an era of diverse educational and career opportunities, the process of guiding students toward well-informed decisions is increasingly complex. Competency assessment projects, driven by computer-based assessments and machine learning algorithms, have emerged as a promising solution. This research paper explores the intricate synergy of technology and education in competency assessment. It delves into the design of comprehensive assessments that transcend conventional knowledge-based tests, focusing on students' problem-solving skills, critical thinking abilities, and personal inte

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Meher, Arati, Dipti Mohapatra, Ellora Devi, Manasi Behera, and Tapaswini Mishra. "Effectiveness of implementation of formative assessments as a part of competency-based medical education on summative assessment: A pilot study." National Journal of Physiology, Pharmacy and Pharmacology 13, no. 10 (2023): 1. http://dx.doi.org/10.5455/njppp.2023.13.02107202303032023.

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Background: Assessment is an essential part of each and every education, which represents the learning of a student. If the assessments are performed regularly, it inspires active study habits and inevitably enhance learning. Aim and Objectives: Formative assessments, which are performed regularly, increase the effectiveness of the learning. Hence, we aimed to observe the effectiveness of spaced formative assessments on the performance of students in summative assessments. Materials and Methods: We selected 250 first-year medical students from the 22 to 23 batch. The students were categorized

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Dolja-Gore, Xenia, Meredith Tavener, Tazeen Majeed, Balakrishnan R. Nair, and Julie E. Byles. "Uptake, prevalence and predictors of first-time use for the 75+ Health Assessment Scheme." Australian Journal of Primary Health 23, no. 5 (2017): 476. http://dx.doi.org/10.1071/py16108.

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In 1999, the Australian Federal Government introduced Medicare items for Health Assessments for people aged 75 years and older (75+ health assessments). This research examined uptake of these assessments and identified predictors of use by women from the Australian Longitudinal Study on Women’s Health (ALSWH). Assessments were identified for each year from 1999 to 2013 using linked Medicare data. Time to first assessment was examined, as well as social and health factors associated with having an assessment. From 1999 to 2013, 61.8% of women had at least one assessment. Almost one-third had an

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Perry, Marcia, Andrew Linn, Brendan W. Munzer, et al. "Programmatic Assessment in Emergency Medicine: Implementation of Best Practices." Journal of Graduate Medical Education 10, no. 1 (2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

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ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was co

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Wang, Xiaocan, and Jie Huang. "Department-specific collection assessment." Collection and Curation 39, no. 1 (2019): 22–30. http://dx.doi.org/10.1108/cc-02-2019-0005.

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Purpose The purpose of this paper is to introduce the pilot project of collection assessment performed by an academic library for the Computer Information Science (CIS) Department specifically and share the experience involved in this assessment. Design/methodology/approach In this descriptive research, the library gathered and analyzed a set of evaluation reports for CIS-related print and electronic materials. This assessment includes analyses of physical items, periodicals, electronic resources, peers’ databases, faculty syllabi, as well as departmental allocation fund. Findings This project

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Amirreza, Karami, Moser Olivia, Dagnan Elexa, et al. "Differentiated instruction and assessment." i-manager’s Journal on English Language Teaching 13, no. 3 (2023): 50. http://dx.doi.org/10.26634/jelt.13.3.19950.

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The focus of this review paper is on the assessment of English Language Learners (ELLs) and the ways in which the language gap negatively influences ELLs in classroom assessments. The research body provides an outline of differentiated instruction and assessment highlighting the primary obstacles that hinder ELLs from achieving success in various classroom assessments. It explains the importance of addressing the language gap due to its wide-reaching impact. Additionally, it underscores the significance of differentiating instruction and scaffolding assessment to accommodate language, culture,

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Nur Budiono, Arifin, and Mochammad Hatip. "Asesmen Pembelajaran Pada Kurikulum Merdeka." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 8, no. 1 (2023): 109–23. http://dx.doi.org/10.56013/axi.v8i1.2044.

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The independent curriculum is an improvement of the 2013 curriculum. This curriculum is designed to optimize learning outcomes according to student needs. Learning is designed according to the results of the assessment both at the beginning, middle and end of learning. The purpose of this study is to describe the assessment that is commonly used in the independent curriculum. The research method used is a qualitative descriptive method by collecting library data, reading and recording and processing research materials. The results of the study stated that there are types of assessments used in

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Gyamfi, Abraham, Saranraj Loganathan, and Rosemary Acquaye. "Improving teachers' classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana." e-mentor 101, no. 4 (2023): 56–62. http://dx.doi.org/10.15219/em101.1625.

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This study looks at how teachers can improve their in-class assessment practice in the Ellembelle District in Ghana, and aims to identify the challenges confronted by teachers in classroom assessments, as well as ways to improve the classroom assessments themselves. A quantitative research method was adopted using a simple random sampling technique. The study was conducted among 207 professional teachers using a mailed questionnaire (primary data), which was analyses using statistical tools. The study found that teachers face many challenges in their classroom assessments, and thus proposed pe

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Astuti, Asriani, Nur Qalby, and Muh Arief Muhsin. "An Analysis of English Teacher in Learning Assessment at SMP Negeri 3 Mare." Journal of Language Testing and Assessment 3, no. 2 (2023): 138–44. http://dx.doi.org/10.56983/jlta.v3i2.512.

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This study aims to analyze the types of assessments used by teacher in teaching English to grade nine at SMP Negeri 3 Mare Kab Bone and to determine the use of these assessments by teacher. This study used a qualitative method. The subjects of this study were English teacher at SMP Negeri 3 Mare. In analyzing the data, the researcher collected data from observation, interview, and gave questionnaire to teacher, and identified the types of assessment used by teacher in teaching English and how to use these assessments in teaching English. The results show that teacher use authentic assessment i

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Lee, Jeongmin, and Jaeyoung Chung. "An Analysis of Elementaty School Student Assessment Policy from the Perspective of Historical New Institutionalism : Focusing on the Period 1999-2024." Korea Society Of The Politics Of Education 31, no. 3 (2024): 113–42. http://dx.doi.org/10.52183/kspe.2024.31.3.113.

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This study analyzed the evolution of elementary school student assessment policies from 1999, when performance assessment was introduced, through June 2024. It focused on structural, institutional, and actor contexts, dividing the analysis into three phases: the introduction of performance assessment, the abolition of summative assessment, and the development of assessment practices. Initially, both “path creation” and “path dependence” were observed, as performance assessments were introduced while traditional assessments persisted. In the abolition phase, process-oriented assessments marked

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Reardon, Sean Fitzpatrick, Kate Scott, and John Verre. "Symposium: Equity in Educational Assessment." Harvard Educational Review 64, no. 1 (1994): 1–5. http://dx.doi.org/10.17763/haer.64.1.30t3h163v1327230.

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Testing and assessment are increasingly the levers of choice for educational reform in the United States today. The last two decades have seen an enormous rise in the attention and money devoted to testing and assessing students, and current proposals for a system of national standards and assessments, such as the Clinton administration's Goals 2000 legislation, promise more of the same. In this symposium, "Equity in Educational Assessment," the Harvard Educational Review examines the relationship between new assessment policies and issues of educational equity. Two assumptions about assessmen

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Almahdi Ibrahim Basha, Nouraldin. "Environmental Impact Assessment." International Journal of Science and Research (IJSR) 12, no. 1 (2023): 561–66. http://dx.doi.org/10.21275/sr23110205654.

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Jo`rayevna, Abdullaeva Nasibaxon. "Assessment ofCreativity inStudents." Current Research Journal of Pedagogics 6, no. 3 (2025): 92–93. https://doi.org/10.37547/pedagogics-crjp-06-03-22.

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What is creativity?Is it possible to assess creativity? If so, how? This article was created as a result of scientific research conducted to find answers to the same and similar questions. The article also discusses approaches to creativity in education.

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Chusni, Muhammad Minan. "Strategic Implementation of Assessment “for” and “as” Learning in Science Education." Jurnal Ilmiah Pendidikan Fisika 6, no. 2 (2022): 224. http://dx.doi.org/10.20527/jipf.v6i2.4385.

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The relatively needed assessments at this time are assessment for learning and assessment as learning. This study discusses the strategy to adopt these assessments in science class. The method used is a literature study by reviewing relevant research results from books and relevant article results. The criteria for the articles discussed are related to assessment of learning, assessment for learning, and assessment as learning. The research findings provide three strategies to conduct an assessment for learning and assessment as learning that are 1) self-assessment, 2) peer-assessment, and 3)

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Millard, Lourens, and Gerrit Jan Breukelman. "Innovative Assessment Practices in Tertiary Education: Balancing Formative and Summative Methods for Diverse Student Populations." International Journal of Higher Education 14, no. 3 (2025): 24. https://doi.org/10.5430/ijhe.v14n3p24.

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Tertiary education has evolved to accommodate a more diverse student demographic, including under-represented groups such as individuals with disabilities and non-traditional backgrounds. This shift necessitates assessment practices that do not disadvantage students based on attributes unrelated to the criteria being evaluated. Effective assessment should support all students equally in demonstrating their capabilities. However, the adaptation of assessment models to specific local contexts remains under-explored, despite its potential to enhance both academic and institutional effectiveness.

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Hemsley, Svetlana, Rebecca McKnight, Aneeba Anwar, Sarah Jones, and Lola Martos. "New patient assessment in old age psychiatry: the importance of risk assessment." BJPsych Bulletin 39, no. 5 (2015): 227–32. http://dx.doi.org/10.1192/pb.bp.113.046342.

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Aims and methodIn recent years, the role of non-medical community mental health team (CMHT) clinicians has widened to include new patient assessments. It is unclear whether all professionals have the skills and confidence to undertake these to a high quality. This project investigated which professionals are doing new assessments, evaluated their quality and explored the assessors' unmet training needs. The study was based on the data extracted from electronic notes and a complete audit cycle in South Oxfordshire Older Adults CMHT; this was a cross-sectional study across Oxfordshire older adul

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Hidayat, Rahmad, Imam Sujadi, Siswanto, and Budi Usodo. "Description of Assessment: Assessment for Learning and Assessment as Learning on Teacher Learning Assessment." Journal of Education Research and Evaluation 7, no. 4 (2023): 653–61. http://dx.doi.org/10.23887/jere.v7i4.59950.

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Assessment becomes a self-developing learning instruction and requires a broader focus on feedback interventions, especially learners' responses to feedback and the learning environment in which feedback works. Study of the ability of teachers to reflect on the application of assessment in the learning process in the classroom. The purpose of this study is to analyze Assessment for Learning (AfL) and Assessment as Learning (AaL) in the learning process in the classroom. The research method used is a qualitative research method using an in-depth, focused interview. Data collection techniques in

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Algermissen, S. T. "Techniques and parameters for earthquake risk assessment." Bulletin of the New Zealand Society for Earthquake Engineering 22, no. 4 (1989): 202–18. http://dx.doi.org/10.5459/bnzsee.22.4.202-218.

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    The principal elements of seismic risk assessment are outlined. An approach to seismic risk assessment is developed that provides quite satisfactory risk assessments on a scale of a single structure to regional assessments of risk. An example of a contemporary risk assessment is discussed and the development of a data base for routine risk assessments is advocated.   

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Al-Taiar, H. "Workplace Assessment in Crisis? – The Way Forward." European Psychiatry 41, S1 (2017): S297—S298. http://dx.doi.org/10.1016/j.eurpsy.2017.02.175.

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IntroductionA recent Royal College of Physicians’ (RCP) study on assessment raises serious questions for workplace assessment. To address these, a system that bridges the gap from competence to performance and integrates supervised learning events (SLEs) that are formative in purpose with summative assessment of performance by entrustable professional activities (EPAs) is recommended.Aims and objectivesAs a working group on assessment in psychiatry, we were interested in the RCP findings which represent a significant milestone in studies of workplace assessment. The RCP aims were to evaluate t

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