Relevant bibliographies by topics / Assessment and evaluation of learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Assessment and evaluation of learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Assessment and evaluation of learning"

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S., Vijaya. "Teaching Learning Process Assessment based on Students Evaluation." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 2740–50. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020310.

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Peeters, Michael J., and Kimberly A. Schmude. "Learning Assessment vs Program Evaluation." American Journal of Pharmaceutical Education 84, no. 9 (September 2020): ajpe7938. http://dx.doi.org/10.5688/ajpe7938.

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Ma, Carol Hok Ka, Isaac Pak Hoi TSE, and Carman Ka Man Chan. "Service-Learning as Pedagogy for Transformation of Students’ Learning." SHS Web of Conferences 59 (2018): 01006. http://dx.doi.org/10.1051/shsconf/20185901006.

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Service-Learning is a powerful pedagogy to transform students learning confidence and determination to make good use of their knowledge through empowered services experience in authentic situations with real clients. Teachers use this pedagogy to help students explore an aspect of social issues and take action to relieve the situation through partnership with agencies outside the University. The current study hit new insights about students learning evaluation that was made possible because of inputs from the collaborating Service-Learning partners. The triangulations of quantitative and qualitative methods contribute effectively in evaluating the students’ learning in social service. Service-Learning results in elevated self-evaluation and confidence in all generic skills and attitude changes measured through continual formative assessments though it does not promise immediate conquer over the control group in summative assessments. Discussions have been made to reflect the different roles of summative and formative assessment that Service-Learning could be the catalyst of learning as the tipping point for successful community network construction.
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Jamaluddin, Muhammad, and Nailil Faroh. "Developing authentic assessment: Project assessment on mathematics learning evaluation by using e-learning." Math Didactic: Jurnal Pendidikan Matematika 5, no. 3 (January 3, 2020): 227–36. http://dx.doi.org/10.33654/math.v5i3.729.

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Standar untuk menjadi seorang guru yakni memiliki empat kompetensi, kompetensi tersebut adalah kompetensi pedagogik, profesional, kepribadian, dan sosial. Namun kenyataanya, dari keempat kompetensi tersebut masih ada kompetensi yang belum dikuasai sepenuhnya, yakni kompetensi pedagogik, khususnya dalam melakukan evaluasi pembelajaran. Berdasarkan hal tersebut, perlu adanya tindakan untuk mengantisipasi ketidakmampuan melaksanakan evaluasi pembelajaran. Salah satu hal yang bisa dilakukan adalah membuat suatu instrumen penilaian yang dapat digunakan untuk menggambarkan kompetensi dalam mengevaluasi pembelajaran. Satu prinsip asesmen yang dapat diterapkan yakni autentik berupa penilaian proyek. Penilaian proyek ini diterapkan pada pembelajaran elektronik (e-learning), sehingga mahasiswa dapat menyelesaikan proyek dengan media elektronik. Tujuan penelitian ini menghasilkan instrumen penilaian proyek pada mata kuliah evaluasi pembelajaran matematika yang menggunakan e-learning. Penelitian ini menggunakan model pengembangan ADDIE. Data penelitian ini berupa validasi ahli, hasil observasi lapangan dan data respon mahasiswa, dan reliabilitas instrumen. Hasil yang didapat uji kevalidan instrumen penilaian proyek termasuk pada kategori sangat valid, kepraktisan penggunaan instrumen termasuk pada kategori prakStis dan respon mahasiswa didapat positif, dan reliabilitas instrumen didapatkan pada kategori tinggi, sehingga dapat disimpulkan instrumen layak untuk digunakan.
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Nurhasan, Nurhasan. "Learning Assessment With Portofolio." Ilomata International Journal of Social Science 1, no. 3 (July 31, 2020): 110–17. http://dx.doi.org/10.52728/ijss.v1i3.104.

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To find out the competencies a person has, we need a tool called evaluation. There are two things that need to be distinguished in evaluation, the meaning is measurement and assessment or interpretation. To be able to measure correctly, you need the correct measurement tool too. The correct measuring device must meet several requirements, including: valid,reliable, and practical. There are several types of measuring devices. In addition there are subjective measurement tools (essays), objectives (multiple choice, matchmaking, short content, and right-wrong), and performance, now it is beginning to be known as portfolio measurement tools. The portfolio is a collection of the work of a student as a result of carrying out a performance task, which is determined by the teacher or by students with the teacher, as part of an effort to achieve learning goals, or achieve competencies specified in the curriculum. Key Word : Learning, Assessment, Portofolio
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Tuinstra, Willemijn, Jill Jager, and Paul M. Weaver. "Learning and evaluation in Integrated Sustainability Assessment." International Journal of Innovation and Sustainable Development 3, no. 1/2 (2008): 128. http://dx.doi.org/10.1504/ijisd.2008.018197.

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Dhillon, Jaswinder. "Improving student learning: through assessment and evaluation." Journal of Vocational Education and Training 49, no. 2 (June 1, 1997): 329–34. http://dx.doi.org/10.1080/13636829700200294.

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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 (August 25, 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 melalui tiga pendekatan, yaitu assessment of learning (penilaian akhir pembelajaran), assessment for learning (penilaian untuk pembelajaran), dan assessment as learning (penilaian sebagai pembelajaran). Dengan kegiatan pelatihan ini diharapkan kompetensi guru dalam bidang penilaian dapat meningkat.Kegiatan pengabdian ini dilakukan dalam rancangan workshop dan pendampingan mulai dari penjelasan tentang pemanfaatan Assessment of Learning, Assessment for Learning dan Assessment as Learning Pada Pembelajaran IPA SMP, melakukan validasi dan uji coba asessment di kelas pembelajaran, dan menerapkan asesmen tersebut dalam seluruh penbelajaran IPA di SMP. Evaluasi kegiatan dilaksanakan baik dari aspek proses (workshop dan pendampingan) maupun aspek produk (melakukan tes kemampuan guru menerapkan asesmen di kelas pembelajaran). Pada tahap implementasi di lapangan akan dilaksanakan dengan cara melakukan kemitraan kolaboratif dengan MGMP IPA SMP di Kabupaten Magelang, Provinsi Jawa Tengah. Kata kunci: Pelatihan guru, Assessment of Learning, Assessment for Learning, Assessment as Learning. Assessment Of Learning, Assessment For Learning And As Learning Assessment Training In Smp Learning Learning In MGMP, Magelang DistrictAbstractThis training activity aims to improve the quality of student assessment so that they can apply authentic assessments as requested in the 2013 Curriculum. Conventional assessments tend to be carried out to measure student learning outcomes. In this context, assessment is positioned as if the activity is separate from the learning process. Utilization of assessment is not just knowing the achievement of learning outcomes, rather what is more important is how assessment can improve the ability of students in the learning process. Assessment should be carried out through three approaches, namely assessment of learning (assessment of learning), assessment for learning (assessment for learning) , and assessment as learning (assessment as learning). With this training activity it is expected that teacher competency in the field of assessment can increase.These service activities are carried out in the design of workshops and mentoring starting from the explanation of the use of Assessment of Learning, Assessment for Learning and Assessment as Learning in Junior High School Science Learning, validating and testing assessments in learning classes, and implementing these assessments in all Natural Sciences learning in SMP . Evaluation of activities carried out both from the aspect of the process (workshops and mentoring) and product aspects (testing the ability of teachers to apply assessments in learning classes). At the implementation stage in the field, it will be carried out by collaborative partnership with MGMP IPA SMP in Magelang Regency, Central Java Province.Key words: Teacher training, Assessment of Learning, Assessment for Learning, Assessment as Learning
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Baranovskaya, Tatiana, and Valentina Shaforostova. "Assessment and Evaluation Techniques." Journal of Language and Education 3, no. 2 (June 30, 2017): 30–38. http://dx.doi.org/10.17323/2411-7390-2017-3-2-30-38.

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Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.
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Tractenberg, Rochelle E. "The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education." Education Sciences 11, no. 8 (August 18, 2021): 441. http://dx.doi.org/10.3390/educsci11080441.

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It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they—or new assessments in development—will promote learning and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.
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Dissertations / Theses on the topic "Assessment and evaluation of learning"

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Wood, David L. "Assessment for learning connecting students to their learning /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4799.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 4, 2008) Vita. Includes bibliographical references.
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Bringe, Susan. "Self assessment an investigation of graduate students learning /." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004bringes.pdf.

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Williams, Darlene Anne. "Documenting children's learning, assessment and evaluation in the project approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ34467.pdf.

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Casey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006.
"December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Coosner, Carroll Diane. "The design and evaluation of a cognitive skills assessment checklist for educators." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52505.

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Thesis (MEd)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased (OBE) education. Within this paradigm much has been written and recommended as regards assessment, specifically authentic assessment, which needs to be continuous. Within this transformatory model of teaching and assessment, it is vital for the educator to understand how the learner learns in order to assess him/her authentically. Because cognition has to do with how learners acquire, store and utilize information, the best way to assess cognitive ability is to assess those thought processes that are involved in arriving at the products of cognition directly. Being process-based and judging the learners' responsiveness to instruction, it becomes important for the educator to examine how a learner learns, before educators can hope to categorise and analyse the learners' ability to learn. The paucity of the data base search revealed that the design of such a cognitive checklist was imperative. The checklist had to be easily understood, practical and easily impiementabie. The researcher based the checklist on Feuerstein's (1980) model, which is underpinned by the concepts of structural cognitive modifiability (SCM) and the mediated learning experience (MLE). SCM is based on the assumption that human beings have the capacity to modify their cognitive functions and adapt to life's changing demands. They are thus open systems which are amenable to cognitive changes. Structural changes are pervasive and determine cognitive function in a broad series of mental activities. Feuerstein has suggested a list of deficient cognitive functions at the input, elaboration and output phases of the mental act. These serve as guidelines for observational and mediational efforts. The identification of the deficient cognitive function, the level of modifiability and the mediation required to change them are considered to be of vital importance to predicting future learning. This basic assumption shifts the responsibility for a person's modifiability from that individual to the mediator or educator. The basic parameters of the cognitive process are subsumed into the cognitive map. These include: content; operation; modality; phase (input, elaboration, output); level of complexity; level of abstraction and level of efficiency. The present researcher reframed all the basic components of the learning phases into easily accessible English and provided examples of sub-skills (150) necessary for the successful acquisition of learning at that phase of the learning process. The literature study was followed by a pilot-study. This was carried out in order to refine the checklist and make sure that it was, indeed, user-friendly, easily understood, impiementabie without training and that it yielded information which the educators found to be professionally beneficial and enriching. The results of the pilot-study were incorporated into The Checklist To Assess Cognitive Skills' (Chapter 4). The result of the research was unanimous as regards the above-mentioned goals. The educators all realised the necessity of linking assessment to instruction and understood how crucial it is that educators understand and appreciate how a learner learns and hence, develops.
AFRIKAANSE OPSOMMING: Na apartheid het Suid-Afrika 'n verskuiwing na prosesgesentreerde, uitkomsgebaseerde onderwys (UGO) beleef. Binne hierdie paradigma is baie geskryf en aanbevelings gemaak oor assessering, veraloor outentieke assessering wat deurlopend toegepas moet word. Binne hierdie transformatiewe model van onderrig en assessering is dit van besondere belang dat opvoedkundiges moet verstaan hoe die leerder leer ten einde hom of haar op 'n outentieke wyse te kan assesseer. Omdat kognisie te doen het met die verwerwing, prosessering, storing en aanwending van inligting, is die geskikste wyse om kognitiewe verweë te assesseer, om daardie denkprosesse te assesseer wat direk betrek word ten einde by die produkte van kognisie uit te kom. Aangesien dit proses gebaseerd is, en gaan om die beoordeling van leerders se responsiwiteit op onderrig, word dit belangrik vir die opvoedkundige om te ondersoek hoe 'n leerder leer, voordat die opvoedkundige met enige mate van sukses leerders se leervermoëns sal kan kategoriseer en analiseer. Die beperkte omvang van die databasis-soektog beklemtoon dat die ontwerp van 'n kognitiewe kontrolelys vir opvoedkundiges imperatief is. Die kontrole lys moet verstaanbaar, prakties en maklik implementeerbaar wees. Die navorser het die kontrolelys gebaseer op Feuerstein (1980) se model wat onderlê word deur die konsepte van strukturele kognitiewe modifieerbaarheid (SCM) en die gemedieerde leerervaring (MLE). Struktuele kognitiewe modifieerbaarheid (SCM) is baseer op die aanname dat mense oor die vermoë besit om hulle eie kognitiewe funksies te modifieer en om aan te pas by die veranderende eise van die lewe. Hulle is dus oopsisteme wat vatbaar vir kognitiewe veranderinge is. Struktuele veranderinge is deurdringend van aard en bepaal kognitiewe funksionering in 'n breë reeks van denkaktiwiteite. Feuerstein het 'n lys van ontoereikende kognitiewe funksies by die invoer-, uitbreidings- en uitvoerfases van die denkhandeling voorsien. Hierdie lys dien as riglyne by beide waargenome en gemedieerde pogings. Die identifikasie van ontoereikende kognitiewe funksies, die vlak van modifieerbaarheid en die mediëring om dit te wysig, word as van kardinale belang beskou in toekomstige leer. Die basiese parameters van die kognitiewe proses word gesubsumeer in die kognitiewe kaart. Dit sluit in: inhoud; operasie; modaliteit; fase (invoer, uitbreiding, uitvoer); vlak van kompleksiteit; vlak van abstraksie en vlak van effektiwiteit. Die navorser het al die basiese komponente van die leerfases in toeganklike Engels herskrywe en het voorbeelde van 150 subvaardighede, nodig vir suksesvolle verwerwing van leer in daardie spesifieke fase van die leerproses, voorsien. Die literatuuroorsig is deur 'n loodsstudie opgevolg. Die loodsstudie is uitgevoer ten einde die kontrolelys te verfyn en om te vergewis dat dit werklik gebruikersvriendelik, maklik verstaanbaar, en toepasbaar is sonder opleiding, en dat dit inligting voorsien wat 'n voordelige en verrykende professionele bydrae sal maak. Die bevindings van die loodsstudie is in die Kognitiewe Kontrolelys geïnkorporeer (Hoofstuk 4). Die navorsingsbevindings het op eenstemmige wyse die realisering van bostaande doelwitte onderskryf. Die opvoedkundiges het almal die noodsaaklikheid van die verbinding tussen assessering en onderrig verstaan en ook van die belangrikheid dat die opvoedkundige begrip en waardering toon van hoe 'n leerder leer en dus ontwikkel.
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Seefeldt, Dawn Amber. "Evaluation of Equivalence Relations: Models of Assessment and Best Practice." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1219.

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Due to changing age demographics in the United States, by 2050, an estimated 62.1 Americans will be over the age of 65 and the number of Americans with cognitive impairment, such as Alzheimer’s disease, will increase drastically as well (Alzheimer’s Association, 2014; Ortman, Velkoff, & Hogan, 2014). Once a diagnosis or behavioral indicators of cognitive impairment are present, it would be beneficial to apply a treatment package that promotes the maintenance or re-establishment of stimulus control in the environment. From a behavioral perspective, stimulus control aids in learning and memory through both respondent and operant conditioning. In the current study, stimulus equivalence training was completed and compared to cognitive and functional assessments scores with older adult participants with and without cognitive impairment as a systematic replication of Gallagher and Keenan (2009). Formation of equivalence relations after exposure to linear series (LS) training with 2 3-member stimulus classes across arbitrary, familiar, and stimuli from Gallagher and Keenan (2009) was compared via trials to criterion, accuracy per relation, and session length to scores on the Mini-Mental Status Exam (MMSE), Saint Louis University State Exam (SLUMS), and Barthel ADL Index. Several methodological changes were applied to a second study to examine the impact of increased programmed stimuli, training changes, and the use of one-to-many (OTM) and many-to-one (MTO) training structures with 3 3-member stimulus classes on equivalence formation. Composite performance scores were created for accuracy during LS, OTM, and MTO training. Non-parametric analyses were conducted between assessment and composite scores. The SLUMS and Barthel ADL Index were not correlated with any composite scores. However, MMSE scores and LS composite scores were correlated. The SLUMS was more sensitive to the detection of cognitive impairment as judged by classification and diagnoses. OTM and MTO composite scores also had a strong, positive correlation. Overall, more participants demonstrated higher levels of accurate responding during LS training than during OTM and MTO training. In contrast to previous research, only 25% of the sample demonstrated equivalence formation. Limitations and future research directions are discussed.
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Perkins, Anne Witt. "Learning and Study Strategies Inventory (LASSI): A validity study." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618615.

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The purpose of this study was to examine the construct and predictive validity of the Learning and Study Strategies Inventory (LASSI). The LASSI is an instrument designed to assess utilization of learning and study strategies and methods for the purpose of measuring strategy use, diagnosing deficiencies, and prescribing intervention. The literature suggests that valid instruments of this type are sadly lacking. The LASSI User's Manual, however, presents no statistical evidence of instrument validity. The need for this verification became crucial with The College of William and Mary's selection of the inventory for administration to the 1990 freshman class. Using data obtained from this administration and a subsequent retest, statistical analyses were conducted to confirm instrument reliability and examine construct and predictive validity. Results indicated that while reliable, the ten LASSI scales possessed no construct validity, as measured by factor analysis, and low predictive validity when first semester college grade point average was the performance criterion. Until the completion of further research, the validity of the LASSI is at best suspect, and use of the instrument is not recommended.
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Hasan, Syed Shabih. "Mobile ecological momentary assessment for hearing aid evaluation." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5494.

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Hearing loss can significantly hinder an individual's ability to engage socially and, when left untreated, can lead to anxiety, depression, and even dementia. The most common type of hearing loss is sensor-neural hearing loss that is treated using hearing aids (HAs). However, a significant fraction of individuals that may benefit from using HA do not use them and, the satisfaction of those that do, is only around 60%. Today, we have only a limited understanding regarding the factors that contribute to the low adoption and satisfaction rates. This is a limitation of existing laboratory-based assessment methods that cannot accurately predict the performance of HAs in the real-world as they do not fully reproduce the complexities of real-world environments. There four core contributions of my PhD thesis: i) the development new computer-based methods for assessing HAs in the real-world. Our approach is based on the insight that HA performance is intrinsically dependent on the context in which a HA is used. A context includes characteristics of the listening activity, social context, and acoustic environment. To evaluate this hypothesis, we have developed AudioSense, a system that uses mobile phones to jointly characterize the context of users and the performance of HAs. ii) We provide the first instance of characterization of the auditory lifestyle of hearing aid users, and the relationships that exist between the context and hearing aid outcomes. iii) We utilize the subjective data collected using AudioSense to build novel models that can predict the success of hearing aid prescriptions for new and experienced users. We also quantitatively prove the importance of collecting contextual information for evaluating hearing aids. iv) We use the objective audio data collected with AudioSense to predict contextual information like acoustic activity and noise level. This provides us a way to intelligently infer contextual information automatically and reduce the burden on the study participants.
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Raulf, Judith F. "An institutional evaluation of perceptions and expectations of prior learning assessment programs /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1122938x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Includes tables. Typescript; issued also on microfilm. Sponsor: Elizabeth Kasl. Dissertation Committee: Stephen Brookfield. Includes bibliographical references (leaves 310-320).
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Lee, Zeng-Han. "An Experimental Study on Situated and Dynamic Learning Assessment (SDLA) Environment." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28448/.

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The current supplementary web based English learning in Taiwan provides online learning resources and gives assessments at the end of each lesson to evaluate learners' online learning results. Based on the testing results, instructors may adjust their in-class instructional method to focus on the students' weaknesses. For the average classroom size of 40 students with one instructor, it is extremely difficult to provide individual learning content for each learner's needs because each student has his or her own weaknesses. This study conducted the situated environment with Vygotsky's dynamic assessment theory to test learner's learning achievements and satisfactions as compared to the current web learning environment. The study finds that when both groups of Taiwanese students used Internet based learning, those that utilized the situated and dynamic learning assessment environment showed a statistically significant higher achievement score than those using only the current online learning environment (p < .01). In addition, learners in the SDLA environment had statistically significant higher satisfaction scores than those in the current web learning environment.
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Books on the topic "Assessment and evaluation of learning"

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Dobbins, Mark. Assessment of work-based learning. Newcastle upon Tyne: University of Northumbria at Newcastle, 1993.

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Assessment and evaluation of developmental learning: Qualitative individual assessment and evaluation models. Westport, Conn: Praeger, 1998.

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Enhancing learning through self assessment. London: Kogan Page, 1995.

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Assessment of learning. Los Angeles, CA: SAGE Publications, 2007.

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International Improving Student Learning Symposium (2nd 1994 Oxford, England). Improving student learning: Through assessment and evaluation. Oxford: Oxford Centre for Staff Development, 1994.

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Peruniak, Geoffrey S. Prior learning assessment: Challenges to the integrity of experiential learning. Kingston, Ont: [Canadian Association for the Study of Adult Education], 1991.

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Differentiated assessment for middle and high school classrooms. Larchmont, NY: Eye On Education, 2008.

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Prior learning assessment: Principles. LaSalle, Qué: Hurtubise HMH, 1995.

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Faculty, Alverno College. Student assessment-as-learning at Alverno College. Milwaukee, Wis: Alverno College Institute, 1994.

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Faculty, Alverno College. Student assessment-as-learning at Alverno College. Milwaukee, Wis: Alverno College Institute, 1994.

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Book chapters on the topic "Assessment and evaluation of learning"

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Eaton, Nicola, and Pam Moule. "Assessment and Evaluation." In E-learning in Nursing, 112–24. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-08846-8_7.

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Zaidi, Shabih, and Mona Nasir. "Assessment and Evaluation." In Teaching and Learning Methods in Medicine, 109–35. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06850-3_4.

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Abeles, Hal, and Mary Hafeli. "Learning Through Music: A Five-Year Evaluation of the Cleveland Orchestra’s Learning Through Music Program." In Arts Evaluation and Assessment, 65–98. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64116-4_4.

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Kahn, Susan. "New Learning About Learning." In Handbook on Measurement, Assessment, and Evaluation in Higher Education, 560–72. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315709307-44.

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Horowitz, Rob. "Everyday Arts for Special Education: Impact on Student Learning and Teacher Development." In Arts Evaluation and Assessment, 37–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64116-4_3.

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LeBlanc, Vicki R., and Walter Tavares. "Program Evaluation and Assessment of Learning." In Trauma Team Dynamics, 291–96. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16586-8_37.

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Wang, Minhong, Cher Ping Lim, and Tzy-Ling Chen. "Assessment, Testing, and Evaluation: A Section Introduction." In Learning, Design, and Technology, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-17727-4_134-1.

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Marks-Maran, Di, and B. Gail Thomas. "Assessment and Evaluation in Problem-based Learning." In Problem-based Learning in Nursing, 127–50. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98240-2_8.

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Woodill, Gary, and Chad Udell. "The Impact of Mobile Learning on Assessment and Evaluation." In Mastering Mobile Learning, 179–84. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781119036883.ch27.

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Radonyi, Peter, and Elyssebeth Leigh. "Assessment and Evaluation of Learning via Simulation." In Intersections in Simulation and Gaming, 116–33. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78795-4_9.

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Conference papers on the topic "Assessment and evaluation of learning"

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Tomažič, Mateja. "Knowledge Evaluation: Formative Assessment." In Developing Effective Learning. University of Primorska Press, 2020. http://dx.doi.org/10.26493/978-961-293-002-8.35.

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Nurwidyantoro, Arif, Truong Ho-Quang, and Michel R. V. Chaudron. "Automated Classification of Class Role-Stereotypes via Machine Learning." In EASE '19: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3319008.3319016.

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Eshghie, Mojtaba, Cyrille Artho, and Dilian Gurov. "Dynamic Vulnerability Detection on Smart Contracts Using Machine Learning." In EASE 2021: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3463274.3463348.

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Yang, Chen, Peng Liang, Liming Fu, and Zengyang Li. "Self-Claimed Assumptions in Deep Learning Frameworks: An Exploratory Study." In EASE 2021: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3463274.3463333.

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Pacheco Balam, Gina del Pilar, Rafael Ferrer Méndez, Rosa Adriana May Meléndez, and Salvador Bautista Maldonado. "EVALUATION AND ASSESSMENT IN STUDENTS LEARNING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0713.

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Saito, Daisuke, Ayana Sasaki, Hironori Washizaki, Yoshiaki Fukazawa, and Yusuke Muto. "Quantitative learning effect evaluation of programming learning tools." In 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252335.

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Deocadez, Roger, Rachel Harrison, and Daniel Rodriguez. "Preliminary Study on Applying Semi-Supervised Learning to App Store Analysis." In EASE'17: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3084226.3084285.

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Geng, Jiahui, Neel Kanwal, Martin Gilje Jaatun, and Chunming Rong. "DID-eFed: Facilitating Federated Learning as a Service with Decentralized Identities." In EASE 2021: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3463274.3463352.

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"FORMATIVE AND SUMMATIVE ASSESSMENT OF CLASS DIAGRAMS - Development and Evaluation of a Prototype." In Assessment Tools and Techniques for e-Learning. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003476504020410.

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Olorisade, Babatunde Kazeem, Pearl Brereton, and Peter Andras. "Reporting Statistical Validity and Model Complexity in Machine Learning based Computational Studies." In EASE'17: Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3084226.3084283.

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Reports on the topic "Assessment and evaluation of learning"

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Weinbaum, Elliot. Learning About Assessment: An Evaluation of a Ten-State Effort to Build Assessment Capacity in High Schools. Consortium for Policy Research in Education, February 2009. http://dx.doi.org/10.12698/cpre.2009.rr61.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Rodrigo, Maria Fernanda, Claudia Figueroa, Oliver Peña-Habib, Xiomara Rojas-Asqui, and Melanie Putic. OVE's Review of Project Completion Reports (PCRs) and Expanded Supervision Reports (XSRs): The 2020 Validation Cycle. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002944.

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This report summarizes the results of the Office of Evaluation and Oversight's (OVE) annual validation of the self-assessments of project performance and results completed by the Inter-American Development Bank (IDB) and IDB Invest in 2019-2020. The IDB and IDB Invest have systems in place to measure the development effectiveness of their operations. These systems use a number of instruments to assess projects at the design, implementation, and completion phases. The design-phase assessment uses a “Development Effectiveness Matrix” (DEM) for sovereign guaranteed (SG) operations. The effectiveness of non-sovereign guaranteed (NSG) operations is measured with a “Development Effectiveness Learning, Tracking, and Assessment tool” (DELTA). Implementation-phase assessments measure SG operations with “Project Monitoring Reports,” while NSG operations are assessed with “Project Supervision Reports.” Upon completion, SG projects are self-evaluated with “Project Completion Reports,” or PCRs. NSG operations, use “Expanded Supervision Reports,” or XSRs when they reach early operation maturity (EOM). OVE validates Managements self-evaluations (PCRs and XSRs) and assigns a final project performance rating to each operation. As part of the 2020 validation cycle, OVE reviewed PCRs for 63 operations, 62 with operational closure (CO fully justified) in 2018 and one in 2013. XSRs were reviewed for 36 IDB Invest operations that had reached early operating maturity (EOM) in 2018.
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Taylor, Andrew Taylor, and Ben Liadsky Liadsky. Organizational Learning Self-Assessment Tool. Taylor Newberry Consulting, January 2019. http://dx.doi.org/10.15868/socialsector.34758.

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Willey, William T. Enabling Learning through the Assessment Process. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada523205.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Nishida, Keith, and Leslie D. Burns. Learning Professional Dress through Peer-Evaluation. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-793.

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Griffin, Andrew, Sean Griffin, Kristofer Lasko, Megan Maloney, S. Blundell, Michael Collins, and Nicole Wayant. Evaluation of automated feature extraction algorithms using high-resolution satellite imagery across a rural-urban gradient in two unique cities in developing countries. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40182.

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Feature extraction algorithms are routinely leveraged to extract building footprints and road networks into vector format. When used in conjunction with high resolution remotely sensed imagery, machine learning enables the automation of such feature extraction workflows. However, many of the feature extraction algorithms currently available have not been thoroughly evaluated in a scientific manner within complex terrain such as the cities of developing countries. This report details the performance of three automated feature extraction (AFE) datasets: Ecopia, Tier 1, and Tier 2, at extracting building footprints and roads from high resolution satellite imagery as compared to manual digitization of the same areas. To avoid environmental bias, this assessment was done in two different regions of the world: Maracay, Venezuela and Niamey, Niger. High, medium, and low urban density sites are compared between regions. We quantify the accuracy of the data and time needed to correct the three AFE datasets against hand digitized reference data across ninety tiles in each city, selected by stratified random sampling. Within each tile, the reference data was compared against the three AFE datasets, both before and after analyst editing, using the accuracy assessment metrics of Intersection over Union and F1 Score for buildings and roads, as well as Average Path Length Similarity (APLS) to measure road network connectivity. It was found that of the three AFE tested, the Ecopia data most frequently outperformed the other AFE in accuracy and reduced the time needed for editing.
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McCann, Michael. Using Active Assessment to Stimulate Learning in Economics. Bristol, UK: The Economics Network, November 2019. http://dx.doi.org/10.53593/n3246a.

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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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