Relevant bibliographies by topics / Assessment of knowledge and skills of students'

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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 of knowledge and skills of students''

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Assessment of knowledge and skills of students'"

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Anderson, Debra K., and Barbara Harris. "Demonstrating Excellence Through Assessment: Measuring Students' Knowledge, Values, and Skills." Journal of Baccalaureate Social Work 9, no. 2 (2004): 124–35. http://dx.doi.org/10.18084/1084-7219.9.2.124.

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Excellence in social work education is partially measured by the degree to which assessment models support program uniqueness, foster micro and macro learning, and link mission, goals, and objectives to student outcomes. This article describes an integrated assessment model developed by a small undergraduate social work program that focused on incorporating these characteristics of excellence into student-focused assessments. A modified portfolio approach culminating in a senior research colloquium was chosen because it not only supports student growth and development, but also provides a foru
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Radville, Katharine M., Emilie C. Larrivee, Lauren S. Baron, Patricia Kelley-Nazzaro, and Joanna A. Christodoulou. "Online Training Modules for Teaching Assessment Skills to Graduate Student Clinicians." Language, Speech, and Hearing Services in Schools 53, no. 2 (2022): 417–30. http://dx.doi.org/10.1044/2021_lshss-21-00068.

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Purpose: Assessment is a crucial skill for speech-language pathologists, who rely on standardized tests to identify characteristics of speech, language, hearing, literacy, and related skill sets. Training in assessment administration is an integral part of graduate education that lays the foundation for appropriate use of these tools. Teaching students to administer standardized assessments is time intensive, can vary depending on student learning pace, and involves both general and test-specific knowledge. The current pilot study investigated the effectiveness of researcher-developed and scal
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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad, and Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study." Bali Medical Journal 11, no. 3 (2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for th
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Jannah, Siti Sri Fattul Jannah, and Eka Widyanti. "Assessment of Knowledge Competency Achievement." Journal of Scientific Research, Education, and Technology (JSRET) 3, no. 2 (2024): 881–89. http://dx.doi.org/10.58526/jsret.v3i2.429.

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Assessment in education has an important role in measuring and supporting students' overall learning achievement. The background to this research is the need to understand how various assessment techniques can be used to obtain a comprehensive picture of student abilities. The aim of this research is to identify and evaluate the effectiveness of various assessment techniques and instruments in education. The research methods used include literature studies and literature analysis related to assessment techniques, including formative, summative assessments, written tests, observations, intervie
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D. Quesea, Marietoni, and Elisa N. Chua. "Competency – Based Learning Assesment and Learners’ Scientific Literacy." International Multidisciplinary Research Journal 2, no. 3 (2020): 209–18. http://dx.doi.org/10.54476/iimrj352.

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The study focused to determine the competency-based learning assessment and the scientific literacy knowledge skills of the Grade 9 students of Silangang Malicboy National High School. There were 187 Grade 9 students in the said school. Three sections out of five sections of Grade 9 were tapped as respondents of the study. Each group consisted of 40 students. The first group was exposed to the proficiency-based while the second group used mastery-based and the third group the outcome-based. The researcher made lesson plan wherein the different competencybased learning assessments were attached
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Zhu, Xiaofei, and Layla P.Padolina. "Knowledge and Skills of Senior Architectural Design Students in China: A Channel for Enhancing Future Career Readiness." International Journal of Social Sciences and Public Administration 4, no. 3 (2024): 164–76. http://dx.doi.org/10.62051/ijsspa.v4n3.22.

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This chapter presents the findings of the study regarding the assessments of senior architectural design students' knowledge and skills from the perspectives of both the students and employers. The aim is to provide a comprehensive overview of the respondents’ evaluations in various domains critical to architectural education and practice. This paper adopts descriptive quantitative with qualitative data to study the knowledge and skills of architectural design students from different perspectives of architectural design students and design firms (employers) to address deficiencies in key areas
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Ayu Sundari and Sabarun. "The Implementation Of Authentic Assessment In English Language Teaching." Jurnal Ilmu Pendidikan Nasional (JIPNAS) 1, no. 2 (2023): 83–88. http://dx.doi.org/10.59435/jipnas.v1i2.70.

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This study aims to compare four types of authentic assessment in an educational context: project assessment, portfolio assessment, written assessment, and performance assessment. The research method used is library research. The research findings show that authentic assessment is effective in promoting deep concept understanding and application of knowledge in real situations. Project assessment provides students with opportunities to integrate skills and knowledge in tasks relevant to the real world. Portfolio assessment allows students to reflect on their development holistically through a c
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Hoffman, Bobby. "The influence of peer assessment training on assessment knowledge and reflective writing skill." Journal of Applied Research in Higher Education 11, no. 4 (2019): 863–75. http://dx.doi.org/10.1108/jarhe-01-2019-0004.

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Purpose The purpose of this paper is to examine the influence of peer-assessment training as a catalyst to enhance student assessment knowledge and the ability to effectively evaluate reflective journal writing assignments when using the online peer assessment (PA) tool Expertiza. Design/methodology/approach Over a two-year period, end-of-unit assessment test scores and reflective writing samples from a peer-assessment participation group were compared to a no peer-assessment control group. Analysis of covariance was used to control for existing writing skill and ongoing feedback on writing sa
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Rhodes, Anthony, Maurice Danaher, and Ashley Ater Kranov. "Concurrent direct assessment of foundation skills for general education." On the Horizon 26, no. 2 (2018): 79–90. http://dx.doi.org/10.1108/oth-08-2017-0072.

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Purpose There is considerable agreement around the foundation skills required by employers that will enable graduates to integrate and devise promising solutions for the challenges faced by knowledge and globalized societies. These are life skills (communication skills, teamwork and leadership skills, language skills in reading and writing and information literacy), transferable skills (such as problem-solving, including critical thinking, creativity and quantitative reasoning) and technology skills (search for knowledge and build upon it). Foundation skills, however, are recognized to be diff
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Ahmedova, Maral. "Scaling of Students’ Language Skills in English as a Foreign Language." EuroGlobal Journal of Linguistics and Language Education 2, no. 1 (2025): 24–32. https://doi.org/10.69760/egjlle.250003.

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This article explores the essential components of effective language skills assessment in English as a Foreign Language (EFL) teaching, focusing on the integration of knowledge, skills, and principles. It emphasizes the importance of teachers' understanding of language, proficiency in test design and implementation, and adherence to ethical practices such as fairness, reliability, and validity. The study highlights common methodological challenges, including insufficient teacher training, over-reliance on summative assessments, and lack of diversity in testing methods, and offers practical sol
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Dissertations / Theses on the topic "Assessment of knowledge and skills of students'"

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Hernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.

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Lai, Mei-Chun. "Nature of Science Knowledge and Scientific Argumentation Skills in Taiwanese College Biology Students." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337969498.

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Meiring, Linda. "A distribution model for the assessment of database systems knowledge and skills among second-year university students." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/44.

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Martinez-Cantu, Veronica A. Rodeheaver Daniel Gilbert. "Inequality and school performance the effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5146.

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Blackmon, Scott Alexander. "Empowering elementary teachers in Texas to prepare their students for the science section of the Texas Assessment of Knowledge and Skills (TAKS) 2003." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1145.

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The need for an effective means of enhancing the science comprehension of elementary teachers brought about changes in the Texas Assessment of Knowledge and Skills (TAKS) exit exam for 5th grade students. The overall goal of this project was to evaluate the effectiveness of an alternative method of science instruction to train pre-service teachers. Web-based instructional designs are emerging as an alternative medium for disseminating course content in continuing education. A need exists to reach a point where web-based materials can be evaluated in terms of achieving desired teaching and lear
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Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburb
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Maldonado, Wanda. "The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85921.

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The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were
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Martinez-Cantu, Veronica A. "Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5146/.

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This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills Test. The data were obtained from the Academic Excellence Indicator System (AEIS) 2005-2006 Report. Disparities in education were used to examine the use of teacher quality in the No Child Left Behind Act of 2001. A multiple regression model was used and included other factors such as socioeconomic status of students, teacher salary, school funding, and student-teacher ratio. Using an ordinary least squares regression, I found that so
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Williamson, Amy M. Conaway Betty J. "An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.

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Hunt, Ginny. "The effect of the Texas student success initiative on grade 5 Texas Assessment of Knowledge and Skills (TAKS) failures." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Books on the topic "Assessment of knowledge and skills of students'"

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Programme for International Student Assessment. and Organisation for Economic Co-operation and Development., eds. Knowledge and skills for life: First results from the OECD Programme for International Student Assessment (PISA) 2000. Organisation for Economic Co-operation and Development, 2001.

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Clerkship Directors in Internal Medicine, ed. MKSAP for students 5: Medical knowledge self-assessment program. American College of Physicians, 2011.

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1950-, Alguire Patrick C., American College of Physicians (2003- ), and Clerkship Directors in Internal Medicine., eds. MKSAP for students 3: Medical knowledge self-assessment program. American College of Physicians, 2005.

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1950-, Alguire Patrick C., American College of Physicians (2003- ), and Clerkship Directors in Internal Medicine., eds. MKSAP for students 2: Medical knowledge self-assessment program. American College of Physicians, 2003.

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Kanakova, Svetlana. Computer science. Workshop. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1867576.

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The textbook offers 40 practical works on various topics. To fully master the necessary knowledge and skills, the student must complete the entire list of practical work proposed in the methodological development during the academic year. Tasks include recommendations for working with a personal computer, operating system and application software. As types of control, the analysis of the student's work performed, qualitative and quantitative assessment of the work are provided.
 Meets the requirements of the federal state educational standards of secondary vocational education of the late
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Bartington, Deni. Self assessment for students with learning difficulties. Essex County Council, Information Services Department, 1995.

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Myers, Jane E. Assessment and evaluation of gerontological counselor knowledge and skills: Final report. American Association for Counseling and Development, 1990.

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1941-, Schneider Robert L., Kropf Nancy P, Council on Social Work Education., and Virginia Commonwealth University. School of Social Work., eds. Essential knowledge and skills for baccalaureate social work students in gerontology. Council on Social Work Education, 1989.

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Winterton, Jonathan. Typology of knowledge, skills and competences: Clarification of the concept and prototype. Office for Official Publications of the European Communities, 2006.

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S, Simon Charlann, ed. Communication skills and classroom success, assessment of language-learning disabled students. College-Hill Press, 1985.

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Book chapters on the topic "Assessment of knowledge and skills of students'"

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Bonner, Sarah M., and Peggy P. Chen. "Assessing Student Prior Knowledge, Skills, and Beliefs." In Systematic Classroom Assessment. Routledge, 2019. http://dx.doi.org/10.4324/9781315123127-4.

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Entwistle, Noel, Hilary Tait, and Carol Speth. "Identifying and Advising Students with Deficient Study Skills: An Integrated Computer-Based Package for Staff and Students." In Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-011-0657-3_14.

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Ketonen, Laura, Pasi Nieminen, and Markus Hähkiöniemi. "How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?" In The Power of Peer Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_17.

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AbstractExercising agency is an inherent component of peer assessment. However, the research on agency in peer assessment is scarce. This case study explored how seventh grade science students exercised agency during formative peer assessment. The data comprises audio recordings of students’ classroom discussions, written peer feedback, written work, student interviews, and the researcher’s field notes. With thematic analysis, we identified nine forms of agency as associated with three positions: group member, assessor, and assessee. An examination of student interactions revealed that peer as
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Gahl, Megan K., Abha Ahuja, Raquel H. Ribeiro, Maia Averett, and James Genone. "Active Learning and Integrated Assessment: Minerva’s Approach to Teaching Future Skills." In Creating the University of the Future. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_22.

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AbstractThe Minerva Project works with global higher education partners to build transformational education programs based on Future Skills. Within our learning taxonomy, we identified practical knowledge as distinct Learning Outcomes (LOs). What differentiates Minerva programs from other Future Skills-focused programs is: 1) active learning pedagogy, 2) direct feedback and assessment of Future Skills, and 3) systematic reinforcement throughout students’ learning experience. The goal in our lessons is to practice skills and broad concepts, therefore we use flipped classrooms with active learni
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Yang, Min, Zi Yan, Lan Yang, and Ying Zhan. "Conceptualising Student Assessment Literacy." In SpringerBriefs in Education. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9484-3_1.

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Abstract Student assessment literacy (SAL) is a core capability that students should develop to meet the demands of the 21st Century. Despite its great potential to benefit student learning, the theorisation and research of SAL remains underdeveloped. This short book offers an evidence-based resource for understanding and developing SAL. This chapter begins by positioning the scholarship of SAL as an important strand of assessment literacy (AL) research. Following that, this chapter discusses the rationales for promoting SAL. The chapter then presents a conceptual framework on SAL, which conce
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van Geel, Marieke, Trynke Keuning, Kyra Meutstege, et al. "Adapting Teaching to Students’ Needs: What Does It Require from Teachers?" In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_33.

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AbstractTeachers are increasingly expected to adapt their teaching to students’ needs. This can be done by implementing differentiated instruction (DI) or assessment for learning (AfL). These concepts are regarded as two distinct approaches to identifying students’ needs and adapting instruction accordingly. In the current study, we aim to identify empirical similarities and differences in teacher knowledge and skills required for differentiated instruction and assessment for learning respectively. Based on combined insights from two cognitive task analyses (CTA’s), it appears that – in line w
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Wiig, Astrid Camilla. "Tracing Policy in Practice. Exploring the Interactional Exercise of Oral Assessment." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_14.

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AbstractBy empirically zooming in on oracy as an area of educational reforms, this chapter illuminates how a new oral assessment phenomenon that has been observed in practice meets, overlaps, and, more recently, challenges educational policy in the Norwegian educational context. Conducted in three lower secondary schools, the study draws on audio-recorded materials capturing authentic teacher–student dialogues in group subject talk tests. By exploring authentic assessment practices, the chapter analyzes (1) which aspects of competence students are made accountable for and (2) how the introduct
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de Castro, Mónica, Concepción de la Fuente-Cabrero, and Ma del Pilar Laguna Sánchez. "Assessment of Autonomous Learning Skill Through Multi-criteria Analysis for Online ADE Students in Moodle." In Innovation, Technology, and Knowledge Management. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47949-1_13.

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Perrin, David, Connie Hancock, and Ruth Miller. "Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates." In Applied Pedagogies for Higher Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_2.

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Abstract Perrin, Hancock and Miller provide a discussion of the distinctive features of negotiated work-based learning frameworks that help capture and develop learning for part-time students who are professional practitioners. They demonstrate how approaches to teaching, learning and assessment established in these frameworks can also be leveraged for programmes aimed at full-time undergraduate students wishing to engage with ‘real world’ learning. In this way, full-time students are able to develop the type of professional practice outlooks and skills redolent of part-time students already i
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Holsgrove, Gareth, Peter Mossey, Elizabeth Davenport, and David Stirrups. "Assessment." In Essential Skills for Dentists. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780198526193.003.0030.

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Abstract In setting out the requirements of assessment, both the General Dental Council in The First Five Years(2002) and the Quality Assurance Agency (QAA) Benchmarking Statement for Dentistry (2002) independently produced their recommendations. Combining both sources enables consensus on the aims and objectives of assessments that should be adopted in dental schools. Assessment should enable students to demonstrate their understanding, level of attainment and to demonstrate a full range of clinical and other abilities. Methods of assessment should encourage integration of knowledge, understa
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Conference papers on the topic "Assessment of knowledge and skills of students'"

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Susman, Katarina, Saša Dolenc, and Jerneja Pavlin. "ASSESSMENT OF STUDENTS' KNOWLEDGE, SKILLS AND COMPETENCES ON ELECTRICITY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0643.

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Dumont, Marie-No�lle, Marc Philippart de Foy, and Gr�goire L�onard. "Integrated Project in the Master of Chemical Engineering and Materials Science at the University of Li�ge." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.132784.

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The Integrated Project in the Master of Chemical Engineering and Materials Science at the University of Li�ge (ULi�ge) aims to consolidate technical knowledge and promote the acquisition of soft skills by integrating various chemical engineering disciplines. The project focus on the design of an industrial process and is divided into five parts: individual work on mass balances and literature reviews, detailed modeling of thermodynamics and key unit operations, sensitivity studies, process integration, and report to a general audience. Key learning outcomes include developing critical thinking
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Pjanić, Karmelita, and Sanela Nesimović. "ASSESSMENT OF MATHEMATICS STUDENTS’ KNOWLEDGE AND SKILLS." In Conference on March 14 - International Day of Mathematics. Academy of Sciences and Arts of Bosnia and Herzegovina, 2024. https://doi.org/10.5644/pi2024.216.16.

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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of
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Stefanov, Svetlozar. "Assessing Students’ Knowledge Through E-learning Platforms." In 10th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2024. https://doi.org/10.31410/eraz.2024.465.

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In this report, an attempt is made to examine issues of discussion related to the assessment of student’s knowledge and skills in the field of Accounting in general, and in „Financial Control“ course in particular. The issue of measuring students’ knowledge and skills is a very important issue that has always caused controversy and discussion among professionals working in the education system. It is so because one of the most important indicators of the quality of education is students’ performance expressed through the grades that teachers give to students. It is quite understandable that it
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Tan, Grace, and Anne Therese Venables. "Impact of a cross-institutional assessment designed to shape future IT professionals." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2169.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Xxxx University and Yyyy University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of s
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Benke, Eszter, and Andrea Szöke. "Business Students’ Attitudes Towards Peer Assessment: Insights from a 360-Degree Feedback Study." In 10th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2024. https://doi.org/10.31410/eraz.2024.457.

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This paper investigates the implementation and impact of peer assessments in university courses, focusing on business students at a Hungarian business university. Data from undergraduate courses taught in Hungarian and English from 2023 to 2024 were analyzed to explore students’ engagement and perceptions of the peer evaluation process in presentation classes. Using numerical scales and qualitative feedback, the study aimed to understand the dynamics of co-evaluation, where students are both evaluators and recipients. The findings reveal that students value both giving and receiving feedback a
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Roberts, N. J., M. Renwick, L. Welch, K. Lippiett, and C. Kelly. "How confident are nursing students about their respiratory knowledge and assessment skills?" In ERS International Congress 2022 abstracts. European Respiratory Society, 2022. http://dx.doi.org/10.1183/13993003.congress-2022.119.

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Colibaba, Anca cristina, Irina Gheorghiu, Ovidiu Ursa, Carmen Antonita, and Anais Colibaba. "IMPROVING STUDENTS' KNOWLEDGE IN MATHEMATICS WITH THE MATHE PROJECT'S DIGITAL TOOLS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-226.

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The article is a study based on MathE (Improve Math Skills in Higher Education) project, funded by the European Commission under the Erasmus+ Programme, KA2 - Strategic Partnerships for Higher Education. The project, coordinated by Pixel (Italy) in cooperation with the project applicant and scientific coordinator, Instituto Polit?cnico de Bragan?a (Portugal), is being implemented within a partnership made up of technical universities and educational centres from Ireland, Lithuania, Portugal and Romania. The project starts from students' low skills in mathematics. It aims to enhance the quality
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Baviera-Puig, Amparo, Carmen Escriba-Perez, and Juan Buitrago-Vera. "Strategies to assess generic skills for different types of students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4797.

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The Universitat Politècnica de València (UPV) has synthesized a profile to be acquired by all the students based on 13 generic skills. For its assessment, the UPV has also developed a rubric for every skill depending on the level of the course. In this research, we develop an educational innovation for validating the rubrics for 3 of the 13 generic skills specified by the UPV. The chosen skills are: “Ability to think practically and apply knowledge in practical situations”, “Innovation, creativity and entrepreneurship ability” and “Teamwork and leadership ability”. To do this, we develop the s
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Reports on the topic "Assessment of knowledge and skills of students'"

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Bravo, Adriana, Romi Burks, Nora Bynum, et al. Sharpen Your Oral Communication Skills! American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0033.

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In this exercise, students will learn about the elements and criteria that define successful oral presentations. Using a “rubric” or assessment guide, students will evaluate a short example student presentation. In the process, students will review and reflect on what is required for effective oral communication, so that they can use that knowledge to improve their own skills and future performance.
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Bravo, Adriana, Nora Bynum, Michelle Cawthorn, et al. Practice Your Data Analysis Skills! American Museum of Natural History, 2012. http://dx.doi.org/10.5531/cbc.ncep.0049.

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In this exercise, we present you with a realistic dataset for nest parasitism and a hypothetical analysis performed by a hypothetical student. Using a “rubric” or assessment guide, students will evaluate the analysis, and, where necessary, correct it or improve it. In the process, students will review and reflect on what is required for good data analysis, and they can use that knowledge to improve their own skills.
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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, Janet Kolodner, and Alison Shell. Assessment During Collaborative Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/252.

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This primer explores assessment during collaborative learning, shifting the focus from traditional summative evaluation to ongoing formative assessment for learning. It addresses key questions regarding what should be assessed, individual knowledge, group dynamics, collaborative skills, or both; and how assessments can be designed to align with learning objectives. The document outlines effective practices for incorporating self- and peer-assessment to empower students and provides guidance on delivering meaningful feedback. It discusses the importance of balancing individual and group assessm
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Badrinarayan, Aneesha. Performance assessments in college admission: Designing an effective and equitable process. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/150.937.

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At the same time that many colleges and universities are seeking new ways to more equitably admit and support students, a growing number of schools and districts are using performance assessments to prepare for and monitor deeper learning in high school. Performance assessments measure students’ knowledge, skills, and abilities by asking students to use them in the real-world contexts in which they are required. Student performance on well-designed assessments provides a reflection of deeper learning practices and offers rigorous and equitable ways to surface important academic and nonacademic
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the ser
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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw
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De Bortoli, Lisa, Catherine Underwood, Tim Friedman, and Eveline Gebhardt. PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-726-7.

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The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school cont
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Cole, Amanda L., and Dawn Reid. The Living Room Peer Support Training: Leading the Way in Unlocking Mental Health Benefits for University Students in Peer-led Service Models in Higher Education. Journal of the Australian and New Zealand Student Services Association, 2024. http://dx.doi.org/10.30688/janzssa.2024-2-01.

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This paper presents the development and execution of a specialised university training program designed to support Peer Support Advisors (PSAs) within The Living Room: a low-barrier peer-led mental health service. The primary objective was to investigate the training program's impact on the knowledge and attitudes of PSAs. Two questionnaires were administered: a pre-training questionnaire to establish participants' initial attitudes and knowledge levels, and a post-training questionnaire to assess any changes following completion of the program. Additionally, a feedback questionnaire was used
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De Bortoli, Lisa, and Catherine Underwood. PISA 2022. A closer look at mathematics in Australia. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-786-1.

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The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics ass
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