Relevant bibliographies by topics / Assessment of learning

Contents

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

Academic literature on the topic 'Assessment of learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Assessment of learning"

1

Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (October 20, 2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution.
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Hidayat, Rahmad, Imam Sujadi, Siswanto, and Budi Usodo. "Description of Assessment: Assessment for Learning and Assessment as Learning on Teacher Learning Assessment." Journal of Education Research and Evaluation 7, no. 4 (December 23, 2023): 653–61. http://dx.doi.org/10.23887/jere.v7i4.59950.

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Assessment becomes a self-developing learning instruction and requires a broader focus on feedback interventions, especially learners' responses to feedback and the learning environment in which feedback works. Study of the ability of teachers to reflect on the application of assessment in the learning process in the classroom. The purpose of this study is to analyze Assessment for Learning (AfL) and Assessment as Learning (AaL) in the learning process in the classroom. The research method used is a qualitative research method using an in-depth, focused interview. Data collection techniques in the form of reflective are analyzed using reduction analysis, presentation, and drawing conclusions from the data. The results of the interviews show that assessment is often used as a measure of learning success alone, without regard to the application of constructive feedback to help students improve their achievement competencies in mathematics learning. Assessment is still focused on giving grades or rankings that can result in competition between students, so they have not focused on improving the learning process. It gives stakeholders a clear and unified picture of how educational assessments relate to learning and can help educators assist and design assessment practices. The construct of Assessment for Learning (AfL) and Assessment as Learning (AaL) must be looked at consistently with each other to build an assessment culture that maximizes student learning.
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PADMANABHA, C. H. "ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING, ASSESSMENT AS LEARNING; CONCEPTUAL FRAMEWORK." i-manager’s Journal on Educational Psychology 14, no. 4 (2021): 27. http://dx.doi.org/10.26634/jpsy.14.4.17681.

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

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Alex, Johnson. "Learning Disabilities: Assessment and Intervention." Paripex - Indian Journal Of Research 2, no. 2 (January 15, 2012): 175–76. http://dx.doi.org/10.15373/22501991/feb2013/62.

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Zitar, Raed Abu, Ammar EL-Hassan, and Oraib AL-Sahlee. "Deep Learning Recommendation System for Course Learning Outcomes Assessment." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (October 31, 2019): 1491–78. http://dx.doi.org/10.5373/jardcs/v11sp10/20192993.

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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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Pantiwati, Yuni, Lise Chamisijatin, Siti Zaenab, and Riantina Fitra Aldya. "Characteristics of Learning Assessment Towards Implementation of Merdeka Learning Curriculum." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 7, no. 1 (March 31, 2023): 115–28. http://dx.doi.org/10.36312/esaintika.v7i1.1125.

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Assessment is essential to the curriculum to measure and assess competency levels. The implementation of the independent learning curriculum assessment is directed at sustainable assessments. A meaningful learning process requires a good, planned, and irrational assessment system. The research aims to describe the characteristics of the assessment in the implementation of the independent curriculum, including the knowledge of the school community, the process of planning, implementation, processing of assessment results, reporting on learning progress and obstacles along with school and teacher solutions in carrying out assessments in the independent curriculum. This research is qualitative descriptive. The study was conducted in June-December 2022 at SMP Muhammadiyah 02 Batu. The research population was all teachers at SMP Muhammadiyah 02 Batu. The research sample was all SMP Muhammadiyah 02 Batu teachers using a saturated sampling technique. The instruments used are interview guidelines, observations, and documentation. Data analysis was carried out descriptively. The results showed that the teacher understood the independent learning curriculum well. Schools began to apply learning and assessment principles, planning lessons and assessments, understanding learning outcomes, planning learning and assessments, implementing learning and assessments, and processing and reporting assessment results. Teachers generally carry out summative and formative assessments, while minimal diagnostic assessments are carried out. Regardless of the results of the research, future researchers can make efforts to assist teachers in overcoming obstacles to implementing assessments in the independent curriculum.
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Schuwirth, Lambert W. T., and Cees P. M. Van der Vleuten. "Programmatic assessment: From assessment of learning to assessment for learning." Medical Teacher 33, no. 6 (May 24, 2011): 478–85. http://dx.doi.org/10.3109/0142159x.2011.565828.

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Dagavarian, Debra A., and Willam M. Walters. "Prior Learning Assessment: Outcomes Assessment of Prior Learning Assessment Programs." Journal of Continuing Higher Education 52, no. 1 (January 2004): 54–57. http://dx.doi.org/10.1080/07377366.2004.10400278.

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Dissertations / Theses on the topic "Assessment of learning"

1

Fan, Guoqing 1969. "Learning environment assessment." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/65994.

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Thesis (M.Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2003.
Includes bibliographical references (leaves 53-54).
This thesis introduces a rationale and a set of methods for assessing the performance of learning environments. The vehicle of this study is the assessment project of the new teaching laboratory of the MIT Department of Aeronautics and Astronautics. Learning environments are settings that support teaching and learning activities. The objective of developing and managing learning environments is to achieve a dynamic coherence among space, equipment, tools, and operation of the learning environment so as to maximize the learning outcome. The method of learning environment assessment is to identify latent problems and explore opportunities and processes of improving its performance. To assess the performance of the learning environment, this thesis proposes that the learning environment should be examined through three lenses: teaching and learning activities, settings, and students' individual lives. Methods of examining learning environments through these three lenses are introduced in this thesis in the context of the MIT Aero/ Astro new teaching laboratory assessment.
by Guoqing Fan.
M.Arch.
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Anastasia, Marion. "Assessment for Learning:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/8.

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Although formative assessment is fundamental to educational theory and practices, it is a widely misunderstood term for most educators. This qualitative study defines formative assessment as short-cycle assessments in which teachers adapt their instruction to meet the learners‟ immediate needs. This study focused on the transformation of teachers‟ practices and their perspectives of the critical pedagogical principles necessary to enact The Keeping Learning on Track Program® (KLT™) in their classrooms and in teacher learning communities. The participants in this study included 21 formally trained KLT teachers at the St. Johnsbury School. Over a one year period, I observed in classrooms, attended all KLT teacher learning community (TLC) sessions, collected field notes, attended KLT trainings and presentations, and conducted individual and focus group interviews. The primary area of transformation included: the regulation of learning, beliefs and attitudes, accountability, shared leadership, systemic supports, motivation, classroom culture, and teacher practices.
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Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.

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This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identified
Doctor of Philosophy (PhD)
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sg, irislee12001@yahoo com, and Iris Chai Hong Lee. "The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070514.114117.

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The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum. This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The NUD*IST program was used to help organise trends in these teacher responses. Definitions of KBE skills were synthesised from literature reviews and validated by the fifteen teachers for the subsequent survey. The survey involved a list of demographic questions and two matrices. The first matrix required the teachers to rate, on a four-point scale, the use of the eleven assessment modes for the twelve 'process' and KBE skills. The second matrix was a frequency check to determine if the teachers had used a particular mode to assess a particular skill. One hundred and forty-five usable surveys were analysed. The Rasch analysis was performed through RUMM2020 program and unfolding model was sought through the program RateFOLD. The interviews first established that KBE skills and a variety of assessment modes were needed for today's classes. The survey confirmed these needs and found that the paper and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to the appropriate assessment mode(s) though the details and justification of such tasks were explained by the teachers in the interviews. In the process, other factors such as 'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to teachers assessing the students appropriately for learning. The problems identified by the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived need of assessment of learning (high-stake summative tests). The results of both the interviews and survey supported the need for a variety of assessment modes (Gray & Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 & 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction. Recommendations that stemmed from this study include allowing teachers to use a variety of assessments to assess the students' learning in the high-stake Primary School Leaving Examination (PSLE) and not just the paper and pencil mode that has been in used for at least the last thirty years. There are important implications as the learning theories that are currently used to support the assessment of learning are no longer sufficient nor in total alignment with the needs for today's class. For example, a behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing meaning in hislher context such as the use of ongoing formative assessment to encourage feedback (Black & Wiliam, 1998a & b) may assist in engaging the students in lifelong learning which is required in the KBE. Lastly, the significance of this study lies in two aspects, the practical and the scholarly. This study provides the evidence for the need primary science assessment to be more aligned to contemporary needs. This in turn will assist in better preparing the young of Singapore, who are the nation's only natural resource, for the workforce. This study also aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be connected to the primary science classroom via assessment of skills. Secondly, both KBE and process skills were found to be more appropriately assessed by assessment modes such as portfolio and paper and pencil respectively, as demonstrated through the analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and official curriculum will be narrowed with this proposed change in assessment processes.
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Lee, Iris Chai Hong. "The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning." Thesis, Lee, Iris Chai Hong (2007) The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/153/.

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The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum. This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The NUD*IST program was used to help organise trends in these teacher responses. Definitions of KBE skills were synthesised from literature reviews and validated by the fifteen teachers for the subsequent survey. The survey involved a list of demographic questions and two matrices. The first matrix required the teachers to rate, on a four-point scale, the use of the eleven assessment modes for the twelve 'process' and KBE skills. The second matrix was a frequency check to determine if the teachers had used a particular mode to assess a particular skill. One hundred and forty-five usable surveys were analysed. The Rasch analysis was performed through RUMM2020 program and unfolding model was sought through the program RateFOLD. The interviews first established that KBE skills and a variety of assessment modes were needed for today's classes. The survey confirmed these needs and found that the paper and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to the appropriate assessment mode(s) though the details and justification of such tasks were explained by the teachers in the interviews. In the process, other factors such as 'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to teachers assessing the students appropriately for learning. The problems identified by the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived need of assessment of learning (high-stake summative tests). The results of both the interviews and survey supported the need for a variety of assessment modes (Gray and Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 and 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction. Recommendations that stemmed from this study include allowing teachers to use a variety of assessments to assess the students' learning in the high-stake Primary School Leaving Examination (PSLE) and not just the paper and pencil mode that has been in used for at least the last thirty years. There are important implications as the learning theories that are currently used to support the assessment of learning are no longer sufficient nor in total alignment with the needs for today's class. For example, a behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing meaning in hislher context such as the use of ongoing formative assessment to encourage feedback (Black and Wiliam, 1998a and b) may assist in engaging the students in lifelong learning which is required in the KBE. Lastly, the significance of this study lies in two aspects, the practical and the scholarly. This study provides the evidence for the need primary science assessment to be more aligned to contemporary needs. This in turn will assist in better preparing the young of Singapore, who are the nation's only natural resource, for the workforce. This study also aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be connected to the primary science classroom via assessment of skills. Secondly, both KBE and process skills were found to be more appropriately assessed by assessment modes such as portfolio and paper and pencil respectively, as demonstrated through the analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and official curriculum will be narrowed with this proposed change in assessment processes.
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Lee, Iris Chai Hong. "The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning /." Lee, Iris Chai Hong (2007) The need for realignment of primary science assessment to contemporary needs: assessment of learning and assessment for learning. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/153/.

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The ultimate purpose of this study was to investigate how to best prepare Singapore students for the Knowledge-based Economy (KBE). Investigating the possible need for the realignment of the primary science assessment to the KBE was of utmost interest as assessment was viewed as the driver of the actual curriculum. This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first interviewed to ascertain the major features of primary school science assessment in both Perth, Western Australia and Singapore. A list of twelve questions was prepared for the eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The NUD*IST program was used to help organise trends in these teacher responses. Definitions of KBE skills were synthesised from literature reviews and validated by the fifteen teachers for the subsequent survey. The survey involved a list of demographic questions and two matrices. The first matrix required the teachers to rate, on a four-point scale, the use of the eleven assessment modes for the twelve 'process' and KBE skills. The second matrix was a frequency check to determine if the teachers had used a particular mode to assess a particular skill. One hundred and forty-five usable surveys were analysed. The Rasch analysis was performed through RUMM2020 program and unfolding model was sought through the program RateFOLD. The interviews first established that KBE skills and a variety of assessment modes were needed for today's classes. The survey confirmed these needs and found that the paper and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to the appropriate assessment mode(s) though the details and justification of such tasks were explained by the teachers in the interviews. In the process, other factors such as 'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to teachers assessing the students appropriately for learning. The problems identified by the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived need of assessment of learning (high-stake summative tests). The results of both the interviews and survey supported the need for a variety of assessment modes (Gray and Sharp, 2001; Hackling, 2004; National Research Council, 1996, 2001 and 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in today's contemporary classes. The Singapore teachers in this study were also appealing for help from the policy-makers to use a variety of assessment modes as the system that stipulated the use of the paper and pencil testing was beyond their control and jurisdiction. Recommendations that stemmed from this study include allowing teachers to use a variety of assessments to assess the students' learning in the high-stake Primary School Leaving Examination (PSLE) and not just the paper and pencil mode that has been in used for at least the last thirty years. There are important implications as the learning theories that are currently used to support the assessment of learning are no longer sufficient nor in total alignment with the needs for today's class. For example, a behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing meaning in hislher context such as the use of ongoing formative assessment to encourage feedback (Black and Wiliam, 1998a and b) may assist in engaging the students in lifelong learning which is required in the KBE. Lastly, the significance of this study lies in two aspects, the practical and the scholarly. This study provides the evidence for the need primary science assessment to be more aligned to contemporary needs. This in turn will assist in better preparing the young of Singapore, who are the nation's only natural resource, for the workforce. This study also aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be connected to the primary science classroom via assessment of skills. Secondly, both KBE and process skills were found to be more appropriately assessed by assessment modes such as portfolio and paper and pencil respectively, as demonstrated through the analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and official curriculum will be narrowed with this proposed change in assessment processes.
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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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Cook, Jonathan A. "Statistical assessment of learning curve effects in health technology assessment." Thesis, University of Aberdeen, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401493.

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New treatments are being constantly developed and introduced into practice.  The randomised controlled trial is widely seen as the ‘gold standard’ method of evaluating treatments.  However, its use in evaluating surgical techniques has been contentious.  Since surgeons may not be as experienced in the new technique, the comparison may be biased, failing to represent the true worth of the new technique.  This ‘learning curve effect’ is one of the major reasons for the low usage of clinical trails in surgery. A literature review of fibreoptic intubation, which was acknowledged to have a learning curve effect, was performed with a view to measuring the learning curve.  However, it was not possible to ascertain the approximate magnitude of the learning curve features.  A number of statistical methods had been suggested as suitable for modelling of learning curves in health technologies.  A comparison of Bayesian and maximum likelihood estimation hierarchical models and generalised estimating equations was made using data from trainees performing fibreoptic intubation.  It was concluded that statistical methods that account for the hierarchical structure of learning data should be used.  The use of non-linear hierarchical models for modelling learning curve effects was evaluated and it was recommended that Bayesian non-linear hierarchical modelling should be the preferred statistical method to model learning data, where feasible. Finally, a randomised controlled trial was assessed for the existence of learning effect.  A pragmatic three step approach was used to identify the existence of a learning curve effect in each outcome.  Twenty-one outcomes were evaluated with four outcomes concluded to have a learning curve effect.  The trial analysis was repeated using Bayesian hierarchical models, to account for the existence of learning.  In the last chapter the results were discussed and areas for further research were highlighted.
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Vani, Liliana. "Portfolios, teacher assessment as transformative learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0033/NQ49869.pdf.

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Li, Wang-on, and 李允安. "The assessment of learning outcome: knowledgestructure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31227582.

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Books on the topic "Assessment of learning"

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Yan, Zi, and Lan Yang. Assessment as Learning. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003052081.

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Learning, Macmillan Open, ed. Assessment and learning. London: Macmillan Magazines, 1996.

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Canada. Occupational and Career Information Branch., ed. Prior learning assessment: Newsletter. [Ottawa]: Occupational and Career Information Branch of Human Resources Development Canada, 1995.

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Gledhill, David R. Assessment: valuing children's learning. [Guildford]: [University of Surrey], 1995.

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Louis, Lizotte, Taylor Joanna, and Nova Scotia Community College, eds. Prior learning assessment workshop. [Halifax, N.S.]: Community College of Nova Scotia, 1995.

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Bennett, Ian. Workplace learning and assessment.. London: NHSTD, 1994.

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1952-, Murphy Patricia, and Open University, eds. Learners, learning and assessment. London: P. Chapman Pub. in association with the Open University, 1999.

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Watson, Rod. Targeted learning: Using classroom assessment for learning. Hatfield: ASE, 2000.

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Watson, Rod. Targeted learning: Using classroom assessment for learning. Hatfield: Association for Science Education, 2000.

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Brenda, Keogh, Goldsworthy Anne, GlaxoSmithKline, and Association for Science Education, eds. Active assessment: Thinking learning and assessment in science. London: David Fulton, 2004.

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Book chapters on the topic "Assessment of learning"

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Meijers, Frans, and Reinekke Lengelle. "Career Learning." In Career Assessment, 41–48. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-034-5_5.

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Chen, Ang. "Learning Assessment." In Reconceptualizing Physical Education, 187–200. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003163602-12.

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Cipani, Ennio, and Robert Morrow. "Educational Assessment." In Learning Disabilities, 61–95. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_3.

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Farley, Stephanie. "Joyful Assessment." In Joyful Learning, 32–40. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003374909-4.

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McLinden, Mike, Steve McCall, and Liz Hodges. "Assessment and assessment of touch." In Learning through Touch, 112–30. Second edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429260735-9.

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Hansen, Edmund J. "Assessment, Part 1: Educative Assessment." In Idea-Based Learning, 82–95. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445203-6.

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Rajaram, Kumaran. "Assessment, Assessment Rubrics and Feedback." In Learning Intelligence: Innovative and Digital Transformative Learning Strategies, 367–426. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9201-8_9.

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Hooper, Stephen R., and W. Grant Willis. "Neuropsychological Assessment." In Learning Disability Subtyping, 109–38. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8810-4_6.

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Rölke, Heiko. "Mobiles Assessment." In Handbuch Mobile Learning, 565–83. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-19123-8_28.

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Clarke, Alan. "e-Assessment." In e-Learning Skills, 201–18. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-22735-5_7.

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Conference papers on the topic "Assessment of learning"

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Cerimagic, Sabina, and Priya Khanna. "Transforming assessment – Critical reflections around resolving tensions between assessment for learning and of learning." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0143.

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Current assessment and progression policies and practices in higher education are largely dominated by dichotomy between formative and summative assessments. Given assessments are major drivers of learning, such as dichotomous assessment systems which promote the learning that can only be tested via summative assessments and falls short in fostering complex graduate attributes - such as interdisciplinary competencies. Medical programs, across the globe are now embracing emerging concepts such as programmatic assessment that allows the assessments to serve ‘for, of and as’ learning. Given the most challenging curricular reform in any field, including Business is reforming assessments, this paper critically reflects on how emerging concepts such as programmatic assessment are promising in resolving the tensions created by dichotomy of assessment for vs as learning. The reflections are based on rapid scoping review of programmatic assessment in Medical education, as well as authors’ familiarity with implementation of programmatic assessment in the Sydney Medical School renewed curriculum. There are many lessons that can be learned and carried over from the University of Sydney Medical curriculum to the Business education space.
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Bradley, Doreen R., and Jo Angela Oehrli. "Assessing Student Learning in Library Instruction: A Faculty Perspective." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.73.

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Tsai, Yi-Fang, and Matthew Peterson. "The Effects of Route Guidance on Spatial Learning." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2011. http://dx.doi.org/10.17077/drivingassessment.1434.

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Hum, Karen, Ningning Kong, Yue Li, and Nanette Andersson. "Developing the Metrics to Assess the Library’s Active Learning Spaces." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.20.

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McMullin, Ashley, and Jennifer Schwartz. "Developing Library Learning Outcomes: Reflecting on Instruction across the Library." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.75.

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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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Turpin, Darrell R., Reginald T. Welles, and Camille Price. "Simulator-Based Learning: Achieving Performance Improvement Independent of Instructors." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2007. http://dx.doi.org/10.17077/drivingassessment.1280.

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Alejandro Molina, Otilia Maria, Gabriel Limones, Ashley Aviles, and Elias Madrid. "MOOC Assessment: a comparison between online assessment and face to face practical assessment." In 2020 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2020. http://dx.doi.org/10.1109/lwmoocs50143.2020.9234386.

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DeBacker, Diane. "Making learning visible: Moving from nouns to verbs." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-3.

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This presentation focuses on the need to make learning visible for all constituents – learners, educators, employers, policymakers and future employees – with a focus on the work of the Center for Certification and Competency-Based Education (C3Be) at the University of Kansas (USA). As K–12 and higher education move to a post-pandemic world, it’s imperative we find different ways to identify learner outcomes and evaluate learning. By moving from nouns to verbs; by moving from course titles to competencies; by moving from transcripts to learner outcomes, learning becomes visible. International educator and founding director of C3Be, Dr Diane DeBacker shows how learning is made visible through a proven process of mapping learning outcomes, assessing both new and prior learning using innovative technology, issuing stackable micro-credentials, and working with policymakers and employers to meet workforce demands.
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Li, Li, Ziyang Xie, Xu Xu, Yulan Liang, and William Horrey. "Recognition of Manual Driving Distraction Through Deep-Learning and Wearable Sensing." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2019. http://dx.doi.org/10.17077/drivingassessment.1670.

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Reports on the topic "Assessment of learning"

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Green, Crystal, Clara Garcia-Millan, and Alicia Lucendo-Noriega. Formative Assessment: Improving Learning for Every Child. HundrED, June 2022. http://dx.doi.org/10.58261/qfyv1635.

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Formative assessment is a powerful way to enhance student learning. All types of assessments form important aspects of the learning process. However, formative assessment provides a particular way of evaluating student learning as part of the learning process. The aim of formative assessment is to evaluate students’ learning in a way that promotes the developmental aspects of learning and teaching. In this report we take a look at the research behind formative assessment and highlight 14 innovations working to promote it globally.
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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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Badrinarayan, Aneesha, and Linda Darling-Hammond. Developing State Assessment Systems That Support Teaching and Learning: What Can the Federal Government Do? Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/885.821.

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The Every Student Succeeds Act (ESSA) invited states to use multiple measures of “higher-order thinking skills and understanding,” including “extended-performance tasks,” to create state assessment systems that support teaching for deeper learning. However, few states have been able to navigate federal assessment requirements in ways that result in tests with these features that can support high-quality instruction. This report describes three ways that federal executive action can help states realize their visions for more meaningful assessments: 1. Better align technical expectations for assessment quality with ESSA’s intentions 2. Enable ESSA’s Innovative Assessment Demonstration Authority to better support innovation 3. Create additional pathways to higher-quality assessments through existing or new funding mechanisms
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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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AlSheikh Theeb, Thaer, Rasha Obaid, and Sara McGinty. Pre-Assessment Guidance: UNICEF Sudan E-Learning Project. EdTech Hub, January 2022. http://dx.doi.org/10.53832/edtechhub.0084.

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AlSheikh Theeb, Thaer, Rasha Obaid, and Sara McGinty. Pre-Assessment Guidance: UNICEF Sudan E-Learning Project. EdTech Hub, January 2022. http://dx.doi.org/10.53832/edtechhub.0084.

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Wisher, Robert A., Matthew V. Champagne, Jennifer L. Pawluk, Angela Eaton, and David M. Thornton. Training Through Distance Learning: An Assessment of Research Findings. Fort Belvoir, VA: Defense Technical Information Center, June 1999. http://dx.doi.org/10.21236/ada368592.

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
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Ahmed, Nabeela, Iain McVicar, and Steve Payne. Teaching postgraduate surgery and assessment of learning in surgical practice. BJUI Knowledge, April 2022. http://dx.doi.org/10.18591/bjuik.0700.

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