Relevant bibliographies by topics / Authentic assessment

Contents

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

Academic literature on the topic 'Authentic assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Authentic assessment"

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Prestidge, Linda K., and Candyce H. Williams Glaser. "Authentic Assessment." Intervention in School and Clinic 35, no. 3 (2000): 178–82. http://dx.doi.org/10.1177/105345120003500308.

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Kiernan, Henry. "Authentic Assessment." English Leadership Quarterly 17, no. 4 (1995): 1–15. http://dx.doi.org/10.58680/elq19955359.

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Ukashatu, Abubakar. "EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (2021): 73–80. http://dx.doi.org/10.21009/jisae.v7i2.23056.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic asses
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Ogunode, Niyi Jacob. "CONSTRAINTS TO EFFECTIVE CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS IN GOVERNMENT SECONDARY SCHOOL IN FCT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (2021): 139–48. http://dx.doi.org/10.21009/jisae.v7i2.22570.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic asses
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Symonds, Ria, and Lisa Mott. "Creating authentic assessment in mathematics." MSOR Connections 22, no. 2 (2024): 37–46. http://dx.doi.org/10.21100/msor.v22i2.1484.

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Assessment of students’ mathematics knowledge within higher education (HE) has normally taken a very traditional approach. Closed-book assessments have long been the favoured mode of assessment (Iannone Simpson, 2011) which often requires students to recall facts, formulae, and methods. One could argue that this type of assessment is limited in its ability to effectively assess how well a student’s ability to authentically use mathematics has developed. Due to the recent pandemic, many institutions were forced to rethink their assessment methods so that they could be delivered online and remot
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Rini Maulidhawati, Entika Fani Prastikawati, and Theresia Cicik Sophia Budiman. "AUTHENTIC ASSESSMENTS IN ENGLISH LANGUAGE TEACHING: A CASE IN SMP NEGERI 6 SEMARANG." Journal of English Education and Linguistics 2, no. 1 (2021): 67–78. http://dx.doi.org/10.56874/jeel.v2i1.409.

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The Indonesian Ministry of Education and Culture published the 2013 Curriculum which demands teachers to apply authentic assessment as the method of assessing the students’ competence. Point to that, the implementation of authentic assessment as well as its washback should be investigated. For that reason, this study is trying to investigate: (1) authentic assessments applied in English teaching and learning, (2) the types of authentic assessment used, (3) the teachers’ difficulties in applying authentic assessment, (4) washback effect of the use of authentic assessment. This study applied qua
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A. Nkhoma, Clara, Mathews Nkhoma, and kilongtu@gmail com Ky Long Tu. "Authentic Assessment Design in Accounting Courses: A Literature Review." Issues in Informing Science and Information Technology 15 (2018): 157–90. http://dx.doi.org/10.28945/4036.

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Aim/Purpose: Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature that focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Background: This paper reviews examples of authentic assessments that are available and have been u
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Poindexter, Kathleen, Debra Hagler, and Deborah Lindell. "Designing Authentic Assessment." Nurse Educator 40, no. 1 (2015): 36–40. http://dx.doi.org/10.1097/nne.0000000000000091.

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Yaden, David B., Laurie Macgillivray, Robert D. Way, and James Villarreal. "Authentic Literacy Assessment:." Computers in the Schools 11, no. 2 (1994): 73–84. http://dx.doi.org/10.1300/j025v11n02_07.

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Dutt-Doner, Karen M., and Reva Maddox. "Implementing Authentic Assessment." Kappa Delta Pi Record 34, no. 4 (1998): 135–37. http://dx.doi.org/10.1080/00228958.1998.10518751.

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Dissertations / Theses on the topic "Authentic assessment"

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Andersson, Lindha. "Authentic Assessment : How Could Authentic Assessment Benefit EFL Students' Speaking Skills in Swedish Upper Secondary School?" Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50767.

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The study’s intention is to research the questions of how authentic assessment could benefit EFL students’ speaking skills in Swedish upper secondary school and what some advantages and disadvantages were of doing so. To this end secondary sources were used to gather information to be able to answer the research questions. The results showed that the benefits of authentic assessment could help students’ speaking skills in improving their accuracy and fluency, their conversational skills and grammar use for communicative competency. Results also showed that authentic assessment promotes learnin
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Thompson, Meri Dawn. "Authentic reading assessment: The reading portfolio." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.

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Tupper, Gail Ann Hathaway. "Assessment: Authentic Strategies for Early Childhood Education." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4565.

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This thesis explores the relationship between assessment techniques and reporting procedures in early childhood settings. Discrepancies between curriculum being presented and skills and progress being reported are examined. The curriculum used in this study is Portland Public Schools' Piaget Curriculum, which stresses active, scientific problem solving for children 4 to 6 years old. A variety of assessment, observation, recording and reporting tools are suggested, implemented and critiqued. Creation of a portfolio to store and showcase these items is suggested and explained. The important role
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Marks, Erelyne Lewis, Barbara Mabey Oliver, and Maureen Sugar Wolter. "A writing improvement and authentic assessment plan." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1442.

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Baker, Scott Kendall. "Authenticity in Physical Education." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1110%5F1%5Fm.pdf&type=application/pdf.

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Mrwebi, Mandosi Betty-Sarah. "An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7177.

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The provision of authentic teaching and learning in the Mathematics classroom is one of the corner stones of the National Curriculum Statement (NCS). This study investigated to what extent teachers provide authentic teaching and learning in their Mathematics classrooms. A literature study was undertaken to explain authentic teaching and learning. The use of teaching methods and strategies, learning activities, assessment methods and strategies, and the role of the teacher and learner in the context of authentic teaching and learning in the classroom were explored. The literature review provide
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Long, Stewart. "Computer-based assessment of authentic word processing skills." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368349.

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Bagley, Pamela Bryan. "Authentic Assessment: How Do Portfolios Fit the Picture?" UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/220.

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This study was conducted in response to the growing need for an alternative to traditional assessment instruments in schools. Standardized tests no longer adequately measure a student's knowledge. Curriculum and teaching methods continue to change, and educators are demanding an assessment method which reflects not only what, but how, a student learns. In response to America 2000, a national plan for school improvement, several states have already adopted more "authentic" methods of assessment, portfolio evaluation being one of the more common. The Florida Department of Education is currently
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Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.

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Forsdick, Heather Ann. "Authentic assessment handbook for middle school physical education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1444.

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Books on the topic "Authentic assessment"

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Ryan, Concetta Doti. Authentic assessment. Teacher Created Materials, 1994.

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Kay, Burke, ed. Authentic assessment: A collection. IRI/Skylight Pub., 1992.

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Systems, Magna, ed. The authentic assessment workbook. Magna Systems, 2004.

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Educational Resources Information Center (U.S.), ed. Authentic assessment: Getting started. National Workplace Literacy Program, U.S. Dept. of Education, College of Lake County, 1997.

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Smilan, Cathy, and Richard Siegesmund. Authentic Secondary Art Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003397946.

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Sherrin, David. Authentic Assessment in Social Studies. Eye on Education, 2020. http://dx.doi.org/10.4324/9780429261114.

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L, Custer Rodney, and ERIC Clearinghouse on Adult, Career, and Vocational Education., eds. Using authentic assessment in vocational education. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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Leslie, Lauren. Authentic literacy assessment: An ecological approach. Longman, 1997.

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M, King Rita, ed. Authentic assessment: A guide to implementation. Corwin Press, 1995.

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Sheila, Valencia, Hiebert Elfrieda H, and Afflerbach Peter, eds. Authentic reading assessment: Practices and possibilities. International Reading Association, 1994.

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Book chapters on the topic "Authentic assessment"

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Chen, Fei, and Heidi Andrade. "Authentic Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_29-2.

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Chen, Fei, and Heidi Andrade. "Authentic Assessment." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_29.

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Beck, Lisa M., and Thomas Hatch. "Authentic Assessment." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_35.

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Fiore, Lisa B. "Authentic Assessment." In Assessment of Young Children. Routledge, 2020. http://dx.doi.org/10.4324/9780367808709-6.

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Gary, Dia. "Authentic Assessment." In Fundamentals of Early Childhood Assessment. Routledge, 2024. http://dx.doi.org/10.4324/9781003475255-10.

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Lynch, Jamie, and Christine Neville. "Critique as Assessment." In Authentic Secondary Art Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003397946-45.

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Sickler-Voigt, Debrah C. "Assessment Literacy and edTPA." In Authentic Secondary Art Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003397946-13.

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Hernandez, Stephen J. "Performance-Based Assessment Strategies (Authentic Assessment)." In Assessment in Early Childhood Special Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003522638-14.

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Lee, Lorinne. "Sculptured Landscapes." In Authentic Secondary Art Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003397946-43.

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Dodson, Stan, and Drew Brown. "Risk and Chance." In Authentic Secondary Art Assessment. Routledge, 2023. http://dx.doi.org/10.4324/9781003397946-29.

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Conference papers on the topic "Authentic assessment"

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Clegg, Andy. "HOW AUTHENTIC IS AUTHENTIC ASSESSMENT?" In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.2021.

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Murphy, Stephen, Jan Krasniewicz, and Sharon Cox. "AUTHENTIC ASSESSMENT CHALLENGES IN FORENSIC COMPUTING: A TOOL TO ENABLE INDIVIDUALISED PRACTICAL ASSESSMENT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1138.

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Clark, Hunter, and Hasan M. Jamil. "Mixing up Gemini and AST in ExplainS for Authentic SQL Tutoring." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834288.

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Chen, Yue, Kok Keong Chai, Jonathan Loo, Reza Moosaei, and Joel Obstfeld. "GenAI-Empowered Group-Based Authentic Assessment for Network Engineering Courses." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016382.

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Vlachopoulos, Dimitrios. "AUTHENTIC ASSESSMENT: BRIDGING HIGHER EDUCATION AND REAL-WORLD SKILLS THROUGH DIVERSE METHODOLOGIES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0628.

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Wahyuni, Luh Gede Eka, Ni Luh Putu Eka Sulistia Dewi, and A. A. Gede Yudha Paramartha. "Authentic Assessment Practice." In 2nd International Conference on Technology and Educational Science (ICTES 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.258.

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Satria, Dadi, and Burhan Nurgiyantoro. "Authentic Assessment Based Intercultural." In 4th International Conference on Language, Literature, and Education (ICLLE-4 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211201.007.

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"Authentic Assessment Design in Accounting Courses: A Literature Review." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4042.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspi
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Suat-Eng Tan. "Authentic assessment for Fundamental Electronics." In 2012 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2012. http://dx.doi.org/10.1109/tale.2012.6360397.

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Arlianty, Widinda Normalia, Beta Wulan Febriana, Artina Diniaty, and Lina Fauzi’ah. "Designing assignment using authentic assessment." In INTERNATIONAL CONFERENCE AND WORKSHOP ON MATHEMATICAL ANALYSIS AND ITS APPLICATIONS (ICWOMAA 2017). Author(s), 2017. http://dx.doi.org/10.1063/1.5016009.

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Reports on the topic "Authentic assessment"

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Patel, Amrish. Enhancing Employability through Authentic Assessment. The Economics Network, 2020. http://dx.doi.org/10.53593/n3351a.

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Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

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Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought
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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6449.

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Blood, Janet A., and Terri D. Owens. Authentic Assessment for Basic Clothing Construction: The Practical Final Exam. Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-69.

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Badrinarayan, Aneesha. Design principles for instructionally relevant assessment systems. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/647.623.

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Based on evidence from assessment system design and implementation as well as lessons learned working alongside various states, a set of design principles emerge that govern assessments intended to support teaching and learning.Instructionally relevant assessment systems are intentionally designed to be authentic, curriculum-anchored, educative, developmental and asset-oriented, reflective of and responsive to learners, and useful for informing decisions that impact instruction.
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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, 2015. http://dx.doi.org/10.34074/rsrp.42015.

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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the auth
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Hancox, Donna, Sandra Gattenhof, Helen Klaebe, Freya Wright-Brough, Morgan Batch, and Imogen Smith. Social Impact Framework for Puuya Foundation. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.227726.

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This is the final report on a three-year QUT-led research project that was conducted for The Puuya Foundation (2019-2023). Our brief was to: Assist the Puuya Foundation to develop and implement a Social Impact Evaluation Strategy (the Strategy) to strengthen the Foundation’s evaluation approach and build on the outcomes of the Foundation’s education and health projects in the Lockhart River region. The strategy will develop a robust approach with practical tools to measure the social impact of the Foundation’s programs, and the outcomes and learnings that emerge from these findings will inform
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Largoza, Gerardo, and Clarence Gabriel Fernandez. Review of CHED Policies, Standards, and Guidelines (PSGs) Pre- and Post-K to 12 Reforms. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.13.

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In the decade from 2012 to 2021, Philippine higher education experienced three major reforms: the adoption of an outcomes-based typology for programs and institutions, the establishment of the Philippine Qualifications Framework to set competency standards, pathways, and equivalencies, and the implementation of K to 12 legislation, which added two years to the country’s basic education cycle. Have these reforms resulted in improvements to the minimum standards embodied in the Policies, Standards, and Guidelines (PSGs) of the Commission on Higher Education (CHED) formulated by independent Techn
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