Relevant bibliographies by topics / Educational assessment

Contents

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

Academic literature on the topic 'Educational assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 April 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Educational assessment"

1

Astin, Alexander W. "Educational Assessment and Educational Equity." American Journal of Education 98, no. 4 (August 1990): 458–78. http://dx.doi.org/10.1086/443972.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
Abstract:
Testing and assessment are increasingly the levers of choice for educational reform in the United States today. The last two decades have seen an enormous rise in the attention and money devoted to testing and assessing students, and current proposals for a system of national standards and assessments, such as the Clinton administration's Goals 2000 legislation, promise more of the same. In this symposium, "Equity in Educational Assessment," the Harvard Educational Review examines the relationship between new assessment policies and issues of educational equity. Two assumptions about assessment dominate current policy debates. First is the assumption that changes in assessment policies can be used as a powerful lever for reforming schools. Second is the assumption that new, "authentic" forms of assessment, such as performance assessment and portfolio assessment, are inherently superior to traditional standardized, multiple-choice tests. Both assumptions, however, have gone largely unchallenged in the public discourse about assessment and school reform, despite the fact that there is yet little empirical evidence to indicate whether or not they are valid. In fact, as each contributor to this symposium points out, it is doubtful that merely changing the form of assessments from standardized, multiple-choice tests to open-ended performance and portfolio assessments will improve schools and reduce educational inequities in the United States.
APA, Harvard, Vancouver, ISO, and other styles
3

Ibaraki, Toshio, Atsuko Miyake, Junichi Hattori, Nobuko Hattori, Tetsufumi Kato, and Hozumi Araki. "EDUCATIONAL ASSESSMENT AND INDIVIDUALIZED EDUCATIONAL PROGRAM." Annual Report of Educational Psychology in Japan 24 (1985): 80–85. http://dx.doi.org/10.5926/arepj1962.24.0_80.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Darling-Hammond, Linda. "Performance-Based Assessment and Educational Equity." Harvard Educational Review 64, no. 1 (April 1, 1994): 5–31. http://dx.doi.org/10.17763/haer.64.1.j57n353226536276.

Full text
Abstract:
The use of educational testing in the United States has been criticized for its inequitable effects on different populations of students. Many assume that new forms of assessment will lead to more equitable outcomes. Linda Darling-Hammond argues in this article, however, that alternative assessment methods, such as performance-based assessment, are not inherently equitable, and that educators must pay careful attention to the ways that the assessments are used. Some school reform strategies, for example, use assessment reform as a lever for external control of schools. These strategies, Darling-Hammond argues, are unlikely to be successful and the assessments are unlikely to be equitable because they stem from a distrust of teachers and fail to involve teachers in the reform processes. Darling-Hammond argues instead for policies that ensure "top-down support for bottom-up reform," where assessment is used to give teachers practical information on student learning and to provide opportunities for school communities to engage in "a recursive process of self-reflection, self-critique, self-correction, and self-renewal." Ultimately, then, the equitable use of performance assessments depends not only on the design of the assessments themselves, but also on how well the assessment practices are interwoven with the goals of authentic school reform and effective teaching.
APA, Harvard, Vancouver, ISO, and other styles
5

Powell, Carol A. "Educational Needs Assessment." Medical Reference Services Quarterly 18, no. 4 (December 30, 1999): 71–78. http://dx.doi.org/10.1300/j115v18n04_07.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sanders, William L., and Sandra P. Horn. "Educational Assessment Reassessed." education policy analysis archives 3 (March 3, 1995): 6. http://dx.doi.org/10.14507/epaa.v3n6.1995.

Full text
Abstract:
For decades, the assessment of educational entities--school systems, individual schools, and teachers--has evoked strong and sometimes violent emotions from the educational community, the general public, and their legislative representatives. In spite of attempts to codify standards for the evaluation of these entities, assessment experts remain denominationalized--often religiously so. Methods of assessment based on the use of standardized tests have come under intense fire in recent years with some critics going so far as to call for their complete elimination. Those who advocate alternative methods of assessment have become increasingly outspoken in establishing exclusive rights to the legitimate assessment paradigm. However, some of the most respected advocates of alternative assessment have taken a more moderate view, warning against an "either-or" mentality (Brandt, 1992, p. 35). Reflecting this more moderate perspective, this paper strongly advocates the use of multiple indicators of student learning, including those provided by standardized tests.
APA, Harvard, Vancouver, ISO, and other styles
7

Kantor, Jiří, and Xianmei Lei. "Arts-based assessment in educational settings." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 947. http://dx.doi.org/10.11591/ijere.v9i4.20346.

Full text
Abstract:
<p>Arts-based assessment is an objective measure that incorporates artistic experience or artistic materials into the assessment process and enables to get unique contributions about pupils. The current survey focused on arts-based assessment in the Czech Republic to explore the following issues: how did arts therapists assess suitability of therapy for pupils; which areas of therapeutic process were evaluated and what made the process of arts-based assessments specific in educational institutions. A mixed methods study used a statistical analysis of a survey with “The Practice in Arts Therapies questionnaire” (n = 142 arts therapists) and an inductive analysis of qualitative interviews (n = 10 arts therapists). Results revealed that arts-based assessments were more likely to be characterized by qualitative nonstandardized assessments based on observation, analysis of artistic products/artistic process and reflexive techniques and are related to prevalent humanistic orientation. Educational environment influenced the assessments mainly in the content and organization of the process. On this basis, there is a need to support the usage of standardized arts-based assessments and to develop standards for the implementation of arts-based assessment suitable for educational institutions. More advanced training in this area should be included into professional courses and further education of arts therapists.</p>
APA, Harvard, Vancouver, ISO, and other styles
8

Ukashatu, Abubakar. "EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (October 24, 2021): 73–80. http://dx.doi.org/10.21009/jisae.v7i2.23056.

Full text
Abstract:
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 assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.
APA, Harvard, Vancouver, ISO, and other styles
9

Linn, Robert L. "Educational Assessment: Expanded Expectations and Challenges." Educational Evaluation and Policy Analysis 15, no. 1 (March 1993): 1–16. http://dx.doi.org/10.3102/01623737015001001.

Full text
Abstract:
Current national efforts to expand the role of educational assessment and radically change the nature of assessments are discussed. Rationales for expectations that a new national examination system would serve as a lever of educational reform are analyzed. Challenges posed for educational measurement by the proposed heavy reliance on complex, performance-based assessment are examined in terms of needed validation research. Particular attention is given to existing generalizability evidence and the implications of a high degree of task specificity for the design of an assessment system.
APA, Harvard, Vancouver, ISO, and other styles
10

Cai, Li, and Mark Hansen. "Improving Educational Assessment: Multivariate Statistical Methods." Policy Insights from the Behavioral and Brain Sciences 5, no. 1 (December 21, 2017): 19–24. http://dx.doi.org/10.1177/2372732217747006.

Full text
Abstract:
This review presents two case studies that illustrate how multivariate statistical modeling applies to the specific goal of improving educational assessment. The first case study involves the development of a new large-scale English language proficiency assessment system (called the English Language Proficiency Assessment for the 21st Century; ELPA21). The second application concerns efforts to quantify student progress in learning using conditional growth models, a topic of current debate about assessment policy. A popular measure, Student Growth Percentile (SGP), is explored through the lens of multivariate statistical analysis. It is concluded that collaboration between researchers and practice stakeholders can improve assessments that benefit student learning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Educational assessment"

1

TANG, XUEFEI. "AN ELECTRONIC EDUCATIONAL ASSESSMENT TOOL." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1093013846.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Verhaaren, Catharine C. "Improving Course Assessments Through a Product Assessment Template." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2338.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Donnan, Peter Anthony. "Conducting assessment online educational developers' perspectives /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070913.134619/index.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Williamson, Jamie D. "Reliability of the Brief Assessment Model." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1101994832.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dueben, Rebecca Marilyn. "Faculty attitudes toward assessment." Thesis, Washington State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10043064.

Full text
Abstract:

Within the field of undergraduate program assessment, anecdotal evidence abounds about negative faculty attitudes. Regardless of the common wisdom, there is little research that corroborates these reports. If reports are correct that faculty resistance is wide spread, it is still not clear if that resistance is toward accreditation, professional development, institutional requirements, other calls for accountability, or assessment. In fact, faculty members can be seen as spending much of their careers assessing: Faculty members routinely assess their students, a textbook they are using, whether the curriculum has adequately prepared students for the next class or their careers, and more. Faculty attitudes toward program assessment remain unclear and largely uninvestigated.

The focus of this study is based on 18 interviews of faculty members in three programs of study at a large, research-intensive, land grant institution. The approach is socially constructivist in nature; the theoretical lens is that faculty members have constructed concepts of assessment and that their constructions inform their participation. The study provides information about faculty attitudes toward assessment with a nuanced understanding toward the factors that influence their attitudes. The study reveals that faculty members view student learning outcome assessment as a call for accountability, a reaction that supports their fear that the information they provide will be used to cut positions and programs of study. When assessment is initiated within the program, however, faculty willingly participate to gain the information that assessment provides to improve their curriculum and their teaching. Additionally, how faculty construct their understanding of assessment is related to the epistemological foundations of their disciplines.

The study adds to the body of literature on faculty attitudes toward assessment. Next steps include incorporating faculty perspective and participation into the assessment process. Additional research will reveal the support needed for faculty to engage in assessment and for institutions to support that engagement.

APA, Harvard, Vancouver, ISO, and other styles
6

Blanchard, Janey. "The Predictive Validity of Norm-Referenced Assessments to the Minnesota Comprehensive Assessment on Native American Reservations." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3745625.

Full text
Abstract:

This research study compared the three commonly used norm-referenced assessments (Northwest Evaluation Assessment, STAR Enterprise, and AIMSweb) to the Minnesota Comprehensive Assessment. The basic question was which one of the three assessments provided the best predictive validity scores to the Minnesota Comprehensive Assessment. Yearly scores from three years were gathered to evaluate which one of the three assessments had a stronger correlation score to the MCA. The study was confined to using 4th grade scores from three different schools located on a Native American reservation. Each school used one of the three common standardized reference assessments, and each school administered the MCA in the spring using winter scores. These scores were used to evaluate whether a student is on track to reach proficiency on the MCA. Findings showed that two of the three assessments had strong correlation scores. NWEA-MAP and STAR Enterprise had the strongest correlation. Further findings showed that STAR Enterprise had the strongest correlation score with a caveat that this is a new assessment and needs more research. Findings from this study allow schools to use two of the assessments with confidence that it is giving them quality scores.

APA, Harvard, Vancouver, ISO, and other styles
7

Svensson, Magnus. "TQM-based self-assessment in educational organisations." Licentiate thesis, Luleå, 2002. http://epubl.luth.se/1402-1757/2002/12/index.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Кулік, Євгенія Сергіївна, Евгения Сергеевна Кулик, and Yevheniia Serhiivna Kulik. "System of quality assessment of educational process." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46813.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chambers, David. "Using Assessment Data for Informed Decision-Making in Catholic High Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10688584.

Full text
Abstract:

School leaders and principals have an obligation to use every tool at their disposal to maximize student achievement. All students deserve the best use of data to inform the decision-making of those entrusted to deliver the finest education available to them. The purpose of this study was to ascertain the perceptions of principals in Los Angeles Archdiocesan high schools about the use of assessment data in their schools by finding how they were using assessment data to inform curricular and pedagogical decisions, and then determining what factors affect the use of assessment data to inform their curricular decision-making.

This study was a mixed-method investigation using a quantitative survey to find processes in Archdiocesan high schools that capture and utilize assessment data to inform decision-making, as well as to determine the principals’ perceptions of the benefits and challenges related to assessment data usage. The qualitative aspect of this study consisted of interviews of Archdiocesan high school principals meant to expand upon the findings of the survey. The findings of the study, viewed through the lens of a conceptual framework, suggest a breakdown in the use of data from the very beginning of the process. Standardized assessment data are the information used to drive curricular decisions while data from formative assessments and curriculum maps, are utilized less frequently. The study also found that, while principals feel that their teachers valued the use of data, there was room for growth in the protocols enlisted to analyze assessment data, and in the cultivation of a culture of collaboration and learning.

APA, Harvard, Vancouver, ISO, and other styles
10

Ramothlale, Elizabeth Faith. "An investigation into the appropriateness of the current assessment model continuous assessment (CASS) and common task for assessment (CTA) for the general education and training band." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04072010-121044.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Educational assessment"

1

Ydesen, Christian, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride, and Youjin Ruan. Educational Assessment and Inclusive Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19004-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Eizadirad, Ardavan. Decolonizing Educational Assessment. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

L, Finch Fredrick, ed. Educational performance assessment. Chicago: Riverside Pub. Co., 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Films for the Humanities (Firm), Agency for Instructional Technology, and Phi Delta Kappa, eds. Performance assessment. Princeton, NJ: Films for the Humanities & Sciences, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kahembe, Joyce, and Liz Jackson. Educational Assessment in Tanzania. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9992-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Annetta, Leonard, and Stephen C. Bronack, eds. Serious Educational Game Assessment. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-329-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nitko, Anthony J. Educational assessment of students. 5th ed. Upper Saddle River, NJ: Pearson Education, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nitko, Anthony J. Educational assessment of students. 4th ed. Upper Saddle River, N.J: Merrill, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

M, Brookhart Susan, ed. Educational assessment of students. 6th ed. Boston, Mass: Pearson Education, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nitko, Anthony J. Educational assessment of students. 2nd ed. Englewood Cliffs, N.J: Merrill, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Educational assessment"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chiang, Hsu-Min, and Kalli Kemp. "Educational Assessment." In Handbook of Autism and Pervasive Developmental Disorder, 391–410. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88538-0_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Brock, Stephen E., Shane R. Jimerson, and Robin L. Hansen. "Psycho-educational Assessment." In Identifying, Assessing, and Treating ADHD at School, 79–93. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0501-7_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hart, Shelley R., Stephen E. Brock, and Ida Jeltova. "Psycho-educational Assessment." In Identifying, Assessing, and Treating Bipolar Disorder at School, 93–114. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-7585-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Eizadirad, Ardavan. "Decolonizing Educational Assessment Models." In Decolonizing Educational Assessment, 203–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ydesen, Christian, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride, and Youjin Ruan. "Researching Educational Assessment and Inclusive Education." In Educational Assessment and Inclusive Education, 39–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19004-9_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Eizadirad, Ardavan. "My Spiritual Journey as an Educator." In Decolonizing Educational Assessment, 1–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Eizadirad, Ardavan. "Elementary Standardized Testing on the Bubble: To Eliminate or Maintain?" In Decolonizing Educational Assessment, 15–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Eizadirad, Ardavan. "Royal Commission on Learning and the Birth of EQAO and the Accountability Movement in Ontario." In Decolonizing Educational Assessment, 27–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Eizadirad, Ardavan. "Inequality of Opportunity: Experiences of Racialized and Minoritized Students." In Decolonizing Educational Assessment, 41–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational assessment"

1

Kiruthika, Usha, Kanaga Suba Raja S, and Bhavani Valusa. "Work-Integrated Learning: Elevating Educational Outcomes and Career Prospects in Higher Education." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 1–7. IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834375.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mutaqinah, Rina, Bambang Sumintono, and Yanti Triatna. "Development of educational quality mapping instruments (IP-SNP) in West Java." In International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-10.

Full text
Abstract:
Decision-making must be based on valid data, as well as decision-making in the field of education. It is very important to have a valid instrument, therefore it is necessary to develop an educational quality mapping instrument that can measure the achievement of the quality of education. This instrument was developed based on educational quality standards, namely the competency quality of graduates, content, process, assessment, educators and education personnel, infrastructure, management, and financing. The purpose of this study was to obtain an instrument that has high validity. The educational quality mapping instrument (IP-SNP) uses a rating scale, collecting data through a survey of principals in 19,460 elementary schools (SD) in West Java Province. Construct validity was carried out by 3 experts in educational measurement and management, several items were revised based on expert input. The data processing and analysis method in this study uses the IRT (Item Response Theory) method with the Rasch Model Winstep application version 3.7. The results of the Rasch Model analysis show that the SD level IP-SNP instrument has a Cronbach Alpha score of 0.90 which means that the reliability of persons and items is high, while the reliability of 0.93 means that the instrument is very good. Item validity of 0.97 means that the item can measure the achievement of the quality of education, strengthened by the separation of 2.85 items. This question has a good distribution of responses. Educational quality mapping instruments can be used.
APA, Harvard, Vancouver, ISO, and other styles
3

Handayani, Meni. "Utilization of National Exam Results in Advancing Educational Ecosystem to Improve the Quality of Education." In International Conference on Educational Assessment and Policy. Badan Pengembangan dan Pembinaan Bahasa, 2018. http://dx.doi.org/10.26499/iceap.v1i1.69.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McGwin, Gerald, and Cynthia Owsley. "Reducing Crash Risk in Visually-Impaired Older Drivers: Medical-Surgical versus Educational Interventions." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2005. http://dx.doi.org/10.17077/drivingassessment.1114.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kramer, Arthur F., Jason S. McCarley, and Scott P. Geisler. "An Examination of the Efficacy of a Brief Educational Program on Driver Distraction." In Driving Assessment Conference. Iowa City, Iowa: University of Iowa, 2005. http://dx.doi.org/10.17077/drivingassessment.1124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Soluk, Patricia, James Greenwood-Lee, Julie Peschke, Angela Beltaos, Vive Kumar, Ken Munyikwa, Shauna Babiuk, and Shauna Rechseidler-Zenteno. "Building Educational Resilience in Mathematics Delivery and Assessment." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.616.

Full text
Abstract:
Mathematics is a foundational subject in education. Learning outcomes in mathematics build on previous competencies and students are well-served by real-time intervention and feedback. However, contemporary math education is limited by technology, scalable learning, shareable experiences (both teaching and learning), and accessible modes of practice. Most assessment platforms do not have the functionality to support symbols and equations. During the pandemic we have diverted assessments in high enrolment mathematics courses from paper to electronic delivery. We developed randomized examinations for Introductory Statistics and Introduction to Calculus I and we developed an entire course with assessment using OERs (open educational resources) for Business Mathematics. Our team developed highly interactive, traceable, and intervenable content in math problem solving using the Möbius (https://digitaled.com/mobius) platform. We enabled an LTI integration of the platform into our LMS (learning management system) to provide seamless access for students. Möbius promotes cognitive learning through a powerful math engine, student feedback, analytics, and interactive STEM (science, technology, engineering, math) curriculum content. We are serving 3,000 learners with effective assessment and have relieved faculty and staff of administering and marking alternative examinations through a long pandemic. We have seen improvements in student feedback, increased accessibility, reduced administrative burden, and enhanced exam security. Möbius is a truly scalable and cost-effective platform for math educators and students that provides more efficient and effective management of educational delivery.
APA, Harvard, Vancouver, ISO, and other styles
7

"Development of Pre-service Teachers’ Assessment Literacy in Assessment Education." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000984.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Dragozova, Elena, Stanislava Kovacheva, and Veselin Rangelov. "ASSESSMENT OF THE LANDSCAPE ARCHITECT EDUCATIONAL COMPETENCIES." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s14.120.

Full text
Abstract:
Modern educational requirements are aimed at the acquisition of knowledge, skills and competencies, practical orientation to the requirements of the labour market and the achievement of sustainable development of landscapes. The object of the research is the acquired landscape architecture educational competencies of students and employers' assessment of the competencies in practice. The aim of the study is to investigate the level of specialized educational competencies acquired by landscape architecture students through formal education, to highlight problem areas in the acquisition of professional and general competencies and to adapt curricula and approaches. The main tasks of the research are: systematization of general and specific professional competencies by elements and a specific context, in relation to levels of professional performance; processing information from students and stakeholders from the professional communities about acquired educational competencies in relation to key professional competencies of the landscape architect; analysis of results and recommendations for improving educational resources. The research was conducted through surveys with landscape architecture students and an indicative interview with landscape architecture specialists working in business structures, administrative and management bodies in urban and sub-urban green infrastructure. The questions focus on the necessary competencies of the landscape architect to create sustainable green infrastructure. This article presents a stage of a comprehensive study of the necessary educational competencies to correspond to the competencies for practicing the profession of landscape architect.
APA, Harvard, Vancouver, ISO, and other styles
9

Beligan, Daniel, and Dragos Barbieru. "CASE STUDY REGARDING THE ASSESSMENT OF EDUCATIONAL GAMES." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-041.

Full text
Abstract:
An educational game is an active learning method that uses pedagogical elements integrated in the game mechanics with the aim to lead the user from an initial level to a higher level, meaning to accumulate knowledge or skills. The main characteristics of educational games are their training or education objectives. The evaluation of educational games is a difficult process, because it cannot be determined clearly and quantitatively the influence of various parameters involved in the process. On the other hand, an important indicator in evaluating serious games is the experience gained by players in different stages of interaction between them and the context of the game. In this regard, we can consider the following directions: usability represented by player experiences related to online environment characteristics and the utility that meets the player’s needs for training and education. Usually, the educational games are focused on a specific thematic and are directed to a specific group of people, therefore the learning objectives will be specific. From a logical necessity, the methods to evaluate the educational games will be also specific. Depending on the context, some methods could offer relevant data of evaluative process or may be means of collecting and processing information, cooperation and social communication. By targeting different elements, not all offer the same information about the learning process, each of them having advantages and disadvantages. This paper intends to have a direct approach regarding the evaluation and analyze of educational games in terms of desired operational objectives to be achieved by players.
APA, Harvard, Vancouver, ISO, and other styles
10

Rodrigues, Cleyton, Itala Celly Bezerra de Farias, Ana Cláudia Monte, Marcelo Mendonça Texeira, Ivaldir Honório Farias Junior, and Nelson Leitão Junior. "Quality Assessment of Educational Software." In 14th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2017. http://dx.doi.org/10.5748/9788599693131-14contecsi/rf-4789.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Educational assessment"

1

Mislevy, Robert J. Evidence and Inference in Educational Assessment. Fort Belvoir, VA: Defense Technical Information Center, February 1995. http://dx.doi.org/10.21236/ada291474.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

Full text
Abstract:
Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
APA, Harvard, Vancouver, ISO, and other styles
3

Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, Eleanor J. Sterling, and Julia Watkins. Classroom Assessment Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0130.

Full text
Abstract:
Assessments are the primary feedback mechanism in the educational process. They provide feedback to students on how well they are meeting expectations, to teachers on how well the students are learning, and to administrators on the effectiveness of their programs. This feedback, in turn, stimulates changes and improvements and promotes continuous learning. Assessments in a conservation biology course occur before, during, and after an activity, and aim to empower both teachers and students to improve the quality of learning. This module offers an introduction to classroom assessment, describing the who, why, what, when, and how of the assessment process.
APA, Harvard, Vancouver, ISO, and other styles
4

Sadachar, Amrut, Sara Jablon, Linda Niehm, and Jessica Hurst. Student Attitudes toward Educational Approaches and Assessment Techniques: A Retail Merchandising Course Outcomes Assessment. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-90.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

Full text
Abstract:
To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
APA, Harvard, Vancouver, ISO, and other styles
6

Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

Full text
Abstract:
The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
APA, Harvard, Vancouver, ISO, and other styles
7

Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.

Full text
Abstract:
Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
APA, Harvard, Vancouver, ISO, and other styles
8

Porter, David B. United States Air Force Academy Educational Outcomes Assessment Working Group. Phase 2. Fort Belvoir, VA: Defense Technical Information Center, April 1997. http://dx.doi.org/10.21236/ada325234.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Vos, Rob. Educational Indicators: What's to Be Measured? Inter-American Development Bank, January 1996. http://dx.doi.org/10.18235/0011588.

Full text
Abstract:
Currently, numerous strategies and new initiatives for improving quality of schooling at the primary and secondary levels are being considered and implemented, with strong support from multilateral agencies, including the World Bank and the IDB. These initiatives include increasing availability and quality of teaching materials, in-service training of teachers, improvement of teaching methods, supply of subsidized breakfast and lunches at school, etc. There is little dispute these are important and necessary interventions. However, the design, monitoring and evaluation of the cost-effectiveness of these programs and of the educational sector in general is hampered by persistent deficiencies in the quality and timely availability of educational statistics. The objective of the present paper is to provide a framework for the identification of relevant educational indicators. Which are relevant types of information depends on what one wishes to analyze for which policy need. Accordingly, the paper conceptualizes two typologies. The first identifies different types of operational educational indicators, distinguishing between input, access, output and outcome indicators to show that an appropriate information system requires to cover the whole process from supplying educational services, demand factors and accessibility, to results in terms of educational performance and externalities derived from enhanced human capital formation. The second typology distinguishes various types of policy-relevant analysis, such as the assessment of educational performance and needs, cost-effectiveness analysis of educational programs, impact evaluation and assessment of externalities. The informational needs in terms of indicators are specified for each type of policy analysis. The paper concludes with a specification of priority needs in data improvement.
APA, Harvard, Vancouver, ISO, and other styles
10

Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, March 2022. http://dx.doi.org/10.56383/jofk3902.

Full text
Abstract:
The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Educational assessment' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography