Relevant bibliographies by topics / Educational assessment design

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

Academic literature on the topic 'Educational assessment design'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Educational assessment design"

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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.

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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.
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Bennet, Randy Elliot. "Preparing for the Future: What Educational Assessment Must Do." Teachers College Record: The Voice of Scholarship in Education 116, no. 11 (November 2014): 1–18. http://dx.doi.org/10.1177/016146811411601109.

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Background/Context There is little question that education is changing, seemingly quickly and in some cases dramatically. The mechanisms through which individuals learn are shifting from paper-based ones to electronic media. Simultaneously, the nature of what individuals must learn is evolving, in good part due to an exponential accumulation of knowledge and of technology to access, share, and exploit that knowledge. Finally, how education is organized, offered, and administered is undergoing transformation, most apparently—but not only—in higher education. With potentially seismic changes in the mechanisms, nature, and organization of education must also come changes in educational assessment. Purpose This paper makes 13 claims about what educational assessment must do if it is to remain relevant in the face of rapid and potentially dramatic changes in education and society. Research Design Analytic essay. Conclusions/Recommendations If it is to remain relevant, educational assessment must provide meaningful information; satisfy multiple purposes; use modern conceptions of competency as a design basis; align test and task designs, scoring, and interpretation with those modern conceptions; adopt modern methods for designing and interpreting complex assessments; account for context; design for fairness and accessibility; design for positive impact; design for engagement; incorporate information from multiple sources; respect privacy; gather and share validity evidence; and use technology to achieve substantive goals.
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Kuehn, Kate. "ASSESSMENT STRATEGIES FOR EDUCATIONAL WARGAMES." Journal of Advanced Military Studies 12, no. 2 (September 7, 2021): 139–53. http://dx.doi.org/10.21140/mcuj.20211202005.

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Purposeful integration of assessment within educational wargame design is increasingly essential as military education expands those activities within its curriculum. This multimethod case study examines key challenges and strategies for assessment within educational wargaming practice. Drawing insights from faculty interviews, academic documents, and faculty meeting observations, the study identifies six key assessment challenges: gamesmanship, lack of control, multiple faculty roles, receptiveness to feedback, evaluation of individuals in teams, and fairness of evaluation. It then discusses how experienced faculty mitigate these challenges throughout the assessment design process from identifying outcomes to ensuring the quality of evaluation.
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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.

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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.
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Molenaar, Keith R., and Brian J. Saller. "Educational Needs Assessment for Design/Build Project Delivery." Journal of Professional Issues in Engineering Education and Practice 129, no. 2 (April 2003): 106–14. http://dx.doi.org/10.1061/(asce)1052-3928(2003)129:2(106).

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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.

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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 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.
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Moroz, Alex, Jennifer Stone, Francis Lopez, Cynthia Racine, and Kristin Carmody. "Educator Feedback Skill Assessment: An Educational Survey Design Study." International Medical Education 1, no. 2 (December 9, 2022): 97–105. http://dx.doi.org/10.3390/ime1020012.

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Background: Delivering impactful feedback is a skill that is difficult to measure. To date there is no generalizable assessment instrument which measures the quality of medical education feedback. The purpose of the present study was to create an instrument for measuring educator feedback skills. Methods: Building on pilot work, we refined an assessment instrument and addressed content and construct validity using expert validation (qualitative and quantitative). This was followed by cognitive interviews of faculty from several clinical departments, which were transcribed and analyzed using ATLAS.ti qualitative software. A research team revised and improved the assessment instrument. Results: Expert validation and cognitive interviews resulted in the Educator Feedback Skills Assessment, a scale with 10 items and three response options for each. Conclusions: Building on the contemporary medical education literature and empiric pilot work, we created and refined an assessment instrument for measuring educator feedback skills. We also started the argument on validity and addressed content validity.
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Mislevy, Robert J. "Validity by Design." Educational Researcher 36, no. 8 (November 2007): 463–69. http://dx.doi.org/10.3102/0013189x07311660.

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Lissitz and Samuelsen (2007) argue that the unitary conception of validity for educational assessments is too broad to guide applied work. They call for attention to considerations and procedures that focus on “test development and analysis of the test itself” and propose that those activities be collectively termed content validity. The author of this article describes work that makes more explicit the underlying principles of assessment design, thereby providing conceptual foundations for familiar practices and supporting the development of new ones. By structuring design activities around assessment arguments, the test developer accrues evidence in passing for what Embretson (1983) calls “construct representation” argumentation for validity.
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Bock, R. Darrell, and Robert J. Mislevy. "Comprehensive Educational Assessment for the States: The Duplex Design." Educational Evaluation and Policy Analysis 10, no. 2 (June 1988): 89–105. http://dx.doi.org/10.3102/01623737010002089.

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A design for educational assessment is proposed that serves multiple purposes within a state school system but requires no more class time than a conventional achievement test. For individual students, it provides scaled proficiency measures suitable for guidance and certification at varied levels of attainment. For classrooms, schools, or larger units, it can supply from the same data detailed group-level measures for monitoring progress in curricular objectives, for evaluating instructional methods or materials, and for secondary research studies. Graphic displays for reporting both the individual-level and group-level results are illustrated. The design can be linked to performance tests to establish external validity or to scales of national measures, such as the National Assessment of Educational Progress, to allow between-state comparisons.
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Johnson, Eugene G. "The Design of the National Assessment of Educational Progress." Journal of Educational Measurement 29, no. 2 (June 1992): 95–110. http://dx.doi.org/10.1111/j.1745-3984.1992.tb00369.x.

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Dissertations / Theses on the topic "Educational assessment design"

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Notess, Mark Harrington. "An assessment of contextual design and its applicability to the design of educational technologies." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319900.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from PDF t.p. (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3120. Adviser: Thomas M. Duffy.
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Racicot, Kelley Ann. "Active assessment in engineering design using a systems approach." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/k_racicot_072707.pdf.

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Croteau, Jacqueline L. "Online Formative Assessments as Predictors of Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1145.

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Increasingly, educational reform efforts are turning towards data-driven decision making strategies to help teachers improve instruction through skills-based instruction/content that is both measurable and aligned to common rigorous standards, such as the Common Core State Standards (CCSS). Examining the impact of a formative online assessment system on a summative measurement of student achievement may provide evidence that data-driven instructional platforms can impact student achievement and learning outcomes. Guided by the theoretical frameworks of Vygotsky and Dewey, along with the concepts of multiple intelligence, constructivism, and mastery learning, this study examined the relationship between student scores from an online formative assessment administered quarterly and an end-of-year summative evaluation. A stepwise multiple regression analyzed the predictive power of the iReady formative assessment program towards archived SAT-10 reading and mathematics data among Grades 1-4 students, before and after the iReady program was implemented (N = 339). The results showed a significant relationship between the iReady program and SAT-10, explaining 11.6% of the variance in SAT-10 scores. The study's intended audience is educators, school districts, and policy makers who are using the achievement data produced by formative assessments to improve results on measures of academic achievement, leading to positive social change.
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Ohashi, Hideaki. "Design and Analysis of Allocation Methods for Peer Assessment in Education." Kyoto University, 2020. http://hdl.handle.net/2433/253412.

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Beining, Steven George. "Improving Assessment Practice at the Course and Programmatic-Levels in Community Colleges: Developing The Guidebook For Student Learning Outcomes & The Assessment Loop." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1105.

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This project-based dissertation described, in detail, a seven-step research and development (R&D) process used to create, and bring to operational use, an educational tool that supported the academic use of the assessment loop: the Guidebook For Student Learning Outcomes & The Assessment Loop. The dissertation established the problem that this product solved, provided relevant research, including a literature review, and the process and methods that led to the development of this useful product. It described the purpose of this specific guidebook and for guidebooks in general. This project was informed by research of instructional design of text-based teaching materials, R&D-focused field-testing procedures, assessment theory and practice, programmatic and online course assessment needs and practices, and use of Moodle as an assessment tool and evidence repository. About the product: The guidebook is designed for use by Community College department chairs (DCs) and faculty members. It describes, from the viewpoint of a practitioner, each step in the process of assessment: from creating and measuring student learning outcomes (SLOs) to using assessment for improvement. It is hoped that use of the Guidebook by its intended audience will lead to more comprehensive assessment practices at the colleges where it is used.
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Jamgochian, Elisa M. "Designing and validating a measure of teacher knowledge of Universal Design for Assessment (UDA)." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10900.

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xvi, 216 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The primary purpose of this study was to design and validate a measure of teacher knowledge of Universal Design for Assessment (TK-UDA). Guided by a validity framework, a number of inferences, assumptions, and evidences supported this investigation. By addressing a series of research questions, evidence was garnered for the use of the measure to describe what teachers know about assessment accessibility issues through their application of seven UDA principles. The investigation used research designs and sampling procedures specific to each research question. The TK-UDA was designed to capture depth of knowledge, from background to declarative to applied, through a variety of item types. Internal, external, and teacher reviews provided evidence to support the content validity of the measure, and, based on the feedback from these reviews, the measure was revised to improve content and clarity. The measure was then implemented online; a purposeful sample of experts and inservice and preservice teachers was invited to participate in the study. It was anticipated that these participants would represent a range of knowledge of UDA. Following measure implementation, analyses were conducted to evaluate whether performance on items accurately reflected a continuum of teacher knowledge. Evidence of discriminant/criterion-related validity was examined by evaluating group differences. Based on results from t -tests and MANOVAs, no significant differences between groups (based on level of expertise) were found. Item Response Theory (IRT) scaling of items along a continuum indicated that declarative knowledge items were generally less difficult than applied knowledge items. IRT scaling of person scores represented a rather narrow range of knowledge within the sample. Reliability estimates from the IRT scaling and test-retest indicated strong item reliability, relatively weak person reliability, and satisfactory test-retest reliability, respectively. To obtain evidence regarding the usefulness of the measure to determine professional development needs, a Kruskal-Wallis rank-order test was conducted to evaluate the differential difficulty of UDA elements within the applied knowledge section. This provided initial evidence for identifying professional development needs at the element level. These results provide information that will guide further instrument development and future research in this area.
Committee in charge: Paul Yovanoff, Chairperson, Educational Methodology, Policy, and Leadership; Elizabeth Ham, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Douglas Blandy, Outside Member, Arts and Administration
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Eseryel, Deniz. "Expert conceptualizations of the domain of instructional design an investigative study on the deep assessment methodology for complex problem-solving outcomes /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Streff, Robert James. "A Qualitative Case Study of Strategies for Choosing and Evaluating Alternative Assessments in Online Higher Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2384.

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Studies have shown that not all students are assessed effectively using standard testing formats. However, it is unclear what alternative methodology would be useful to determine whether students have acquired the skills necessary for today's global market. This research study's purpose was to understand the processes instructors use when choosing and designing alternative assessments in higher education online courses to measure student performance. Using Gagné's conditions of learning and Bloom's Taxonomy as a framework to understand these processes, this qualitative case study examined 8 participants teaching online at Midwestern public universities. Interview data and course artifacts, including syllabi, rubrics, assessments, and grades, were gathered as evidence. These data were categorized by participant, interview question, and research question, and were then coded and analyzed to identify themes. The results indicated that, although objectives drive assessment indicators, they do not necessarily drive the assessment choice. They also indicated that the processes used by experienced instructors to determine assessment choices appear almost subconscious, although objectives are the major decision making point. This study impacts social change by helping identify areas where assessment selection is effective or ineffective, as well as where additional training needs to occur on alternative assessment options that accommodate changing student and workplace expectations better.
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Florian, Timothy P. "Confidence-based assessment in Moodle: Insights from teachers, administrators, and programmers." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/814.

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Critical thinking is a skill that school systems are trying to develop in their student populations. Numerous studies have been conducted on developing critical thinking skills such as self-regulation, interpretation, and analysis. However, available data on the use of learning management systems (LMS) as a means to develop critical-thinking skills have been opaque. This study examined the perceptions of local stakeholders and the impact of confidence-based assessment (CBA) on secondary students at one high school. The conceptual framework guiding the study represented a synthesis of theoretical perspectives on critical thinking and its development with the current research on the pedagogical foundations of LMS applications. This qualitative case study project was designed to understand the perceptions of teachers, administrators, and content developers regarding the viability of a LMS with CBA embedded to increase students' critical-thinking skills. The research question focused on the use of Moodle, an LMS option, modified to use CBA to measure, improve, and enhance critical thinking skills. Qualitative data from open-ended questionnaires and interviews were gathered from teachers, administrators, and content developers who had taken a CBA within Moodle, and then coded using typological analysis to explore the respondents' perspectives. Since compelling evidence was found that a cost-effective LMS with embedded CBA may provide a positive benefit to students, a project consisting of a detailed program implementation plan was proposed to the school district. If implemented, the program can be replicated by educational institutions, potentially contributing to social change by democratizing access to a testing methodology that increases students' background knowledge while measuring their critical thinking skills.
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Copley, Stacey. "Assessment of Instructor Information Technology Self-efficacy on Online Course Delivery Modes and Design Methods in the Radiologic Sciences." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343745085.

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Books on the topic "Educational assessment design"

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Applied educational assessment. 2nd ed. Belmont, CA: Wadsworth Thomson Learning, 2003.

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Applied educational assessment. Belmont, CA: Wadsworth Pub. Co., 1997.

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Wyoming. Statewide Assessment Design Team. The Wyoming comprehensive assessment system design report. Cheyenne, WY (2300 Capitol Ave., Cheyenne 82002-0050): Wyoming Dept. of Education, 1998.

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Todd, Stanley, and Moore Elizabeth, eds. Short-cycle assessment: Improving student achievement through formative assessment. Larchmont, NY: Eye On Education, 2008.

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Beyond testing: Towards a theory of educational assessment. London: Routledge, 2012.

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Linn, Robert L. The design and evaluation of educational assessment and accountability systems. Los Angeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles, 2001.

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R, Worthen Blaine, and Worthen Blaine R, eds. Measurement and assessment in schools. 2nd ed. New York: Longman, 1999.

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Educative assessment: Designing assessments to inform and improve student performance. San Francisco, Calif: Jossey-Bass, 1998.

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What every teacher should know about educational assessment. Boston, Mass: Pearson Education, 2003.

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Gallagher, Jo D. Classroom assessment for teachers. Upper Saddle River, N.J: Merrill, 1998.

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Book chapters on the topic "Educational assessment design"

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Almond, Russell G., Robert J. Mislevy, Linda S. Steinberg, Duanli Yan, and David M. Williamson. "An Introduction to Evidence-Centered Design." In Bayesian Networks in Educational Assessment, 19–40. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2125-6_2.

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Zieky, Michael J. "Fairness in Test Design and Development." In Fairness in Educational Assessment and Measurement, 9–31. New York: Routledge, 2016. http://dx.doi.org/10.4324/9781315774527-3.

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Reese, Debbie Denise. "An Instructional Design Approach to Effective Instructional Game Design and Assessment." In Educational Media and Technology Yearbook, 127–38. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_11.

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Kirsch, Irwin, Kentaro Yamamoto, and Lale Khorramdel. "Design and Key Features of the PIAAC Survey of Adults." In Methodology of Educational Measurement and Assessment, 7–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47515-4_2.

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Sinharay, Sandip. "Commentary on Ensuring Fairness in Test Design, Construction, Administration, and Scoring." In Fairness in Educational Assessment and Measurement, 97–108. New York: Routledge, 2016. http://dx.doi.org/10.4324/9781315774527-7.

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Aitkin, Murray, and Irit Aitkin. "The Current Design and Analysis." In Statistical Modeling of the National Assessment of Educational Progress, 23–38. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9937-5_2.

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Kuger, Susanne, Nina Jude, Eckhard Klieme, and David Kaplan. "An Introduction to the PISA 2015 Questionnaire Field Trial: Study Design and Analysis Procedures." In Methodology of Educational Measurement and Assessment, 75–113. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_4.

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Eseryel, Deniz, Yu Guo, and Victor Law. "Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills." In Assessment in Game-Based Learning, 257–85. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4_14.

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Lane, Suzanne, and Edward A. Silver. "Equity and Validity Considerations in the Design and Implementation of a Mathematics Performance Assessment: The Experience of the QUASAR Project." In Equity and Excellence in Educational Testing and Assessment, 185–219. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0633-7_7.

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Shepherd, Irwyn, Elyssebeth Leigh, and Amanda Davies. "Disrupting the Familiar: Applying Educational Theories to Simulation-Based Learning and Assessment Design." In Communications in Computer and Information Science, 61–76. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9582-7_5.

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Conference papers on the topic "Educational assessment design"

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Besbes, R., R. Tourki, and P. Gorce. "Engineering analysis for educational concepts' assessment." In 2013 3rd Interdisciplinary Engineering Design Education Conference (IEDEC 2013). IEEE, 2013. http://dx.doi.org/10.1109/iedec.2013.6526772.

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Lestari, Ambar Sri. "E-Portfolio Assessment Design in Learning." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.58.

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Ling, Yang, Hsiao-tong Chang, and Yuxuan Chen. "Overview of Shape Grammars and Assessment for Urban Design: Review, Assessment, and Application." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0122.

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Han Ping, He Weikun, Shi Qingyan, and Han Yan. "An educational tool design for the course of signal processing based on Matlab GUI." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062603.

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Bo Xu, Chen Wang, Haiyan Yan, and Cheng Zhou. "Assessment system design for university web-based learning." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607653.

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Dicheva, Darina, Austin Hodge, Christo Dichev, and Keith Irwin. "On the design of an educational game for a Data Structures course." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851763.

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Wu, Chen, Di Wu, Meng Chen, Jian Xu, and Jiman Ma. "Design Method of Intelligent Questionnaire for the Automatic Assessment of Educational Informatization Level." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368448.

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Sami Abdelaziz, Naglaa. "RUBRIC AS ASSESSMENT TOOL FOR EDUCATIONAL EFFECTIVENESS - INTERIOR LIGHTING DESIGN’ ASSIGNMENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2330.

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Stark, Brandon, Zhuo Li, Brendan Smith, and YangQuan Chen. "Take-Home Mechatronics Control Labs: A Low-Cost Personal Solution and Educational Assessment." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12735.

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Control theory, once described as the “Physics of the 21st Century,” is pervading to almost all subjects of higher learning. However, it is a difficult topic for many students, especially when introduced at the undergraduate lower level. Providing hands-on experience is often a great aid for teaching difficult concepts, but for control theory forcing a hands-on component can distract from the learning if the students are unprepared. An effective control theory laboratory curriculum builds on the foundations of statics and dynamics, circuit theory, signal processing and programming course-work. However, undergraduate students have a limited educational experience and are typically lacking in one or more of those foundations. Coupled with the unfamiliarity of the common equipment found in teaching labs, students often find themselves overwhelmed and struggle with the setups, limiting their exposure to the topic of control theory. Some industry and education companies have introduced extensive control workstations to bring integrated control theory to a teaching laboratory; however these systems are expensive and specialized, limiting their reach and effectiveness. In this paper, a low-cost mechatronics control theory personal laboratory setup with a proposed curriculum is developed for undergraduate students that addresses their uncertain foundation and improves accessibility by introducing portability to maximize the learning outcomes.
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Elfitra, Tiur Malasari Siregar, and Suci Frisnoiry. "Needs Analysis for Design of Augmentes Reality Assessment (ARA) in Higher Education." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.203.

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Reports on the topic "Educational assessment design"

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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.

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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.
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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.

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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.
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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.

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

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Peterson, Dahlia, Kayla Goode, and Diana Gehlhaus. AI Education in China and the United States: A Comparative Assessment. Center for Security and Emerging Technology, September 2021. http://dx.doi.org/10.51593/20210005.

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A globally competitive AI workforce hinges on the education, development, and sustainment of the best and brightest AI talent. This issue brief compares efforts to integrate AI education in China and the United States, and what advantages and disadvantages this entails. The authors consider key differences in system design and oversight, as well as strategic planning. They then explore implications for the U.S. national security community.
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Miller, Robert A. Strengthening the research capacity of Planned Parenthood Association of Ghana. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1007.

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The Planned Parenthood Association of Ghana (PPAG) is one of the most active nongovernmental organizations delivering reproductive health (RH) services in Ghana, focusing particularly on youth issues and services. USAID suggested to the Population Council’s Africa OR/TA Project II staff that PPAG might benefit from technical assistance. A large and well-funded IPPF program to promote sexual health among youth of the Volta Region offered a good opportunity to begin OR work. Earlier, the program was envisioned as a demonstration educational program of five years duration. Further discussions suggested that this program was unlikely to be duplicated anywhere, because of its high cost and because the design of the evaluation did not include a comparison area. As a result, even if the surveys documented change in the program it would be unclear how much change resulted from program activities and how much resulted from other, nonprogram factors. It was PPAG’s assessment that IPPF would appreciate an OR approach more than a demonstration approach to sexual health issues for youth. Therefore, as detailed in this report, Africa OR/TA Project II and PPAG developed a project to strengthen PPAG’s research capacity.
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Bhattacharjea, Suman, Sehar Saeed, Rajib Timalsina, and Syeed Ahamed. Citizen-led Assessments: A Model for Evidence-based Advocacy and Action to Improve Learning. Australian Council for Educational Research, June 2021. http://dx.doi.org/10.37517/978-1-74286-636-9.

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Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, Pakistan, Nepal and Bangladesh provide an overview of the CLA model and illustrate a range of ways in which the model has been implemented in the four South Asian countries to monitor and improve learning. In all four countries, the initiative is known as the Annual Status of Education Report, or ASER – a word that means ‘impact’ in three of these four countries. By design, ASER assesses foundational reading and numeracy skills.
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Kaffenberger, Michelle, Jason Silberstein, and Marla Spivack. Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/093.

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While conventional interventions and evaluations address the symptoms of the learning crisis, there is growing acknowledgement that widespread and sustained learning improvements will require systems approaches that diagnose and address the root causes of low learning. This paper presents and applies three methods to evaluate education systems and inform how to improve system coherence for learning. First, we use learning trajectories to evaluate the dynamics of children’s learning in 22 low- and middle-income countries. Second, we present a set of principles called the ALIGNS principles and show how they can be used to evaluate and improve alignment of curricula, assessments, and teacher support and instruction. Finally, we present a systems diagnostic framework and apply it to a program in South Africa, showing how the program takes a systems approach to improve learning. These tools help concretize systems thinking and bring insights to bear on the design and evaluation of policies and programs intended to improve learning.
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