Relevant bibliographies by topics / Educational assessment design

Contents

  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: 31 July 2025

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Journal articles on the topic "Educational assessment design"

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Mislevy, Robert J., John T. Behrens, Kristen E. Dicerbo, and Roy Levy. "Design and Discovery in Educational Assessment: Evidence-Centered Design, Psychometrics, and Educational Data Mining." Journal of Educational Data Mining 4, no. 1 (2012): 11–48. https://doi.org/10.5281/zenodo.3554642.

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Evidence-centered design (ECD) is a comprehensive framework for describing the conceptual, computational and inferential elements of educational assessment. It emphasizes the importance of articulating inferences one wants to make and the evidence needed to support those inferences. At first blush, ECD and educational data mining (EDM) might seem in conflict: structuring situations to evoke particular kinds of evidence, versus discovering meaningful patterns in available data. However, a dialectic between the two stances increases understanding and improves practice. We first introduce ECD and
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Linn, Robert L. "Educational Assessment: Expanded Expectations and Challenges." Educational Evaluation and Policy Analysis 15, no. 1 (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 (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
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Kuehn, Kate. "ASSESSMENT STRATEGIES FOR EDUCATIONAL WARGAMES." Journal of Advanced Military Studies 12, no. 2 (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
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Darling-Hammond, Linda. "Performance-Based Assessment and Educational Equity." Harvard Educational Review 64, no. 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, Darlin
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Ukashatu, Abubakar. "EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (2021): 73–80. http://dx.doi.org/10.21009/jisae.v7i2.23056.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic asses
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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 (2003): 106–14. http://dx.doi.org/10.1061/(asce)1052-3928(2003)129:2(106).

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Deneen, Chris. "Editorial: Artificial intelligence and educational assessment." Learning Letters 4 (April 15, 2025): 38. https://doi.org/10.59453/ll.v4.38.

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Artificial intelligence (AI) presents significant opportunities, yet critical challenges for educational assessment, with potential to reshape how learning is supported, determined, and enhanced. This special issue of Learning Letters explores these dynamics, offering timely insights into AI’s potential for personalised instruction, authentic assessment design, and innovative educational practices. Each featured article helps us explore these dynamics, focusing on redefining academic integrity through effect-tracking assessments, promoting synthesis-based assignments resistant to AI optimisati
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Mislevy, Robert J. "Validity by Design." Educational Researcher 36, no. 8 (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 a
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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 (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 AT
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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.<br>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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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 concep
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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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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
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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.<br>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 pr
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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 p
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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 theoretic
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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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Wyoming. Statewide Assessment Design Team. The Wyoming comprehensive assessment system design report. Wyoming Dept. of Education, 1998.

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Linn, Robert L. The design and evaluation of educational assessment and accountability systems. 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. Longman, 1999.

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1920-, Gronlund Norman Edward, ed. Assessment of student achievement. 6th ed. Allyn & Bacon, 1998.

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Gallagher, Jo D. Classroom assessment for teachers. Merrill, 1998.

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National Assessment of Educational Progress (Project). Expanding the new design: The NAEP 1985-86 technical report. National Assessment of Educational Progress at Educational Testing Service, 1988.

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Gipps, C. V. Beyond testing: Towards a theory of educational assessment. Falmer Press, 1994.

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W, Pellegrino James, Chudowsky Naomi, Glaser Robert 1921-, and National Research Council (U.S.). Division of Behavioral and Social Sciences and Education. Committee on the Foundations of Assessment., eds. Knowing what students know: The science and design of educational assessment. National Academy Press, 2001.

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Gronlund, Norman Edward. Assessment of student achievement. 9th ed. Pearson, 2009.

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Sumner, R. The role of assessment in schools. NFER-Nelson, 1991.

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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. 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. 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. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_11.

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Blossfeld, Hans-Peter, Gwendolin Josephine Blossfeld, and Sabine Weinert. "Introduction – Education, Competence Development and Career Trajectories." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_1.

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AbstractA lifespan perspective on development and education and corresponding longitudinal studies have long been proposed scientifically in many disciplines. However, even in the 2000s, little was known about education as a lifelong process or about the cumulative and interactive effects of learning that takes place in different educational settings across the lifespan and comprehensive longitudinal studies were rare. The German National Educational Panel Study (NEPS) was therefore designed to provide longitudinal data on educational trajectories and competence development from infancy to old
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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. 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. 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. 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. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45357-6_4.

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Doargajudhur, Melina, Sanju Naraidoo, and Nau Zaung. "Assessment Authenticity." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1001-4.ch003.

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Innovative approaches to assessment design are an important aspect of this educational era. The new paradigm emphasizes a major consideration which is the validity of assessment tasks in adequately representing the intended learning outcomes. There is a quest for contextuality, hence the limitations of traditional assessments to align to relevant contexts in the wake of rapid technological progress. Considering this, authentic assessments have emerged as a workable alternative by offering a more holistic evaluation of learners' practical skills. This chapter explores the idea of authenticity a
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V., Mohana Sundari, V. Vaishnavi, and G. Kumar. "Leveraging AI in Educational Assessment." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-6170-2.ch005.

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This study examines the effectiveness of AI-enabled assessment methods in providing personalized feedback and enhancing student engagement. Dependent variables include the effectiveness of these methods, student engagement, and academic performance, while independent variables encompass AI use in grading, oral presentations, peer reviews, gamification, and creative project assessments. Employing a quantitative analysis, the study surveys 247 academicians in India to explore emerging trends in AI-enabled educational assessment. Purposive sampling ensures representation across disciplines and in
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Conference papers on the topic "Educational assessment design"

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Kadel, Rajan, Bhupesh Kumar Mishra, Samar Shailendra, Samia Abid, Maneeha Rani, and Shiva Prasad Mahato. "Crafting Tomorrow’s Evaluations: Assessment Design Strategies in the Era of Generative AI." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00012.

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Chen, Zhisong, Yongping Xiong, Renqing Yuan, and Chang Zeng. "Design of Emotion Recognition and Oral Assessment Module for Intelligent Spoken Language Learning Platform." In 2024 4th International Conference on Educational Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet62460.2024.10868617.

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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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Wang, Ning, and Robert J. Stern. "Permian Basin Educational Video Design, Assessment and Dissemination." In 2019 AAPG Southwest Section Annual Convention. American Association of Petroleum Geologists, 2019. http://dx.doi.org/10.1306/70388wang2019.

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

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Stefan, Antoniu, Ioana andreea Stefan, Jannicke Baalsrud hauge, and Sylvester Arnab. "APPROACHING ASSESSMENT IN EDUCATIONAL GAMES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-070.

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The use of games in education necessitates investigations on how to successfully transpose learning objectives and evaluation metrics into game settings, how to effectively assess player performance in the game, and also on how to overcome technical issues associated with the integration of Digital Educational Games (DEG) and Learning Management Systems (LMS). According to Bloom's taxonomy, revised by Anderson in 2001, which is used to develop learning objectives, there are six categories in the cognitive process dimension that should be considered: remember, understand, apply, analyse, evalua
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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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Liu, Yu-Yu. "Computational Empowerment in K-12 Education: Formative Assessment Strategies for Educational and Design Practices through Dialogic Learning Approaches." In IDC '24: Interaction Design and Children. ACM, 2024. http://dx.doi.org/10.1145/3628516.3659855.

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

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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-effectivenes
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Severin, Eugenio. Technologies for Education (TEd) - A Framework for Action. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0008982.

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There is a broad consensus regarding the need to improve student outcomes in the educational systems of Latin America and the Caribbean. After an attempt to institute various reforms and initiatives, the demand for quality and equity continues to be heard throughout the region. Meeting this demand will require significant changes, regarding not only the teaching of subjects that are relevant to needs of a knowledge society, but also teaching them in a way that takes full account of the educational context that 21st century society has generated. The present document presents a framework suppor
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Raupp, Magda, Michelle Fryer, Juliana Arbeláez, et al. Review of IDB Support to Secondary Education: Improving Access Quality and Institutions, 1995-2012. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0010573.

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This evaluation seeks to determine the extent to which the Bank supported equitable access to secondary education, improvements in secondary education quality, and reforms of education institutions to improve management capacity. In addition, it describes the approaches taken and examines the results obtained. The evaluation found that as the Bank's overall education financing for the Region increases, so does its role in supporting education policy reforms that will affect access, efficiency, and learning outcomes. The Bank has the potential to make significant contributions to improving seco
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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, 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 o
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Bjelland, David, and Bozena Dorota Hrynyszyn. Energy retrofitting of non-residential buildings with effects on the indoor environment: a study of university buildings at NTNU in Trondheim, Norway. Department of the Built Environment, 2023. http://dx.doi.org/10.54337/aau541564763.

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The year 2050 is considered the deadline for achieving the European climate goal of net zero emissions, an essential sustainability milestone. Current strategies ask for higher retrofitting rates in the building sector, as most of today’s buildings will still be standing and be used in 2050, and longer. However, retrofitting strategies must consider energy and emissions reductions alongside social sustainability, targeting not only the building but also its users. Historically, the focus has been on indoor environmental quality, while other aspects of human well-being such as the quality of vi
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9

DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 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
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10

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 sug
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