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Journal articles on the topic 'Educational assessment design'

Author: Grafiati

Published: 10 January 2023

Last updated: 31 July 2025

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1

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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4

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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Reverter Garcia, Jorge. "A comparative assessment of NSW educational acoustic design guideline." Journal of the Acoustical Society of America 154, no. 4_supplement (2023): A214. http://dx.doi.org/10.1121/10.0023321.

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School Infrastructure New South Wales (SINSW) Educational Facilities Standard Guidelines (EFSG) Design Guideline 11 (DG-11) is the acoustic guideline for public educational premises in NSW. A comparative assessment of the guideline against alternative guidelines is conducted in this paper. The analysis identifies shortcomings stemming from an outdated guideline, as well as gaps in design clarity. Design solutions to meet the mandatory EFSG GD-11 acoustic requirements have been proposed to address the identified shortcomings. Additionally, we thoroughly examined DG-11's design specifications to

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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 (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 indi

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Johnson, Eugene G. "The Design of the National Assessment of Educational Progress." Journal of Educational Measurement 29, no. 2 (1992): 95–110. http://dx.doi.org/10.1111/j.1745-3984.1992.tb00369.x.

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14

Huff, Kristen, and Barbara Plake. "Evidence-Centered Assessment Design in Practice." Applied Measurement in Education 23, no. 4 (2010): 307–9. http://dx.doi.org/10.1080/08957347.2010.510955.

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Nuraini, Umi, Primasa Minerva Nagari, Nur Alfiyatuz Zahro, and Nuventin Asna Putri. "E-ASSESSMENT DESIGN DEVELOPMENT IN ENTREPRENEURIAL LEARNING." International Journal of Education, Psychology and Counseling 7, no. 45 (2022): 259–72. http://dx.doi.org/10.35631/ijepc.745021.

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Assessment is a fundamental aspect of learning and becomes a challenge in online learning in the area of disruption. Besides being able to improve the professional competence of educators, the proper application of e-assessment can help students to have the competencies needed in the 21st century. This study aims to develop an e-assessment design in entrepreneurial learning in Accounting Department Universitas Negeri Malang, Indonesia. This e-assessment, which is designed to assess students' knowledge, attitudes, and skills, becomes more efficient and transparent and is easily accessible to st

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Gunjal, Prof S. P., Vedant Kharatmal, Jay Rane, Ritesh Deo, and Aditi Mahamuni. "Competency Assessment." International Journal for Research in Applied Science and Engineering Technology 11, no. 11 (2023): 358–61. http://dx.doi.org/10.22214/ijraset.2023.56515.

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Abstract: In an era of diverse educational and career opportunities, the process of guiding students toward well-informed decisions is increasingly complex. Competency assessment projects, driven by computer-based assessments and machine learning algorithms, have emerged as a promising solution. This research paper explores the intricate synergy of technology and education in competency assessment. It delves into the design of comprehensive assessments that transcend conventional knowledge-based tests, focusing on students' problem-solving skills, critical thinking abilities, and personal inte

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Zvereva, Elena, Ekaterina Bunyaeva, Ivan Kuznecov, Aleksandr Holodilov, and Yuliya Savvateeva. "Website Quality Assessment and Website Design Methods for Educational Organizations." Proceedings of Petersburg Transport University 19, no. 3 (2022): 618–30. http://dx.doi.org/10.20295/1815-588x-2022-3-618-630.

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To systemize existing methods for quality assessment and design of websites of educational organizations. To conduct as review of existing criteria for quality assessment of educational organization websites, their ratings. To consider existing restrictions in the design of educational organization web-sites, the means for their creation and their structure organization methods. Methods: Analysis of existing quality ratings of educational organization web-sites, requirements for their design from legislation view as well as of up-todate trends of web-design. Analysis of methods of web-site str

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Nelson, Brian C., Diane Jass Ketelhut, and Catherine Schifter. "Exploring Cognitive Load in Immersive Educational Games." International Journal of Gaming and Computer-Mediated Simulations 2, no. 1 (2010): 31–39. http://dx.doi.org/10.4018/jgcms.2010010103.

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SAVE Science is a research project focused on creating an innovative model for assessment of learning in STEM. In SAVE Science, we are implementing game-like modules for evaluating science content and inquiry in grades 7-8, using an assessment rubric of student interactions in a virtual environment designed to capture evolving patterns of scientific understanding among students. We are also investigating two “conditions for success” for virtual environment-based assessment: managing the effects of cognitive load students experience in complex virtual environments, and helping teachers integrat

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Du, Hui. "Design And Realization of A Comprehensive Quality Assessment System for College Students Based on the Bp Neural Network." Journal of Electrical Systems 20, no. 6s (2024): 1915–24. http://dx.doi.org/10.52783/jes.3107.

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Educational evaluation plays a crucial role in ensuring the quality and effectiveness of teaching, learning, and institutional performance. Traditional evaluation methods often struggle to capture the complex and multifaceted nature of educational processes, leading to limitations in assessing quality comprehensively. In response, this paper introduces the Fuzzy Interface Memetic Algorithm for Quality Assessment (FIMA-QA), a novel framework that integrates fuzzy logic modeling with memetic algorithm optimization to provide a nuanced and adaptable approach to educational evaluation. FIMA-QA lev

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Nourbakhsh, Illah R., Kevin Crowley, Ajinkya Bhave, et al. "The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment." Autonomous Robots 18, no. 1 (2005): 103–27. http://dx.doi.org/10.1023/b:auro.0000047303.20624.02.

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DEMİR, Merve USKAN. "EDUCATIONAL BUILDING DESIGN FOR CHILDREN WITH ASD: A BIBLIOMETRIC ASSESSMENT." Journal of Academic Social Sciences 158, no. 158 (2024): 232–58. http://dx.doi.org/10.29228/asos.78290.

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Alieva, Zainab K., Olga I. Vaganova, Inna K. Kirillova, Julia M. Tsarapkina, and Olga V. Sesorova. "Internet design in a modern educational environment." Revista de la Universidad del Zulia 12, no. 35 (2021): 235–45. http://dx.doi.org/10.46925//rdluz.35.14.

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Purpose of the article: analysis of the process of Internet design in the modern educational environment. Methodology: The article presents the results of a survey of students of higher educational institutions “Assessment of the impact of Internet projects on professional self-development", about the dynamics of the participation of students from professional educational institutions in the design of the Internet for three years. Conclusions. According to the research, the number of participants in Internet projects is growing, and the popularity of such contests is increasing. Participation

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Teshome, Samson Worku. "Exit exams design in higher education: A systematic review." Journal of Research in Instructional 5, no. 1 (2025): 311–22. https://doi.org/10.30862/jri.v5i1.644.

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This systematic literature review explores the design issues surrounding exit exams in higher education, focusing on their validity, reliability, and impact on student outcomes. As exit exams have become integral to assessing student competencies, the need for effective and equitable assessment strategies is paramount. The review synthesizes two decades of research to identify key challenges, including the alignment of exam content with educational objectives, the tension between standardization and customization, and the engagement of diverse stakeholders. The findings reveal that while exit

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Kostadinova, Maria. "Self-assessment of career development - educational perspective." Science, Engineering and Education 5, no. 1 (2020): 73–78. http://dx.doi.org/10.59957/see.v5.i1.2020.11.

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With the development of the market economy and the faster spread of knowledge and skills, in the fierce competition, in order to obtain stability and better development, people are paying attention to design their personal development plans. Firstly in this essay a brief description of personal development plan is presented. Following this, a critical analysis how the usage of personal development plans influences the individual growth through knowledge and skills acquisition is discussed. Finally, a good and effective employ development plan is proposed.

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Al-Abdullatif, Ahlam Mohammed. "Alternative Assessment Approaches and Quality Product Design Within Web-Based Learning Environments." International Journal of Web-Based Learning and Teaching Technologies 15, no. 3 (2020): 60–74. http://dx.doi.org/10.4018/ijwltt.20200701.oa1.

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The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility an

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Alekhina, S. V., Y. V. Mel’nik, E. V. Samsonova, and A. Yu Shemanov. "Assessment of Inclusive Process as a Tool for Designing Inclusion in Educational Institution." Психологическая наука и образование 26, no. 5 (2021): 116–26. http://dx.doi.org/10.17759/pse.2021260509.

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The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion within an educational institution. The assessment technique is based on three methodological foundations: activity, participatory and human rights based approaches which imply active involvement of the key subject groups in joint activities aimed at developing inclusion. The assessment model i

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Essien, Umoh Enoima. "Design of Question Generator System (QPGS) Using Fisher-Yates Shufling Algorithm." British Journal of Computer, Networking and Information Technology 6, no. 1 (2023): 66–82. http://dx.doi.org/10.52589/bjcnit-zck1bfkb.

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The process of generating question papers for educational assessments is a crucial task in the field of academia. The traditional manual approach to question paper creation is time-consuming and prone to human error. In response to this challenge, the Question Paper Generation System (QPGS) has emerged as a powerful solution that leverages technology to automate and streamline the question paper generation process. The Question Paper Generation System has a profound impact on the education sector by enhancing the quality and efficiency of assessments. It empowers educators to create assessment

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Silva, Patrícia Christine, Paulo Nuno Vicente, and Ana Valente Rodrigues. "Development of Serious Games for Science Assessment Using Educational Design Research." International Journal of Serious Games 12, no. 2 (2025): 5–36. https://doi.org/10.17083/ijsg.v12i2.854.

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This article addresses concerns inherent to the process of assessing science learning, which is incompatible with the recommendations from an Inquiry-Based Science Education perspective. The challenges in achieving effective assessment intensify with evaluative practices primarily aimed at classification, focused on knowledge, and characterized by the inadequacy of instruments and assessment activities used in educational contexts. This article aims to present and describe the development cycle of four serious games designed for formative and summative assessment of science learning in primary

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Milne, Derek L., and Heather Roberts. "AN EDUCATIONAL AND ORGANIZATIONAL NEEDS ASSESSMENT FOR STAFF TRAINING." Behavioural and Cognitive Psychotherapy 30, no. 2 (2002): 153–64. http://dx.doi.org/10.1017/s1352465802002035.

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Studies of in-service training demonstrate repeatedly the difficulty of transferring training to the routine work of the staff. One of the likely explanations for this difficulty is the recurring absence of an educational and organizational needs assessment to guide the training. Such assessments can play a critical role in defining management support, goal setting, the selection of the trainee group and in analysing the readiness of staff in an organization for a training intervention. The present study summarizes and extends prior research in the field of mental health by conducting a compre

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Mozelius, Peter. "AI Enhanced Constructionism for Educational Game Design." Constructionism Conference Proceedings 8 (June 24, 2025): 359–66. https://doi.org/10.21240/constr/2025/6.x.

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This paper describes and discusses how AI enhanced constructionism could be involved to stimulate active learning in a course on game-based learning. The main objective in the course is to create artefacts that could be combined to a game prototype at the end of the course, in the spirit of Seymour Papert’s idea of learning building meaningful artefacts. Design science research was used to gather requirements and to create the syllabus and the course design that is presented in this paper. Since the course has not been given yet, this is work in progress, but with ideas for how to combine cons

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Balo, Vincent Theodore M., and Joje Mar P. Sanchez. "Evaluation of educational assessment module for flexible STEM education." STEM Education 5, no. 1 (2025): 130–51. https://doi.org/10.3934/steme.2025007.

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<p>Modules are instructional materials used in flexible STEM education. With this, the Plan-Do-Study-Act action research model was employed to design, implement, and evaluate a self-learning module on Assessment in Learning (ASL) 2 for preservice teachers. Three education experts validated the ASL 2 module during the design phase. The Math and Science preservice teachers (N = 95) used and rated the validated module utilizing a pretest/posttest exam, survey questionnaire, and open-ended questions. The findings revealed that ASL 2 adhered to the prescribed module structure, format, and rel

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Fisher, W. P., Emily Pey-Tee Oon, and Spencer Benson. "Applying Design Thinking to systemic problems in educational assessment information management." Journal of Physics: Conference Series 1044 (June 2018): 012012. http://dx.doi.org/10.1088/1742-6596/1044/1/012012.

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Maina, Marcelo Fabián, Gema Santos-Hermosa, Federica Mancini, and Lourdes Guàrdia Ortiz. "Open educational practices (OEP) in the design of digital competence assessment." Distance Education 41, no. 2 (2020): 261–78. http://dx.doi.org/10.1080/01587919.2020.1757407.

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Senkivskyy, Vsevolod, Liubomyr Sikora, Nataliia Lysa, Alona Kudriashova, and Iryna Pikh. "Fuzzy System for the Quality Assessment of Educational Multimedia Edition Design." Applied Sciences 15, no. 8 (2025): 4415. https://doi.org/10.3390/app15084415.

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The quality of educational multimedia edition design is determined by a set of characteristics that affect perception, readability and communication efficiency. Quality assessment of multimedia edition design is based on a comprehensive analysis of characteristics that affect the quality of output data, edition processing and content representation. Within the framework of this study, the goal is to develop a methodology for assessing the quality of educational multimedia edition design using fuzzy logic. An approach to determining an integral quality indicator based on fuzzy logic is proposed

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Morehouse, Jeffrey H. "Educational Aspects of the Solar Splash Regatta." Journal of Solar Energy Engineering 123, no. 1 (2000): 53–56. http://dx.doi.org/10.1115/1.1345845.

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The rationale behind and the educational goals of the Solar Splash intercollegiate solar/electric boat competition are examined. An assessment is made as to how well these educational goals are being met, including a brief discussion of competition participant problems. An apparent “mismatch” is identified between the Solar Splash rules and resultant boat designs and the goals for most collegiate engineering design courses, and possible methods of correction are discussed.

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Digraskar, Mr.Prashant Prakashrao. "Analyzing Classwise Learning Outcomes: A Comprehensive Study." International Journal of Advance and Applied Research 11, no. 5 (2024): 444–46. https://doi.org/10.5281/zenodo.13358258.

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Classwise learning outcomes refer to the specific educational goals and achievements expected for each grade or class level within an educational system. This research paper examines the concept of classwise learning outcomes, exploring their importance, methods of assessment, and impact on curriculum design and student development. By analyzing different educational systems and case studies, this paper aims to provide a detailed understanding of how classwise learning outcomes shape the educational landscape and contribute to student success.

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Lou, Jiayi. "The Design of Performance Assessment Oriented Towards Subject Core Competencies." Education Insights 2, no. 4 (2025): 30–35. https://doi.org/10.70088/zhv1ps57.

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Under the guidance of subject core competencies, a more scientific and comprehensive evaluation system is required to unleash the educational value of subjects. As a new type of evaluation method that transcends traditional paper-and-pencil tests, performance assessment has been widely used in the assessment of core competencies. Guided by subject core competencies and aligned with the requirements of compulsory education curriculum standards, this paper establishes a performance assessment perspective tailored to the core competency framework of elementary school mathematics. Using “The Meani

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Seale, Jane, Crissi Gallagher, and Jani Grisbrooke. "Fieldwork Educator Training: Design and Evaluation of an Educational Package." British Journal of Occupational Therapy 59, no. 11 (1996): 529–34. http://dx.doi.org/10.1177/030802269605901111.

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This article describes and evaluates an educational package consisting of five hypothetical case studies. The case studies were designed by the School of Occupational Therapy and Physiotherapy, University of Southampton, and used during briefing sessions with fieldwork educators in order to introduce the fieldwork assessment form and discuss grading issues. A questionnaire survey of 70 fieldwork educators who had attended a briefing session and used the five hypothetical case studies revealed that, generally, the fieldwork educators found the briefing session, including the grading exercise wi

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Altybaeva, Meilikan, Nurlan Omurov, and Kauhar Sooronbaeva. "THE RELATIONSHIP BETWEEN THE DESIGN AND IMPLEMENTATION OF EDUCATIONAL PROGRAMS." Alatoo Academic Studies 23, no. 2 (2023): 46–57. http://dx.doi.org/10.17015/aas.2023.232.04.

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The development and implementation of educational programs based on competence is currently one of the most complex and multifaceted tasks of modern education. The article notes that the successful implementation of educational programs depends on its purposeful design. In particular, the importance of proper registration of the learning outcomes of the main educational programs was emphasized. The study used methods of observation, analysis and generalization of the main educational programs and curricula in specific disciplines within the curriculum, assessment tools. Examples were given of

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Martínez-Lalangui, Juan Alfredo, Lucy Andrade-Vargas, and Geovanna Salazar-Vallejo. "Educational evaluation and teachers' perceptions in Ecuador." Journal of Ecohumanism 3, no. 4 (2024): 1303–14. http://dx.doi.org/10.62754/joe.v3i4.3661.

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Educational assessment and teachers' perceptions are intrinsically intertwined in the educational environment. In this framework, teachers' beliefs and opinions about teaching and learning shape both their approach to student assessment and their interpretation of the results obtained. The article analyzes teachers' perceptions of the evaluative culture in relation to their beliefs, attitudes and ethical values. The present study, of an interpretivist nature, assumes a mixed methodological route, with a sequential exploratory design, supported by field techniques such as the survey and the int

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Salmon, Gilly, Antoinette Van der Merwe, and Arnold Schoonwinkel. "‘Watershed’ for Educational Transformation." Journal of Learning for Development 7, no. 2 (2020): 127–41. http://dx.doi.org/10.56059/jl4d.v7i2.392.

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This action research project describes the application of a large-scale collaborative learning design method to a major educational transformation programme at a South African university. Our findings determined that Carpe Diem learning design was an appropriate methodology for contributing to and creating key moments and movements (“watersheds”) in educational transformation in the South African context and beyond. We demonstrated that the impact of an original one-week collaborative intervention, covering all faculties and 10 major degree programmes, was sustained over the following three ye

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Jurado-de-los-Santos, Pedro, María Jesús Colmenero-Ruiz, Rosa Eva Valle-Flórez, Macarena Castellary-López, and Victoria Figueredo-Canosa. "The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design." Sustainability 13, no. 9 (2021): 4766. http://dx.doi.org/10.3390/su13094766.

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The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementat

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Beaton, Albert E., and Rebecca Zwick. "Chapter 1: Overview of the National Assessment of Educational Progress." Journal of Educational Statistics 17, no. 2 (1992): 95–109. http://dx.doi.org/10.3102/10769986017002095.

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This chapter gives an overview of the design and the statistical and psychometric analysis methods developed for use in the National Assessment of Educational Progress (NAEP). For more than 20 years, NAEP has provided information about the educational achievements of students in American schools. In recent years, NAEP has been gaining in prominence and has also been growing bigger and more complex. In 1990, an assessment of individual states was added to NAEP. Also, it is anticipated that the legislation that prohibits NAEP from reporting district and school results may be removed and that NAE

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Fortuna, Fadhilah Prilia, Melly Prabawati, and Nurbaity Arrsyi. "Assessment of Fashion Aesthetic Knowledge among Fashion Design Students: A Study on Educational Measurement." JISAE: Journal of Indonesian Student Assessment and Evaluation 11, no. 1 (2025): 46–53. https://doi.org/10.21009/jisae.v11i1.58415.

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This study aims to assess students' Knowledge of fashion aesthetics through a structured cognitive measurement approach grounded in educational assessment theory. The research focuses on three cognitive domains: understanding (C2), application (C3), and analysis (C4), based on the revised Bloom's taxonomy. A test instrument consisting of 40 true-false items was developed and validated by experts in fashion aesthetics and educational Measurement. The research involved 135 students from the Fashion Design Education Program at Universitas Negeri Jakarta, selected using a multistage random samplin

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Kasch, Julia, Rosmalen Peter Van, and Marco Kalz. "A Framework towards Educational Scalability of Open Online Courses." JUCS - Journal of Universal Computer Science 23, no. (9) (2017): 845–67. https://doi.org/10.3217/jucs-023-09-0845.

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Although the terms scale and scalable are often used in the context of Open Online Education (OOE), there is no clear definition about these concepts from an educational perspective on the course level. This paper critically discusses the origins of these concepts and provides a working definition for educational scalability. A heuristic framework, which integrates four common educational design principles, is introduced, in order to study support and formative assessment and feedback at large scale. The proposed framework is presented, discussed and applied to five case studies. First qualita

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Frigerio, А. "Inequity by Design: How Bell Curve Grading Undermines Student Success." Bulletin of the Karaganda University Pedagogy series 11830, no. 2 (2025): 170–77. https://doi.org/10.31489/2025ped2/170-177.

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The Bell Curve approach is a method of assessment that compares students to one another and grades them by following a normal distribution pattern. Such a model entails a small number of high achievers, a large group clustered around the average, and a minority with low scores or failing. Despite widespread criticisms, the Bell Curve approach is still used nowadays in higher education worldwide due to its expected capacity to prevent grade inflation, differentiate student abilities, and foster a competitive framework. Through a qualitative, argument-driven analysis, this study highlights the B

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Liu, Zhihe, and Wenwen Jiang. "Research on the Design of Adaptive Testing Based on Multiple Intelligences Theory and Its Impact on Student Learning Outcomes." Research and Advances in Education 3, no. 3 (2024): 21–25. http://dx.doi.org/10.56397/rae.2024.03.04.

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This paper examines the transformative potential of incorporating Howard Gardner’s Multiple Intelligences Theory (MIT) into adaptive testing frameworks within the United Kingdom’s educational settings. By moving beyond traditional, one-dimensional assessments that prioritize linguistic and logical-mathematical intelligences, MIT-based adaptive testing aims to offer a more personalized and inclusive approach to evaluating student capabilities. Through a comprehensive review of recent research, this study explores the theoretical underpinnings of MIT, the design and implementation of adaptive te

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Ding, Ma. "Transforming Assessment in Education: A Critical Reflection." Communications in Humanities Research 47, no. 1 (2024): 67–72. http://dx.doi.org/10.54254/2753-7064/47/20242308.

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Abstract: This article systematically explores the evolution of educational assessment, particularly the transition from traditional summative assessments to student-centered formative assessments. Traditional summative assessments, such as final exams and standardized tests, focus on evaluating students' learning outcomes at the end of an instructional period, emphasizing final scores. In contrast, formative assessments focus on continuous feedback throughout the learning process, helping students adjust their learning methods and improve self-regulation skills. The article highlights that fo

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Ivanova, Borislava. "DIGITAL TOOLS FOR INNOVATIVE EDUCATIONAL DESIGN IN THE KINDERGARTEN." Годишник на Педагогически факултет, Тракийски университет 19 (2022): 77–85. http://dx.doi.org/10.15547/ybfe.2022.07.

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The integration and meaningful application of digital tools in early childhood education is one of the pressing innovative issues of our time. The article provides a brief analysis of a conceptual framework for the integration and assessment of the impact of technology on teaching and learning (SAMR), enabling pedagogues to become familiar with the methods of integration of digital technologies and tools in the teaching process. Some of the existing digital educational tools are structured and characterized in terms of functions and possibilities for creating innovative educational design in k

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Whalen, Sean J., and Isaac I. Bejar. "Relational Databases in Assessment: An Application to Online Scoring." Journal of Educational Computing Research 18, no. 1 (1998): 1–13. http://dx.doi.org/10.2190/y8h3-ql30-hvxr-9lmm.

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The Web has made it possible for interested participants to assemble themselves into virtual educational communities. In this article we discuss the design of online scoring systems that might be used in computer-based educational contexts. The focus is on the design of the software that supports high psychometric and fairness standards. We first describe the system from the point of view of different participants and then discuss the design of the underlying database, which is at the heart of the system. We close with conclusions regarding the advantages of sound database design and online gr

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