Relevant bibliographies by topics / Educational Assessment, Evaluation, and Research

Contents

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

Academic literature on the topic 'Educational Assessment, Evaluation, and Research'

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

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

Select a source type:

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

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

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

Journal articles on the topic "Educational Assessment, Evaluation, and Research"

1

Zhao, Fuming. "Research on Educational Evaluation, Promote the Development of Teachers and Students." Science Insights Education Frontiers 10, S1 (September 13, 2021): 9. http://dx.doi.org/10.15354/sief.21.s1.ab039.

Full text
Abstract:
Evaluation is a cognitive activity. Educational evaluation is to judge students’ learning process and results, which are always conducted by course teachers. The traditional evaluation model often follows the single and mechanical standards, and the teachers will evaluate the learning results within the same class or the same grade. In this way, the evaluators basically have no connection with the students, hence the assessment results are more of subjective consciousness. The assessment that emphasizes the results while overlooks the process made students lost their sense of identity, which will easily upset the students. Multiple evaluations will be more effective, because teachers, students, and parents are all the participants, which contribute to the multi-subject, multi-dimension, and diversified methods, so as to better motivate the students. With the implementation of multiple evaluations, teachers will no longer only focused on the students’ achievement but more on the overall improvement of students’ morality, intelligence, physique, and aesthetics. It is conducive to changing teachers’ education concepts and methods, making it easier for teachers and students to get closer to each other which is good for the common development.
APA, Harvard, Vancouver, ISO, and other styles
2

Nur Atika Alias, Lumanatul Latifah, and Madona Agustin Sari. "Peran Asessment dan Evaluasi Pendidikan terhadap Akreditasi Sekolah." Bhinneka: Jurnal Bintang Pendidikan dan Bahasa 3, no. 1 (November 28, 2024): 67–79. https://doi.org/10.59024/bhinneka.v3i1.1134.

Full text
Abstract:
Accreditation is an important thing in an effort to obtain information about the real conditions of an educational institution based on minimum standards that have been set towards targeted educational planning. This research aims to determine the role of educational assessment and evaluation on school accreditation. The research method used is descriptive qualitative which describes in detail the topics discussed in this research. The research results illustrate several roles of educational assessment and evaluation in school accreditation, namely measuring the competencies of students, supporting improving teacher quality, as evidence of effective school management and supporting curriculum development. Apart from that, this research also discusses several points, namely the characteristics of educational assessment and evaluation, namely based on a comprehensive and holistic Islamic curriculum, continuous assessment (formative assessment), centered afterlife assessment, focus on spiritual development and worship, authentic and contextual assessment, oriented towards improvement and tazkiyah. Islamic education assessment and evaluation methods are competency-based assessment, authentic assessment, formative assessment, summative assessment and evaluation of worship practices. The educational assessment and evaluation approaches are the holistic approach, affective approach, spiritual approach and authentic approach.
APA, Harvard, Vancouver, ISO, and other styles
3

Zhang, Ying, and Peng Deng. "Research on Educational Evaluation Paths under the Perspective of Game-based Learning." Advances in Education, Humanities and Social Science Research 10, no. 1 (March 13, 2024): 28. http://dx.doi.org/10.56028/aehssr.10.1.28.2024.

Full text
Abstract:
Game-based learning, as an innovative educational trend, integrates game design elements into the learning environment to enhance learner engagement and motivation. However, traditional educational evaluation systems have not fully adapted to this mode, necessitating the exploration of more suitable evaluation approaches. This study aims to investigate the educational evaluation paths within the context of game-based learning. The current status of educational evaluation in game-based learning is analyzed, revealing inadequacies in student engagement, motivation stimulation, and knowledge and skill assessment. Combining the ideal vision, the study proposes the use of multidimensional assessment methods, such as behavioral observation, outcome feedback, and player mindset evaluation, along with the incorporation of PBL (Problem-Based Learning) model in educational evaluation. It also emphasizes the role transformation of educators in game-based learning environments, advocating for personalized learning paths and immediate feedback mechanisms. This research systematically explores educational evaluation in game-based learning, proposing innovative methods and practical paths. The findings not only aid in enhancing the educational effectiveness of game-based learning but also provide theoretical support and practical guidance for the innovation of educational evaluation systems. This is expected to play a significant role in promoting comprehensive student development and improving educational quality.
APA, Harvard, Vancouver, ISO, and other styles
4

Moradi, Fatemeh. "Evaluation of the Impact of Biometric Technologies on Enhancing Educational Assessment Processes." Journal of Study and Innovation in Education and Development 2, no. 3 (2022): 19–28. https://doi.org/10.61838/jsied.2.3.3.

Full text
Abstract:
This article examines the impact of biometric technologies on enhancing educational assessment processes. Given the importance of educational assessment in educational systems and the challenges such as cheating and security flaws, biometric technologies have emerged as a novel solution. Analyses indicate that these technologies can significantly improve the accuracy and reliability of assessments while reducing incidents of cheating. However, challenges such as high costs, privacy concerns, and the need for advanced technical infrastructure must also be addressed. Finally, recommendations for improving educational assessment processes using these technologies and suggestions for future research are provided.
APA, Harvard, Vancouver, ISO, and other styles
5

Wei, Lanyi. "Research Review on the Improvement of Scholarships Evaluation in Chinese Colleges." Lecture Notes in Education Psychology and Public Media 26, no. 1 (November 28, 2023): 71–75. http://dx.doi.org/10.54254/2753-7048/26/20230843.

Full text
Abstract:
Scholarships have been playing an important role in higher education because of its positive incentives. As the essential element of scholarships, scholarships evaluation has a direct influence on the effect of scholarships. Educational workers have worked on improving scholarships evaluation for function maximization, and they have gained theoretical and practical achievements. Built on related studies, the paper is to briefly introduce the current situation of scholarships in Chinese colleges from three aspects: purpose, program and process, to describe three obvious difficulties scholarships evaluation having faced: Matthew effect caused by changeless criteria, unfairness in reviewing non-academic criteria, and the dominance of summative assessment, and to relate three corresponding strategies educational workers have put forward: making Catfish effect by establishing dynamic evaluation system, increasing fairness by quantitating non-academic criteria, and weakening the dominance of summative assessment by introducing foreign educational assessment theories. It is worth to further explore how to gain better balance between achieve effectiveness and demonstrate practicality.
APA, Harvard, Vancouver, ISO, and other styles
6

Yu, Ye-Lim, and Ji-Eun Kim. "Analysis of Research Trends in The Journal of Educational Evaluation using Topic Modeling." Korean Society for Educational Evaluation 36, no. 3 (September 30, 2023): 553–79. http://dx.doi.org/10.31158/jeev.2023.36.3.553.

Full text
Abstract:
This study aims to explore research trends in educational measurement and evaluation by applying text-mining and analyzing the abstract of 969 articles published in the Journal of Educational Evaluation from 1993 to 2022, published by the Korean Society for Educational Evaluation. The main findings from keyword frequency analysis and topic modeling analysis based on LDA algorithm are as follows. First, keywords such as ‘student,’ ‘question,’ ‘test,’ ‘model,’ ‘evaluation,’ ‘estimation,’ ‘academic achievement,’ and ‘ability’ were generally mentioned as necessary in abstracts from the journal, and the main keywords changed over time. Second, a total of 12 topics appeared, including ‘the Item Response Theory model’, ‘development and validation of measurement tools’, ‘analysis of the factors influencing academic achievement’, ‘program evaluation and performance assessment’ and so on. Third, the ratio of the 12 topics that represent research trends changed with time. Especially, the topics of ‘analysis of factors influencing academic achievement’, ‘the Item Response Theory model’, and ‘teacher evaluation and student assessment’ had an increasing trend. In contrast, the topics of ‘computer-based evaluation’, ‘college entrance exam’, and ‘program evaluation and performance assessment’ had a decreasing trend. Lastly, the traits of research trends in the South Korean educational measurement and evaluation shown in the Journal of Education Evaluation were analyzed and future development and improvement tasks were discussed.
APA, Harvard, Vancouver, ISO, and other styles
7

Papadakis, Stamatios. "Advances in Mobile Learning Educational Research (A.M.L.E.R.): Mobile learning as an educational reform." Advances in Mobile Learning Educational Research 1, no. 1 (2021): 1–4. http://dx.doi.org/10.25082/amler.2021.01.001.

Full text
Abstract:
The journal Advances in Educational Research and Evaluation is a peer-reviewed openaccess journal aimed to be a medium for discussing a wide range of international educational experiences and assessment techniques. The journal intends to publish high-quality articles, the scope of which includes but is not limited to topics mentioned in this editorial. With the support of an international team of educational scholars who kindly volunteered to serve on the editorial board, the journal is set to adhere to the highest publishing ethics standards.
APA, Harvard, Vancouver, ISO, and other styles
8

Broadfoot, Patricia. "Educational assessment evaluation and research: the selected works of Mary E. James." Curriculum Journal 25, no. 3 (July 3, 2014): 461–63. http://dx.doi.org/10.1080/09585176.2014.912407.

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

Glas, Cees A. W. "Item response theory in educational assessment and evaluation." Mesure et évaluation en éducation 31, no. 2 (May 13, 2014): 19–34. http://dx.doi.org/10.7202/1025005ar.

Full text
Abstract:
Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized adaptive testing. First, a concise introduction to the principles of IRT models is given. The models discussed pertain to dichotomous items (items that are scored as either correct or incorrect) and polytomous items (items with partial credit scoring, such as most types of openended questions and performance assessments). Second, it is shown how an IRT measurement model can be enhanced with a structural model, such as, for instance, an analysis of variance model, to relate data from achievement and ability tests to students’ background variables, such as socio-economic status, intelligence or cultural capital, to school variables, and to features of the schooling system. Two applications are presented. The first one pertains to equating and linking of assessments, and the second one to a combination of an IRT measurement model and a multilevel linear model useful in school effectiveness research.
APA, Harvard, Vancouver, ISO, and other styles
10

Farooq, Muhammad Shoaib, Rabia Tehseen, and Uzma Omer. "Blockchain based Online Examination Assessment models for Educational Institutes: A Systematic Literature Review." VFAST Transactions on Software Engineering 9, no. 3 (September 30, 2021): 57–67. http://dx.doi.org/10.21015/vtse.v9i3.707.

Full text
Abstract:
Educational institutes use different evaluation techniques to assess the learning process of students. This process of assessment in educational institutes is a sensitive issue and traditional evaluation methods often face certain difficulties like cheating, favoritism, political influence etc. Blockchain provides a very important feature of immutability and traceability and helps to manage various issue of online assessments. Once scores have been finalized, they cannot be changed. Every authorized node in the network will have knowledge of evaluation, hence any discrimination would become public. Different researchers have presented assessment models that use blockchain as core technology. To the best of our knowledge, no SLR has been presented till date to discuss educational assessment models using blockchain. This article briefly investigates those models, their working, limitations and performs quality assessment using a scoring criteria. This paper also highlights the research gaps that exist in this domain. Finally, an assessment model has been proposed in this article, to contribute in the domain of online examinational evaluation using blockchain that would help overcoming the limitations that arise in currently existing models.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Educational Assessment, Evaluation, and Research"

1

Perucca, David. "Divided Timed and Continuous Timed Assessment Protocols and Academic Performance." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1067.

Full text
Abstract:
Children from a low socioeconomic status (SES) are exposed to numerous stress factors that are negatively associated with sustained attention and academic performance. This association suggests that the timed component of lengthy assessments may be unfair for students from such backgrounds, as they may have an inability to sustain attention during lengthy tests. Research has also found academic disparities between gender. The purpose of this quasi-experimental study was to investigate the relationship between continuous and divided timed tests in terms of student test scores, with additional assessments incorporating gender. Two charter schools from a suburban Idaho school district were the sources of the convenience sample. Fifth grade students were tested in groups of approximately 30. The research questions for the study concerned the relationship between continuous and divided assessment protocols and Texas Assessment of Knowledge and Skills (TAKS) test scores for low- versus non-low-SES students and among gender. The hypothesis was that there would be a statistically significant difference in TAKS scores between continuous and divided assessments. An ANOVA was used to determine whether a statistical relationship existed between test scores and test protocol by gender. ANOVA results indicated no significant differences in math test scores between test protocols and among gender, suggesting that increased collaborative efforts between families and schools may mitigate factors associated with attentional and academic deficits among students from low-SES environments. The results of this study may be helpful for communities as they develop curricula that may close the academic gap among students of all SES backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
2

Baker, Scott Hamilton. "Faculty Perceptions as a Foundation for Evaluating Use of Student Evaluations of Teaching." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/288.

Full text
Abstract:
Amidst ever-growing demands for accountability and increased graduation rates to help justify the rising costs of higher education, few topics in undergraduate education elicit a broader range of responses than student evaluations of teaching (SETs). Despite debates over their efficacy, SETs are increasingly used as formative (pedagogical practices) and summative (employee reviews) assessments of faculty teaching. Proponents contend SETs are a necessary component in measuring the quality of education a student receives, arguing that they further enable educators to reflect upon their own pedagogy and thus informing best practices, and that they are a valid component in summative evaluations of faculty. Skeptics argue that SETs are ineffective as the measurements themselves are invalid and unreliable, students are not qualified evaluators of teaching, and faculty may lower educational standards due to pressure for higher ratings in summative evaluations. This study dives more deeply into this debate by exploring faculty perceptions of SETs. Through the use of surveys of 27 full- and part-time faculty within one division at a private, four-year teaching-focused college, this study explored faculty perceptions of SETs primarily as an initial step in a larger process seeking to evaluate perceived and potential efficacy of SETs. Both quantitative and qualitative data were collected and analyzed using Patton's (2008) Utilization-Focused Evaluation (UFE) framework for engaging evidence based upon a four-stage process in which evaluation findings are analyzed, interpreted, judged, and recommendations for action are generated, with all steps involving intended users. Overall, the study data suggests that faculty were generally very supportive of SETs for formative assessments, and strongly reported their importance and use for evaluating their own pedagogy. Findings also indicated faculty relied primarily upon the students' written qualitative comments over the quantitative reports generated by externally determined scaled-questions on the SETs. Faculty also reported the importance of SETs as part of their own summative evaluations, yet expressed concern about overreliance upon them and again indicated a desire for a more meaningful process. The utility of the UFE framework for SETs, has implications beyond the institution studied, nearly every higher education institution is faced with increasing demands for accountability of student learning from multiple stakeholders. Additionally, many institutions are grappling with policies on SETs in summative and formative evaluation and to what extent faculty and administrators do--and perhaps should--utilize SETs in measuring teaching effectiveness is a pertinent question for any institution of higher education to examine. Thus, the study suggests that to what extent faculty reflect upon SETs, and to what extent they utilize feedback, is a salient issue at any institution; and Patton's model has the potential to maximize the utility of SETs for many relevant stakeholders, especially faculty.
APA, Harvard, Vancouver, ISO, and other styles
3

Wallace, II James Howard. "A Comparison of 2009--2010 Curriculum Test Scores of Students Taught by Alternate Route and Traditional Route Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/931.

Full text
Abstract:
There is an increase in the popularity of alternative certification programs; however, some administrators are still reluctant to hire these graduates to teach within their schools. With the shortage of certified teachers in Mississippi, some school districts have no choice but to hire alternatively certified teachers. The purpose of this quantitative study was to determine if students taught by teachers trained in alternative teaching programs had significantly different changes in language arts scores on the Mississippi Curriculum Test 2 nd edition, as compared to fellow students who were taught by teachers trained in traditional teaching programs. Scores from the 2008--2009 Mississippi Curriculum Test 2nd edition were used for base line data. Scores from the 2009--2010 Mississippi Curriculum Test 2 nd edition were used to determine what degree of growth had taken place. The results were analyzed by using the educational software Statistical Package for the Social Sciences (SPSS) to conduct independent t tests. Data are presented using descriptive statistics. Results of the t tests confirmed that students taught by both types of teachers had some degree of success. Seventh grade students who were taught by traditional route teachers showed the greatest amount of growth difference. With the continuing debate over teaching certification programs, studies such as this can help create social change by providing statistical evidence of the effectiveness shown by teachers certified through both programs. School officials can use these results to help in making hiring decisions of potential teacher candidates. The end result is to provide students with the best possible teacher regardless of certification type.
APA, Harvard, Vancouver, ISO, and other styles
4

Tingley, Jennifer Anne. "An Evaluation of Southeast School District's Special Education Program's Compliance." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192425.

Full text
Abstract:
This study is a program evaluation of a small, rural school district’s special education program’s compliance with key processes, including the child study, eligibility, and individual education plan (IEP) processes. The goals of the evaluation were to identify potential weaknesses in the special education program implementation, and to provide suggestions for improvement. The program evaluation model used is the Context, Input, Process, Product (CIPP) model, which was developed by Daniel Stufflebeam. The research questions assessed the alignment of the school district’s special education handbook with federal and state guidelines for special education, as well as the implementation of the special education processes and procedures as intended, including the use of standards-based IEPs. Additionally, the evaluation focused on factors that either contributed to or inhibited the successful implementation of the special education program. The study used a mixed methods approach with three data sources, which included document analysis of student files, focus groups, and interviews with key staff members. Results indicated that the school district’s handbook was generally compliant with state and federal guidelines, and that the vast majority of students’ IEPs were standards-based. The district was less compliant with documenting research-based interventions during the child study process and with documenting eligibility decisions. The hiring of a compliance specialist was seen as a positive factor in successful program implementation, while high staff turnover appears to be a barrier.
APA, Harvard, Vancouver, ISO, and other styles
5

Butler, Shannon Schmidt. "A Value-Added Study of Math Teacher Effectiveness: A Comparative Analysis of Principal Evaluations, Self-efficacy Ratings, and Classroom Observations." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1539618385.

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

Wojtkun, Erin Beth. "A Program Evaluation of Gameday the DIII Way." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898851.

Full text
Abstract:
Through discussion with the membership, Division III of the National Collegiate Athletic Association identified an issue at gameday environments. The fans, especially parents, were causing fan issues at athletic events. This program evaluation focuses on Gameday the DIII Way training program. Gameday the DIII Way is a program where the NCAA and the Disney Institute partnered to create a training for the DIII membership that focuses on dealing with poor fan behavior. This program evaluation is grounded in a pragmatic paradigm. For this program evaluation, an online survey was sent to a sample population of the participants. The research focused on how administrators, administrators/coaches, coaches, and others in the athletic department perceive the quality of the training, whether participants learned skills to handle fan behavior issues, and explored whether the training encourages participants to help create a policy at their home institution. The results indicated that the quality of the training is good, some skills were learned and there are policies in place at institutions consequently. Recommendations include that the NCAA needs to do more in-depth research on the role of coaches and others at a gameday event and on how policies are working at institutions. Additionally, the training should better distinguish the roles of coaches and others during an issue with fans. Training needs to provide more information about conflict resolution and handling crowd behavior. Finally, the NCAA needs to change how they distribute the survey, to enhance the validity of research.
APA, Harvard, Vancouver, ISO, and other styles
7

Goode, Kay M. "Impact of Tennessee's Value-added Assessment System on School Superintendents' Decision-making." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2914.

Full text
Abstract:
The problem related to this study was to develop a clearer understanding of the impact of Tennessee's Value-Added Assessment System (TVAAS) on school superintendents' decision-making responsibilities in view of school reform efforts at both the national and state levels during the last decade. The purpose of this study was to identify relationships between three independent variables (superintendents' years of experience, superintendents' perceived degree of personnel acceptance, and superintendents' perceived technical assistance availability for data analysis and interpretation of results) and superintendents perceptions of the system on eight aspects (student learning; teacher performance; school system success; educational accountability; educational equality; assessment decisions; personnel decisions; and, curriculum and professional development decisions). Superintendents in the 139 Tennessee school systems were surveyed using an instrument containing 51 response items. The return rate was 81% (N = 112). Six research questions were answered by analyzing 24 null hypotheses using the chi square test, with Kendall's Tau-B for determining strength of relationships. Hypotheses were tested at the.05 level of significance. All null hypotheses related to superintendents' perceived degree of school personnel acceptance were rejected, with the exception of personnel decisions. All null hypotheses related to superintendents' years of experience were retained. The null hypothesis related to superintendents' perceived TVAAS technical assistance received and educational accountability was rejected. All other null hypotheses related to superintendents' perceived technical assistance availability regarding data analysis and interpretation of value-added assessment results were retained. Results indicated the practice of participatory leadership among Tennessee superintendents. Recommendations included further research to determine possible differences between rural and urban school systems and between elected and appointed superintendents across Tennessee.
APA, Harvard, Vancouver, ISO, and other styles
8

Brown, Natalie. "Issues in academic educational research: The impact of current issues on research activity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2166.

Full text
Abstract:
Previous investigations into educational research in Australia have highlighted important issues affecting research, with the majority of issues remaining to date. The Australian government and several research academics have examined issues relevant to educational research, including areas such as research design, dissemination of research results, and effectiveness of research. However, few studies have given voice to the academic researchers working in this field. Therefore, in light of the complexities and broadness of issues faced by educational researchers, this study aimed to investigate what current issues were pertinent to academic educational researchers through an examination of their experiences. This study also sought to determine the reasons for these issues and ascertain possible solutions. This study used a qualitative approach within a critical theory framework. In addition, this study also utilised a radical interactionist philosophical perspective. The technique used to gather data was through a questionnaire using open-ended questions. There were 18 participants currently engaged in academic educational research in this study. The questionnaire transcripts were analysed through open coding and axial coding to establish categories. These categories were developed into a model and included the themes of: research purpose, ethics processes, collaboration, value of educational research and academic freedom. The overarching theme to which all other themes were connected was research culture. The results of this study revealed that issues faced by academic educational researchers are of a perpetual nature and highlights the significant difficulty in overcoming these issues. This study also demonstrated that the issues in academic educational research are sustained through a lack of research culture. This lack of research culture was found to provide a significant barrier to research activity and recommendations are provided toward developing a research culture within the field of academic educational research. For future research, the categories within the developed model may be investigated in more depth, and knowledge structures and strategies within research-intensive universities may be further investigated in relation to research activity and research cultures.
APA, Harvard, Vancouver, ISO, and other styles
9

Crouch, Michael A., and Katie Baker. "Interprofessional education: It is more than a passing fad." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/ijhse/vol3/iss2/1.

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

Hamer, Sean Marco. "Applicable Outcomes: A Program Evaluation of the Investigations Math Program." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192598.

Full text
Abstract:
This program evaluation study focused on the outcomes of a Math program for elementary level students. This mixed-methods study explored the relationship between the implementation of the Investigations Math program and teachers' perceptions of its impacts. The program theory that guided this study stated that teachers who were provided time and resources to examine best practice Math curricula and instructional methods would: adopt and implement a holistic Math program that updated the curriculum; create positive changes in teacher content and pedagogical knowledge; meet the needs of all students, at all proficiency levels; result in a consistent scope and sequence; and lead to improved student achievement. The findings did not fully support the program theory but did inform the school of study of the positive outcomes that the adoption of the Investigations program enhanced teachers' perceptions of: alignment of the curriculum with Common Core Standards for Mathematical Practice; their capabilities as leaders of the inquiry process within the classroom setting; facilitating a Math program with consistency in concepts, student experiences, and assessment; improved students' consistency of good thinking; and increased number sense, perseverance in solving problems, and use of appropriate tools to construct viable arguments. However, analysis of the ERB-CTP4 math achievement test scores revealed negligible changes in the overall mean student performance as a result of the implementation of the Investigations program. Weaknesses in the assessment materials of Investigations also required a supplemental curriculum to be adopted in parts.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Educational Assessment, Evaluation, and Research"

1

N, Masters Geofferey, and Keeves John P, eds. Advances in measurement in educational research and assessment. Amsterdam: Pergamon, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

L, Linn Robert, Herman Joan L, and Educational Resources Information Center (U.S.), eds. CRESST, a continuing mission to improve educational assessment: Evaluation comment. [Los Angeles, CA: UCLA's Center for the Study of Evaluation & the National Center for Research on Evaluation, Standards, and Student Testing, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Stichting voor Onderzoek van hetOnderwijs., ed. Assessment and evaluation of educational research in the Netherlands. The Hague: SVO, 1990.

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

Ceri, Dean, and Robison Sally, eds. Assessment in action: Collaborative action research focused on mathematics and science assessments : report of twenty-three teacher-research projects. Aurora, CO: Mid-continent Regional Educational Laboratory, 1995.

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

S, Raju Nambury, and National Research Council (U.S.). Committee on Evaluation of National and State Assessments of Educational Progress., eds. Grading the nation's report card: Research from the evaluation of NAEP. Washington, D.C: National Academy Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

W, Banta Trudy, ed. Implementing outcomes assessment: Promise and perils. San Francisco: Jossey-Bass, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

H, Thomas William. California Learning Assessment System portfolio assessment research and development project: Final report. [Princeton, N.J.]: Center for Performance Assessment, Educational Testing Service, 1995.

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

Arthur, Marcia. Performance assessment vs. standardized tests: Validity and reliability, a summary of recent research pertaining to adult literacy and ESL assessment. [Olympia, Wash.]: Washington State Board for Community and Technical Colleges, 2002.

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

Nettles, Michael T. State higher education assessment policy: Research findings from second and third years. Stanford, CA: National Center for Postsecondary Improvement, Stanford University, School of Education, 1999.

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

Forum on Educational Research in Scotland. (7th 1991 Glasgow, Scotland). Assessment for the 90s: An opportunity for people involved with education - teachers, managers, parents, education administrators and advisers - to discuss relevant research on assessment with researchers : papers. Edinburgh: Scottish Council for Research in Education, 1991.

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

Book chapters on the topic "Educational Assessment, Evaluation, and Research"

1

Hill, Lilian H. "Assessment, Evaluation, and Educational Research Skills." In Career Pathways in Adult Education, 49–58. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003259602-7.

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

Wang, Ze, and Steven J. Osterlind. "Statistical Modeling in Educational Research." In Handbook on Measurement, Assessment, and Evaluation in Higher Education, 429–39. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315709307-33.

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

Wiig, Astrid Camilla. "Tracing Policy in Practice. Exploring the Interactional Exercise of Oral Assessment." In Policy Implications of Research in Education, 265–85. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_14.

Full text
Abstract:
AbstractBy empirically zooming in on oracy as an area of educational reforms, this chapter illuminates how a new oral assessment phenomenon that has been observed in practice meets, overlaps, and, more recently, challenges educational policy in the Norwegian educational context. Conducted in three lower secondary schools, the study draws on audio-recorded materials capturing authentic teacher–student dialogues in group subject talk tests. By exploring authentic assessment practices, the chapter analyzes (1) which aspects of competence students are made accountable for and (2) how the introduction of learning outcomes and oracy as one of five core skills can challenge the interactional exercise of oral assessment in educational practice. The results illustrate how subject talk evaluation practices through the organization in social groups go beyond assessing students in terms of assessment criteria or scales. The oral assessment situation becomes a setting where teachers share professional judgments and approve specific oral initiatives for groups of students. In this nexus of group subject talks and recent policy on learning outcomes and oracy as a core skill, students become competent contributors through retrospective evaluations of their own performance, making themselves accountable for the group’s community, subject-specific knowledge, and the norms and rules of reasoning in the group’s subject talks. The findings raise several questions about how we understand actors as the coconstructors of educational policy when certain educational practices seem to be in front of policy uptake in the nexuses where policy and practice conflict, overlap, and meet.
APA, Harvard, Vancouver, ISO, and other styles
4

Turnbull, Jeff, and Christina Van Barneveld. "Assessment of Clinical Performance: In-Training Evaluation." In International Handbook of Research in Medical Education, 793–810. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_29.

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

Kazanidis, Ioannis, Stavros Valsamidis, Sotirios Kontogiannis, and Alexandros Karakos. "Courseware Evaluation Through Content, Usage and Marking Assessment." In Research on e-Learning and ICT in Education, 149–61. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6501-0_11.

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

Al-Worafi, Yaser Mohammed. "Assessment, Evaluation and Feedback of Simulation in Pharmacy Education." In Comprehensive Healthcare Simulation: Pharmacy Education, Practice and Research, 131–38. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33761-1_20.

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

Al-Worafi, Yaser Mohammed. "Assessment, Evaluation and Feedback of Simulation in Pharmacy Practice." In Comprehensive Healthcare Simulation: Pharmacy Education, Practice and Research, 207–10. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33761-1_31.

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

LeCompte, Margaret D., and Dorothy E. Aguilera-Black Bear. "Revisiting Reliability and Validity in Higher Education Research and Program Evaluation." In Handbook on Measurement, Assessment, and Evaluation in Higher Education, 661–85. Second edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315709307-53.

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

Garvis, Susanne, Jonna Kangas, and Heidi Harju-Luukkainen. "An Introduction to Assessment and Evaluation in ECEC Context." In Early Childhood Research and Education: An Inter-theoretical Focus, 1–13. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99910-0_1.

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

Zhang, Huan, Jiangfeng Wang, and Pei Zhang. "Research on Curriculum Assessment and Evaluation Method in Blended Learning." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022), 289–97. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_34.

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

Conference papers on the topic "Educational Assessment, Evaluation, and Research"

1

Sucháňová, Zuzana. "ENGLISH LITERATURE ASSESSMENT: COMPARING CHATGPT AND HUMAN EVALUATION OF UNIVERSITY STUDENT ESSAYS." In 17th annual International Conference of Education, Research and Innovation, 4641. IATED, 2024. https://doi.org/10.21125/iceri.2024.1148.

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

Zhou, Enming, and Endi Zhou. "Research on Assessment and Evaluation Method Based on Sensor Technology and Machine Learning in College Physical Education Classroom." In 2024 International Symposium on Intelligent Robotics and Systems (ISoIRS), 274–78. IEEE, 2024. http://dx.doi.org/10.1109/isoirs63136.2024.00060.

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

MIHĂILESCU, Natalia, and Maria COVALENCO. "Organizing the process of criterion assessment through descriptors for the discipline of romanian language and literature in primary education." In International congress "Research-Innovation-Inovative Entreneurship", 156–66. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.13-14-10-2023.p156-166.

Full text
Abstract:
Evaluation plays a very important role in pedagogical activity. It is the process by which educational sequences are validated, but also a means of delimiting, fixing and intervening on educational contents and objectives. The main purpose of assessing the obtained school competences is the correction and continuous improvement of the teaching-learning process. As an action integrated into the educational process, evaluation is primarily a pedagogical action, having formative actions and involving objectives, methods, techniques and means specific to educational action, so that the pedagogical point of view should not be missing from any analysis on evaluation. However, evaluation is also a social institution, formalized and legally regulated, it imprints a social dimension on teaching and learning outcomes, conditions graduation and access to the steps of the education system, is the basis for social recognition of studies. The social and economic functions of evaluation therefore also require a sociological and economic approach to it. School evaluation goes beyond the strict framework of the school’s educational process. Evaluating students, we also evaluate teachers, the quality of teaching teaching. We can say that each school grade, each performance of students are the result of many factors, from individual to social, representing a significant indicator of efficiency for all components of the educational process. Evaluation takes place in a psycho-social field of forces interacting with each other, made up of interpersonal relationships, representations, attitudes, motivations, mentalities, so that evaluation can and must be approached from a psychosocial perspective.
APA, Harvard, Vancouver, ISO, and other styles
4

AL-JANABI, Omar Falah Awad, and Ameer Mohammed Ali Rasool AL-SADI. "EVALUATION OF EDUCATIONAL TELEVISION LESSONS FOR INTERMEDIATE SCHOOL BIOLOGY ACCORDING TO PROPOSED STANDARDS." In 2. IJHER-International Congress of Humanities and Educational Research. Rimar Academy, 2021. http://dx.doi.org/10.47832/ijhercongress2-3.

Full text
Abstract:
The research aimed at evaluating educational television lessons for science for the primary stage according to proposed criteria. Three main fields are (scientific and cognitive field, educational field, performance field) from which (11) criteria and (44) indicators emerge, The two researchers evaluated the educational television lessons of science for the primary stage for the academic year (2020-2021) according to these criteria and indicators, with a number of lessons that amounted to (89) lessons out of (89), and the researchers extracted the validity of the evaluation; This was done through the assistance of two experts in the field of education / methods of teaching science. The two researchers analyzed a random sample of lessons, and then presented the assessed lessons and the proposed assessment criteria and their indicators to the two experts, and they unanimously agreed on the validity of the assessment. Then, they extracted the stability of the calendar by the methods of stability over time and stability between the two evaluators using Holstey's equation. The results showed that all standards were met in the educational television lessons of science for all primary schools, and that the degree of their achievement was significant. Key words: Evaluation, Standards.
APA, Harvard, Vancouver, ISO, and other styles
5

Marimon, Frederic, Marta Mas-Machuca, and Anna Akhmedova. "Remote Assessment in Higher Education: Insights from Southern Europe." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17219.

Full text
Abstract:
This research focuses on remote learning in STEM fields, emphasizing challenges in online education in HEI’s, particularly those posed by disruptive technologies, including Generative Artificial Intelligence. Using qualitative methodology, semi-structured interviews with experts in Southern Europe (Spain, Italy, Portugal) will provide insights into regional variations. The research comprehensively examines STEM learning, exploring challenges and adaptations. It extends its focus to the future evaluation of STEM education in remote settings, anticipating long-term impacts. Emphasizing the critical role of understanding teaching assessments in higher education modernization, the project contributes valuable data to inform educational evolution. Additionally, the research addresses gender bias in STEM degrees, fostering diversity and equal participation. By delving into implications for future evaluations and tackling gender bias, the study aims to enrich academic knowledge and improve practical aspects of STEM education, promoting inclusivity and equity in evaluating student performance.
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
Abstract:
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, evaluate and create. To construct DEGs that assess player's performance in connection with these categories constitute a challenge. Digital games are in essence complex artefacts, whose design and development require extensive efforts both from pedagogical and technical points of view. While methods common to an assessment content are core to many DEGs (rewards, levels, leader boards), creating game assessment mechanisms that are motivating and even disruptive from traditional evaluation methods, and yet can be integrated into formal evaluation processes is still subject to research. This paper examines the design and development of assessment mechanisms for a language learning game, with the purpose of identifying how various assessment mechanisms can be applied in game contexts. The authors also discuss technical issues associated with interconnecting games and LMSs, exploring the possibility to automatically upload assessment criteria into the game and integrate game assessment reports into the LMS. This approach targets to implement a new level of flexibility in game development processes, enabling tutors to customize the assessment mechanisms within the game.
APA, Harvard, Vancouver, ISO, and other styles
7

Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

Full text
Abstract:
There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.
APA, Harvard, Vancouver, ISO, and other styles
8

Lyons, TrVel, Mabel Hernandez, Sy Doan, Shafiqa Ahmadi, and Darnell Cole. "Black Student Achievement Plan Evaluation and Assessment." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16385.

Full text
Abstract:
The study analyzes focus groups and individual interviews with 179 adult participants and 116 student participants during the 2022-23 academic year. Adult participants included principals, administrative coordinators of instruction, teachers, staff members and parents of students within a large school district in California. All of these adults and students were active benefactors and staff members of a Black Student Achievement Plan (BSAP), an initiative created to foster educational equity for schools with over 200 Black students or a document history of academic underperformance for Black students. We examine the implementation of the Black student achievement plan i.e., the adoption of culturally sustaining curricula and instruction, the allocations of funds to hire necessary staff, funding of culturally enriching activity and experiences, etc. The findings suggest that BSAP hires are serving as invaluable support systems for many students and often serve as respite for students in an otherwise racial hostile educational environment. Findings suggest that BSAP is a crucial part in increasing students college readiness and provides students with supports and educational experience e.g. field trips, that increase their likelihood for attending college. This research informs districts and college readiness programs about the necessary supports to provide to Black and historically underrepresented students.
APA, Harvard, Vancouver, ISO, and other styles
9

Pacheco Balam, Gina del Pilar, Rafael Ferrer Méndez, Rosa Adriana May Meléndez, and Salvador Bautista Maldonado. "EVALUATION AND ASSESSMENT IN STUDENTS LEARNING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0713.

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

Ahlgren, David J., and Igor M. Verner. "Robot Competitions: Curricula, Projects, and Educational Research." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59220.

Full text
Abstract:
This paper discusses the role and significance of robot competitions in engineering education with focus on experiences with the Trinity College Fire-Fighting Home Robot Contest, a mature international event that has attracted teams from more than 115 universities around the world. We consider development of effective learning environments for robot design projects, including first-year undergraduate engineering design courses and upper-level robot research and development teams. With regard to the latter, we describe our instructional strategies of choosing team projects, imparting competences and teamwork skills, reporting results, and assessing progress. We also consider achievement of ABET outcomes through competition-based design projects, and means to maximize student self-efficacy beliefs through mastery experiences in robotics. Finally we present methods for effective assessment and evaluation.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Educational Assessment, Evaluation, and Research"

1

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

Full text
Abstract:
To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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).
APA, Harvard, Vancouver, ISO, and other styles
3

Wernert, Nicole, Marina Schmid, and Sima Rodrigues. TIMSS 2023 Australia. Volume 1: Student performance. Australian Council for Educational Research, December 2024. https://doi.org/10.37517/978-1-74286-755-7.

Full text
Abstract:
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 2023 assessment formed the eighth cycle, providing 28 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. TIMSS is a key part of Australia’s National Assessment Program. The goal of TIMSS is to provide comparative information about educational achievement across countries 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. The 2023 cycle of TIMSS completed its transition to a digital assessment; this was the first time it was offered as a completely online assessment. TIMSS 2023 also expanded its scope to assess environmental knowledge and attitudes. This new component provides valuable insights into students’ understanding of environmental issues, including climate change, biodiversity, and conservation. This report presents the results for Australia as a whole, for the Australian states and territories and for the other groups in TIMSS 2023. The results can be viewed in an international context, and student performance can be monitored over time. The results also allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019).
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

Miller, Robert A. Strengthening the research capacity of Planned Parenthood Association of Ghana. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1007.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

Brasil, André. Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.546.

Full text
Abstract:
Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.
APA, Harvard, Vancouver, ISO, and other styles
7

Donohue, Brenda, Eva Moran, Aidan Clerkin, David Millar, Adrian O'Flaherty, George Piccio, and Thuy Dinh. Digital Learning Framework (DLF) national longitudinal evaluation: Wave 2 Final Report. Educational Research Centre, August 2024. http://dx.doi.org/10.70092/0412063.0824.

Full text
Abstract:
This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The data presented in this report provide an opportunity to consider how schools and students responded to the challenges of the COVID-19 pandemic with reference to the use of digital technologies for teaching, learning and assessment. The evaluation also considers the ways in which schools have had successes and met challenges in their embedding and implementation of the Department of Education’s Digital learning Framework. The report provides an overview of the current policy and research landscape with respect to the use of digital technologies in schools and over the course of the pandemic. It also presents new data at both primary and post-primary levels from schools (digital learning team leaders, school principals, and teachers), students, and professional development advisors specialising in the use of technology in education. The key findings from Wave 2 of the evaluation are highlighted, together with examination of changes from previous waves . Finally, the main successes and challenges encountered by schools in their implementation of the Digital Learning Framework over the period 2017-2022 are identified.
APA, Harvard, Vancouver, ISO, and other styles
8

Rada, Maria Patricia, Alexandra Caseriu, Roxana Crainic, and Stergios K. Doumouchtsis. A critical appraisal and systematic review of clinical practice guidelines on hormone replacement therapy for menopause: assessment using the Appraisal of Guidelines for Research and Evaluation (AGREE II) Instrument. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0089.

Full text
Abstract:
Review question / Objective: To assess the quality of clinical practice guidelines (CPC) on hormone replacement therapy for menopause using the AGREE II instrument and to provide a summary of recommendations. Information sources: Literature searches using MEDLINE, Embase, Scopus, Geneva Foundation for Medical Education and Research from inception to date will be searched. The search terms include guidelines / guidance / recommendation and hormone replacement therapy related keywords and MeSH terms. National and international organizations websites will be searched individually. Additional searches on the references of the primary included items may help identify any guidelines missed on the primary searches. In the case of more than one published guideline from the same national or international association, only the latest version of the guidelines will be included and evaluated. Any disagreements on inclusion criteria will be addressed through discussion and consensus meeting within the research team. Guidelines published in languages other than English will be considered on an individual basis. Guidelines must be publicly available on a website or in a peer-reviewed publication.
APA, Harvard, Vancouver, ISO, and other styles
9

Vaughan, Tanya, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion, and Martin Murphy. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, June 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.

Full text
Abstract:
The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration surveys – baseline and follow up; teacher surveys – one questionnaire administered every term; implementation fidelity check surveys for teachers to complete for each QT Round; and implementation fidelity checks with onsite visits from ACER staff for 33% of the treatment schools. Key findings include: The mixed model analysis showed that treatment was not a significant predictor of PAT-R and PAT-M outcomes. Differences in student responses to the self-efficacy and aspiration surveys were identified. The control group showed a significant increase in the level of education that they aspired to complete (p = 0.037). Teachers in the control group had statistically significant growth in teacher efficacy, while those in the treatment group showed statistically significant lower teacher student support. Within the QTR process, the longest time was spent on discussing the coding and the individual coding process. Key observations identified from analysis of the fidelity check data are: teacher stress due to high rates of absenteeism, varied use of the Classroom Practice Guide, and analytical conversations about some elements and terms.
APA, Harvard, Vancouver, ISO, and other styles
10

Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

Full text
Abstract:
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Educational Assessment, Evaluation, and Research' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography