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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Fikri, Asyrul, Suarman, Isjoni, Sumarno, and Ofianto. "Development of formative assessment in history lessons with research-based learning model to measure historical thinking skills." Multidisciplinary Science Journal 7, no. 9 (March 22, 2025): 2025452. https://doi.org/10.31893/multiscience.2025452.
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This study aims to develop a valid, practical, and effective formative assessment framework tailored for history education, utilizing a research-based learning model within the History Education Study Program at the University of Riau. By adopting Plomp's educational development model, the research emphasizes three core criteria: validity, practicality, and effectiveness. The methodology is structured into two main phases: the predevelopment phase and the development phase. The predevelopment phase is further divided into three stages: initial investigation, design phase, and realization phase. These stages focus on understanding the educational context, designing assessment tools, and realizing the initial framework. The development phase encompasses testing, evaluation, and revision stages, ensuring that the assessment tools are refined and optimized for educational use. The study's findings reveal a comprehensive set of assessments specifically designed for history education, utilizing the research-based learning model. The trial results indicate that the formative assessment framework successfully meets the criteria of validity, practicality, and effectiveness. The validity of the formative assessment and its associated tools is categorized as excellent, demonstrating a robust alignment with educational standards and objectives. Furthermore, the practicality and effectiveness of the formative assessment and all implemented tools are rated as very practical and effective, highlighting their ease of use and positive impact on learning outcomes. The research further indicates that the effectiveness of alternative assessments, based on both process and learning outcomes, shows a consistent improvement trend, categorizing them as good. This study not only contributes to the enhancement of formative assessments in history education but also provides a model that can be adapted to other educational contexts. The implications of this research suggest significant potential for improving teaching strategies and student engagement through well-designed assessment tools, ultimately contributing to the advancement of educational practices.
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Munandar, Imam, and Shaumiwaty Shaumiwaty. "Exploring Indonesian Lecturers' Perceptions and Practices on English Language Assessment." Vision: Journal for Language and Foreign Language Learning 12, no. 1 (April 17, 2023): 67–84. http://dx.doi.org/10.21580/vjv12i217137.
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Assessments are crucial in teaching English as a Foreign Language (EFL), impacting students' knowledge acquisition and influencing teachers' beliefs and training. The present research investigates lecturers' fundamental conceptions regarding assessing English as a foreign language (EFL) and their instructional practices in higher education. Twelve English department EFL lecturers participated in a study using purposive sampling, semi-structured interviews, and questionnaires. The research used a thematic analysis methodology to identify themes, classifications, and subcategories reflecting respondents' perspectives on EFL evaluation. The study's results showed that the subjects used diverse terminology to illustrate evaluation, offering a stimulating context for their respective methodologies. Furthermore, the participants believed that language assessment serves multiple purposes, including administrative and educational functions. Most respondents viewed evaluation as a continuation of English as a Foreign Language (EFL) classroom instruction and acquisition, significantly influencing students' educational outcomes and learning strategies. Therefore, considering how assessments can improve student learning will likely influence educators' working in EFL assessment. Research highlights the need for professional development for lecturers to improve their understanding of language assessment and practice through workshops, training sessions, and resources.
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Junanto, Subar. "Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 128–42. http://dx.doi.org/10.21009/10.21009/jpud.131.10.
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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.
Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)
References
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Zhou, Nan. "Evaluating Human and Machine Assessment: Introducing a Hybrid Approach for Enhanced Educational Evaluation." Lecture Notes in Education Psychology and Public Media 58, no. 1 (July 31, 2024): 118–24. http://dx.doi.org/10.54254/2753-7048/58/20241716.
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This essay examines the evolving landscape of educational assessment, focusing on the analysis and comparison of human expertise and machine capabilities. Traditional educational assessment has predominantly relied on human evaluators who utilize their judgment and experience to assess student performance. However, advancements in technology have introduced machine assessments that leverage artificial intelligence to analyze data and provide feedback efficiently. This paper explores various assessment methods, including formative, summative, and peer assessments, and the role technology plays in enhancing these processes. A critical analysis of the strengths and weaknesses of both human and machine assessments is presented, highlighting scenarios where machines excel in efficiency and objectivity, particularly in handling large datasets and standardizing evaluations. Conversely, the essay emphasizes the irreplaceable depth of human insight necessary for assessing complex cognitive skills like creativity and critical thinking. The research advocates for a hybrid approach that combines the rapid analytical capabilities of machines with the nuanced judgment of human assessors. This integrative strategy aims to enhance reliability, personalize learning feedback, and optimize strategic educational planning. The proposed hybrid model not only addresses the shortcomings of both systems but also underscores the potential for improved assessment practices in various professional fields beyond education. This study calls for further exploration into the implementation of such hybrid assessment methods across diverse educational settings to maximize the benefits of both human and machine contributions.
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Hamzaoui, Radoine, Boudhar Abdeslam, Elhoucine OUASSAM, Younes-Aziz Bachiri, and Bouikhalene Belaid. "The Effectiveness of Distance Learning Assessment Practices: Case Study." International Journal of Scientific Research and Management (IJSRM) 12, no. 02 (February 2, 2024): 3167–77. http://dx.doi.org/10.18535/ijsrm/v12i02.el01.
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Assessment is an essential component of the educational process as it tracks the progress of lessons, activities and facilitates learning through formative assessment or measures performance towards graduation or entry to higher levels of education or employment through summative assessment. However, increasing student enrollments in open-access educational institutions and the need for frequent assessments have led to a shift towards ICT (information and communication technologies) based remote assessment methods. The emergence of health emergencies and the strategy of Moroccan higher education has further accelerated this transition from traditional in-person assessments to remote assessments. This study uses a transversal research design to analyze the impact of distance assessment practices at Sultan Moulay Slimane University in Morocco. The research method includes the development of a benchmark for distance education evaluation methods and a statistical survey of randomly selected students (293) in eight university establishments, as well as other stakeholders involved in the remote assessment process. The objective is to determine the evaluation methodologies most appropriate to the specific context of Sultan Moulay Slimane University. Data is analyzed using descriptive statistics.
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Dr. Meenu. "Assessment Methods: Traditional Exams vs. Continuous Assessment." Universal Research Reports 11, no. 5 (December 28, 2024): 26–31. https://doi.org/10.36676/urr.v11.i5.1447.
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Assessment methods play a crucial role in the educational process, providing a means to evaluate student learning, progress, and performance. This research paper explores the differences between traditional exams and continuous assessment, highlighting their respective advantages and disadvantages. Focusing on the Indian education system, the paper discusses the impact of these assessment methods on student learning outcomes and overall educational quality. The study also examines the current trends and challenges in assessment practices in India and proposes recommendations for a balanced approach to student evaluation.
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M. Zunaidul Muhaimin and Nunik Zuhriyah. "DEVELOPMENT OF EVALUATION BASED WORDWALL MEDIA TO IMPROVE ARABIC LANGUAGE LEARNING OF SENIOR HIGH SCHOOL." Salimiya: Jurnal Studi Ilmu Keagamaan Islam 5, no. 4 (December 29, 2024): 342–50. https://doi.org/10.58401/salimiya.v5i4.1676.
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Learning evaluation is a measure of success in education in this era, this study aims to develop an Arabic learning evaluation media based on educational games in helping the smooth learning process and determine the feasibility of Arabic learning evaluation media through wordwall educational games from expert validator assessments. This research method uses Research and Development with qualitative and quantitative approaches. The theory used in this research is the ADDIE model theory which consists of 5 stages is the Analyze, Design, development, implementation and evaluation. The research object is students of the 10th grade in Nurul Huda Surabaya. Data collection techniques in this study were observation, interview, documentation and test techniques. The assessment results from media expert validation get a percentage of 90% with a very feasible category. In the validation of material experts, the development of evaluation media gets a percentage of 84% with a very feasible category. Furthermore, the assessment of the students' response received a percentage of 86% with a very feasible category. So it can be concluded that the evaluation media for learning Arabic through wordwall educational games is feasible to use.
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Siraya, Galina Sergeevna. "System approach in research and evaluation of educational potential of territory." Vestnik of Astrakhan State Technical University. Series: Economics 2020, no. 1 (March 31, 2020): 108–16. http://dx.doi.org/10.24143/2073-5537-2020-1-108-116.
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The article describes the structure of the concept of educational potential of the territory in terms of a systematic approach and shows the scheme for managing its development within the framework of the functioning of the national innovation subsystem. The subjects and objects are defined, as well as the general functions of managing the development of the educational potential of the territory. It is noted that at present there is no single methodology for assessing the educational potential of the territory. In order to select indicators characterizing the educational potential at the regional level, the factors influencing its formation and development are determined taking into account the socio-economic status of the territory. The structural systematization of indicators for assessing the educational potential of the territory was carried out, as a result of which three components of the educational potential of the territory were identified: institutional, resource and reproduction, each of them includes synthetic indicators. The above mentioned indicators include standard indicators of state statistics of the Russian Federation. Various approaches to assessing the potential of territories are considered and analyzed. The original method of comparative assessment of educational potential of the territory is proposed, which allows determining both the integrated indicator and its component synthetic indicators. This approach ensures positioning of regions in the federal district, and taking into account the quality of indicators makes it possible to identify strengths and weaknesses for developing a regional strategy of development. A comparative assessment of the educational potential of the subjects of the Southern Federal District has been done. The evaluation results proved that the maximum level of educational potential in the Southern Federal District is in the Rostov Region (first place) and Krasnodar Territory (second place). The analysis of synthetic indicators of the level of educational potential of the Rostov region in comparison with the Krasnodar Territory made it possible to identify strengths and problem areas and determine further directions for its development
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Chamisah. "The Power of Evaluation: Transforming Teaching and Learning." JURNAL ILMIAH MAHASISWA 2, no. 1 (June 27, 2024): 76–91. https://doi.org/10.22373/jim.v2i1.582.
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Evaluation is a fundamental component of the educational process, essential for measuring and improving student learning. This study explores the multifaceted role of evaluation, emphasizing formative and summative assessments, technological integration, and reflective practices. Formative assessments offer real-time feedback, allowing educators to adapt instruction and address learning gaps, while summative assessments provide a comprehensive overview of student achievements at the end of instructional periods. The integration of technology into evaluation practices enhances data collection and analysis, supports personalized learning experiences, and introduces diverse assessment methods. Reflective practices foster continuous improvement by helping students and educators set goals, develop strategies, and refine performance. Ensuring fairness and inclusivity in evaluations promotes equity and supports diverse learner needs. Utilizing a library research design, this study systematically collects, evaluates, and synthesizes academic sources to provide a comprehensive understanding of these evaluation components. The findings highlight the need for a balanced approach that combines formative and summative assessments, leverages technology, and incorporates reflective practices to improve student outcomes and overall educational quality.
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Khalima, Sartayeva, Galiya Rysbayeva, Baibolat Tasbolat, Roza Abildaeva, and Bissenova Shynar. "The development of teacher evaluation activities in updated educational contexts." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 812–27. http://dx.doi.org/10.18844/cjes.v17i3.6951.
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This research aims to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. Study data were collected with semi-structured interview forms applied to primary, secondary, and high school teachers. The participants of the study consisted of 20 primary school teachers, 20 secondary school teachers, and 20 high school teachers who were working in various schools in Kazakhstan in the 2021-2022 academic year, who agreed to participate voluntarily in the research. As a result of the research, among the answers given to the question about the advantages of online education, the majority of the participants believed the advantages include financial advantages, time advantages, and transportation advantages. Among the answers given to the question about the disadvantages of online education, the majority of the participants believed the disadvantages include adaptation problems, problems in social relations, and connection problems.
Keywords: Assessment; development of assessment; online education; training.
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THOMPSON, SAM, and AARON WILLIAMON. "Evaluating Evaluation: Musical Performance Assessment as a Research Tool." Music Perception 21, no. 1 (2003): 21–41. http://dx.doi.org/10.1525/mp.2003.21.1.21.
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Much applied research into musical performance requires a method of quantifying differences and changes between performances; for this purpose, researchers have commonly used performance assessment schemes taken from educational contexts. This article considers some conceptual and practical problems with using judgments of performance quality as a research tool. To illustrate some of these, data are reported from a study in which three experienced evaluators watched performances given by students at the Royal College of Music, London, and assessed them according to a marking scheme based on that of the Associated Board of the Royal Schools of Music. Correlations between evaluators were only moderate, and some evidence of bias according to the evaluators' own instrumental experience was found. Strong positive correlations were found between items on the assessment scheme, indicating an extremely limited range of discrimination between categories. Implications for the use of similar assessment systems as dependent measures in empirical work are discussed, and suggestions are made for developing scales with greater utility in such work.
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Huang, Jinyan, and Turgay Han. "Revisiting Differential Item Functioning: Implications for Fairness Investigation." International Journal of Education 4, no. 2 (April 17, 2012): 74. http://dx.doi.org/10.5296/ije.v4i2.1654.
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Fairness has been the priority in educational assessments during the past few decades. Differential item functioning (DIF) becomes an important statistical procedure in the investigation of assessment fairness. For any given large-scale assessment, DIF evaluation is suggested as a standard procedure by American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. This procedure often affords opportunities to check for group differences in test performance and investigate whether or not these differences indicate bias. However, current DIF research has received several criticisms. Revisiting DIF, this paper critically reviews current DIF research and proposes new directions for DIF research in the investigation of assessment fairness.
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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 relevant outcomes-based education (OBE), technological, pedagogical, and content knowledge (TPACK), universal design for learning (UDL), and inclusivity frameworks. The preservice teachers had significant learning gains in assessment in four ASL chapters and provided positive perceptions and feedback regarding the module. Hence, the ASL module is a valid, practical, and effective instructional tool, particularly in flexible STEM education. The second cycle of the PDSA model, considering other learning outcomes and specializations, is recommended to be implemented in other teacher education institutions.</p>
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Li, Muhan. "Enhancing Student Assessment Through Social Network Analysis." Theoretical and Natural Science 100, no. 1 (April 10, 2025): 143–49. https://doi.org/10.54254/2753-8818/2025.21958.
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This study introduces an innovative application of Social Network Analysis (SNA) in the educational sector, specifically for enhancing student assessments beyond conventional methods. Traditional assessments predominantly rely on exam scores, which may not accurately reflect a student's true abilities due to factors like question difficulty and selection randomness. By incorporating SNA, the research constructs a system linking the student-question model with the Rasch model, facilitating a more comprehensive evaluation of student abilities and question difficulties. Parameters are estimated using maximum likelihood estimation applied to real data, demonstrating the method's effectiveness in accurately mapping out the distribution of student abilities and the relative difficulty of questions. However, the approach encounters challenges, particularly with data sparsity, which can lead to instability in parameter estimation and potentially compromise the accuracy of assessment results. Despite these hurdles, the use of SNA within the Rasch model framework shows considerable promise in refining educational evaluations. It provides a new perspective by analyzing the interactions within the educational network, thus offering a richer, more detailed understanding of educational dynamics.
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Choi, Jaehwa, HeeKyoung Kim, and Seohong Pak. "Evaluation of Automatic Item Generation Utilities in Formative Assessment Application for Korean High School Students." Journal of Educational Issues 4, no. 1 (March 19, 2018): 68. http://dx.doi.org/10.5296/jei.v4i1.12630.
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The recent interests in research in the assessment field have been rapidly shifting from decision-maker-centered assessments to learner-centered assessments (i.e., diagnostic and/or formative assessments). In particular, it is a very important research topic in this field to analyze how these learner-centered assessments are developed more practical and valid by combining information (or intelligent) and communication technologies (ICT) and psychometric advances, and how these systems contribute to learning. Automatic Item Generation (AIG), which is in the spotlight recently, is a representative example of building a next-generation assessment theory and practice by integrating ICT into psychometrics.AIG has very broad and promising features in mass production, intelligent item calibration and management, especially learner-centered assessment, and so on. However, these claims have not yet been fully validated in real education settings, and it is in dire need of evaluating the utilities of AIG applications in practical educational settings. Based on these needs, the purposes of this research are, firstly, to introduce the benefits and challenges of AIG to properly assess AIG’s utilities. And, secondly, this study provides empirical evaluation results of AIG’s utilities within a formative assessment system for Korean high school students and teachers.The results of this study have important implications in that it is the first empirical study to evaluate the usefulness of AIG in the formation evaluation application of the actual educational environment, Korean high school setting. The results of the theoretical and empirical evaluation of the AIG will also be useful to researchers and practitioners who wish to evaluate the benefits and issues of future AIG-based educational services or theory development.
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Safrankova, Jana Marie, and Jana Marie Safrankova. "The evaluation of quality teaching methods in research at Czech Republic." International Journal of Teaching and Education 9, no. 1 (April 20, 2021): 75–85. http://dx.doi.org/10.52950/te.2021.9.1.006.
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The evaluation of the quality of teaching and the evaluation of education at universities, methods of evaluating teaching and assessment are one of the key criteria for university evaluation. At present, a project of the ESF project of the University of West Bohemia in Pilsen was realized and one of its activities is focused on "Improving Educational Activities and Modern Educational Trends" and on the subsequent implementation and reflection of student education with new teaching methods. The questionary survey was conducted in 2019 with 616 respondents from the University of West Bohemia in Pilsen, who is the only one public higher education institution in the Pilsen Region. The results analyze in detail the views of the students - taking into account the extension of pedagogical competencies within the framework of the career order. The aim of the project is a comprehensive system of interconnection of the education of academic staff in the area of increasing pedagogical competencies with introduction of new teaching methods into practice and taking into account the extension of pedagogical competencies within the framework of the career order. The results of a survey focused on evaluating the quality of teaching methods confirmed a number of mostly known means of activating teaching, interactive teaching, communication, discussion, the role of the personality of the lecturer and the instructor. These activation approaches need to be continued.
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Yuliani, Yuliani, Nada Nabila Az-Zahra, and Willy Alawiah. "UTILIZATION OF EVALUATION RESULTS AND REFLECTION ON EVALUATION IMPLEMENTATION." Jurnal Konseling Pendidikan Islam 6, no. 1 (December 30, 2024): 67–80. https://doi.org/10.32806/jkpi.v6i1.184.
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The purpose of this research is to improve the quality of learning by analyzing evaluation results and reflecting on the implementation of evaluation, as well as identifying weaknesses and strengths in the implementation of learning evaluation. This research is a type of library research, namely research whose object of study uses library data in the form of books as a source of data. One of the efforts to improve the quality of educational outcomes can be done through the utilization of assessment data. Assessment results, both through tests and non-tests, have great benefits when studied and used to improve the teaching and learning process.
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Sulaeman, Sulaeman, Junedi Junedi, Rokhmad Afif, Wang Joshua, and Ling Barra. "Academic Supervision of PAI Teacher Performance in Educational Foundations Walisongo Magelang." al-fikrah: Jurnal Manajemen Pendidikan 11, no. 1 (June 29, 2023): 120. http://dx.doi.org/10.31958/jaf.v11i1.8712.
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The success of education cannot be separated from the teacher's performance in learning activities. Academic supervision carried out by the principal is one of the supporting activities in improving teacher performance in teaching. The aim of the research is to describe and analyze the academic supervision of PAI teachers in lesson planning, learning implementation, and learning evaluation. The paradigm of this research is post-positivism. The analysis of this research includes the stages before in the field, during the field and after in the field. The results of the study show that the principal has carried out supervision by showing that the teacher's planning and implementation skills in learning are competent, it's just that there are still a few weaknesses in the teacher in carrying out evaluations, the principal must pay more attention to the evaluation aspect of supervision, whereas in terms of teaching performance, the teacher must be more improve its performance in the aspect of learning evaluation and follow-up of student assessment results. school principals must pay more attention to the evaluation aspect of supervision and teachers must further improve their performance in the evaluation aspect of learning and following up on student assessment results. The recommendation of the researcher the next that the implementation of academic supervision at the Walisongo Education Foundation in Magelang has quite significant implications for increasing the professionalism of teachers there. If the principal is more intent on implementing academic supervision, the teacher's performance will be more competent
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Sri-ngan, Krapan, and Suchart Homjan. "Development of Teachers’ Potential and Educational Personnel in Term of Authentic Assessment." Journal of Educational Issues 8, no. 1 (March 27, 2022): 122. http://dx.doi.org/10.5296/jei.v8i1.19474.
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The objective of this research was to develop teachers’ potential and educational personnel in term of authentic assessment under the Buriram Primary Educational Service Area Office 2 by using 2 cycles of action research. Each cycle included planning, action, observation and reflection. The research group consisted of 10 people, the target group was 36 people, and the group of additional information providers was 25 people. The research instruments were test, observation form, interview form, and record form (Triangulation) and presented the results of descriptive studies. The results showed that in the development of teachers and educational personnel in the first cycle used brainstorming strategies by a way of sharing opinions on the process of finding ideas and ways to solve the similar problem together, strategies for training workshops by using a lecture method to provide knowledge based on the content framework, practical training, consulting advice, questioning and participatory supervision strategies by observing teaching methods. This enabled personnel to have more knowledge and understanding of principles, procedures, and methods of measurement and evaluation based on authentic assessment. They were able to create authentic measurement and evaluation instruments and had the ability to measure and evaluate results based on authentic assessment by using a variety of measurement and evaluation methods. Most of the students cooperated in the activities but there were still some steps that the target group was unable to complete, that was the students had few activities and some target groups gave students less opportunity for self-report and self-assessment. Therefore, the development was carried out in the second cycle by using participatory supervision strategies by observing teaching methods. This enabled all personnel to have knowledge and understanding of the measurement and evaluation process, determined methods for measuring and evaluating according to authentic assessment, selected the correct evaluation methods according to the content. Measurement and evaluation with emphasizing on practicality and being able to measure and evaluate according to authentic assessment for teaching and learning. Most of the students participated in more activities and the measurement and evaluation based on authentic assessment.
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Levine, Oren Hannun, Sukhbinder K. Dhesy-Thind, Meghan McConnell, Melissa C. Brouwers, and Som Mukherjee. "Code status communication training in Canadian postgraduate oncology programs: A needs assessment survey." Journal of Clinical Oncology 35, no. 31_suppl (November 1, 2017): 13. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.13.
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13 Background: Discussions with cancer patients on cardiopulmonary resuscitation directives, or ‘code status,’ are often led by trainees in oncology. This study was carried out across Canada to identify current educational practices and gaps in training for this communication skill. Methods: Medical and radiation oncology residents and program directors (PDs) from across Canada were invited to complete a survey. Questions addressed current teaching practices, perceived importance of this competency, satisfaction with current education and barriers to teaching code status discussion skills. Relative frequencies of categorical and ordinal responses were calculated. Results: Between November 2016 and February 2017, 95 residents (58.6% response rate [RR]) and 17 PDs (63% RR) completed surveys. Both oncology disciplines and trainees at all levels were represented. Only 54.1% and 48.3% of medical and radiation oncology residents, respectively, had experienced any form of code status communication training before entering an oncology program. During oncology training, 41.1% of residents expect to receive formal teaching on this topic and 47.1% of PDs endorsed inclusion of this topic in curricula. Only 20% of residents reported receiving any formal evaluation for this competency while 41.2% of program directors indicated that formal evaluations are provided. All PDs and 98% of residents positively endorsed the importance of this competency in residency and clinical practice. Among residents, 88% felt that more training would be beneficial, and 82.3% of PDs identified a need for new educational resources in this area. Lack of time, educational resources and evaluation tools were among the most commonly identified barriers to teaching (by PDs and trainees). Conclusions: Canadian medical and radiation oncology residency PDs and trainees feel that code status communication is an important competency, yet teaching and evaluation are limited in this area. Barriers to teaching and skill-building have been identified. Further work is underway to develop novel educational resources for code status communication training to include in postgraduate curricula.
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Rayni, Inda Rahayu. "The Teacher Challenges in Implementing Educational Evaluation Assessment Standards in the Affective Domain at Pondok Mutiara Quran Putri Wonogiri." Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) 6, no. 1 (March 31, 2024): 7–12. http://dx.doi.org/10.52005/belaindika.v6i1.145.
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Teacher challenges in implementing educational evaluation assessment standards in the affective domain is an important issue that needs attention. This study aims to determine how teachers implement educational evaluation standards in the affective realm at Pondok Mutiara Quran Putri Wonogiri. This research method uses qualitative descriptive analysis with a phenomenological approach so as to produce data conclusions to answer problems related to this title. The results of this study show that some of the difficulties faced by teachers in implementing educational evaluation assessment standards. Efforts to improve the implementation of affective education evaluation assessment standards include comprehensive approaches, such as teacher skill development, awareness raising about authentic assessment, and training on data collection techniques
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Aguayo-Hernández, Claudia H., Alejandro Sánchez Guerrero, and Patricia Vázquez-Villegas. "The Learning Assessment Process in Higher Education: A Grounded Theory Approach." Education Sciences 14, no. 9 (September 6, 2024): 984. http://dx.doi.org/10.3390/educsci14090984.
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This study aims to understand university professors’ perspectives on the learning assessment process, including its importance during teaching and learning, their conceptualization, and their considerations in their practices. The research used a grounded theory approach to recognize evaluation as a dialogical and intersubjective space. The methodology consisted of an open survey and a semi-structured interview with faculty professors from a university in northern Mexico. The findings highlighted the importance of educational institutions, emphasizing that faculties prioritize evaluating quality based on relevance, alignment with learning objectives, continuity throughout the process, and feedback. These aspects align with recent approaches that consider evaluation as a process that promotes learning, as evidenced by the high saturation rate in the theoretical sampling. Furthermore, the study revealed that the institution’s educational model, curricular design, and evaluation policies significantly influence the faculty members’ perspective. As a result, educational institutions must consider these factors when formulating an evaluation model, thereby making the research directly applicable to the work of educational policymakers and university professors.
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Jeon, Daeil. "Research Trend Analysis on Assessment of Online Korean Education." Korean Society of Culture and Convergence 45, no. 11 (November 30, 2023): 65–74. http://dx.doi.org/10.33645/cnc.2023.11.45.11.65.
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This paper attempted to examine the part of the evaluation of online Korean language education that took place during the pandemic when non-face-to-face classes were activated and to identify the trends and trends of research at the same time. Research on online Korean language education evaluation began in 2006, when the influx of foreigners was active, and various big data analysis methods were used to draw conclusions and gain insight into educational research trends. 88 academic papers were searched through the RISS (Research Information Sharing Service), and the extracted word parts were limited to nouns, and frequency analysis, centrality analysis (degree centrality, close centrality, betweenness centrality), and topic modeling were conducted to derive results and discuss them.
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Ghlechyan, Arpine. "ALTERNATIVE INSTRUMENTS FOR VERIFICATION AND EVALUATION OF LEARNING OUTCOMES." JOURNAL FOR ARMENIAN STUDIES 3, no. 66 (March 27, 2025): 405–18. https://doi.org/10.24234/journalforarmenianstudies.v3i66.145.
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As a result of this study, it became clear that alternative tools for assessing and evaluating learning outcomes play an important role in modern educational systems. The limitations of traditional assessment methods, such as direct measurement of knowledge and a focus on the outcome rather than the process of learning, highlight the need for the application of alternative approaches. Alternative assessment tools, such as project work, portfolios, self-assessment, and peer assessment, allow for a more comprehensive evaluation of learners' knowledge, skills, and abilities. They also aim to develop creativity, critical thinking, and collaboration skills, which are essential for education in the 21st century. The study showed that alternative assessment tools contribute not only to learner engagement and motivation but also create opportunities for personalized approaches in teaching and assessment processes. As a result, educational institutions should incorporate alternative tools into their assessment methodologies, ensuring an improvement in the quality of the educational process and expanded development opportunities for learners. From this perspective, future research could explore the effectiveness of alternative assessment tools in various educational environments, as well as ways to integrate them with traditional assessment systems.
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Railean, Elena Aurel, Maryna Saltykova-Vaukovich, and Zoleka Mkhabela. "Managing assessment in online and offline adult learning environments: a meta-review." Edukacja Dorosłych 90, no. 1 (January 1, 2025): 11–25. https://doi.org/10.12775/ed.2024.002.
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In recent years, there has been exponential growth in the number of research studies on assessment, testing, measurement, and evaluation strategies in online and/or offline learning settings. The efficiency of the management of these methods and their presence in higher education has not, however, been confirmed by a meta-review. Management of assessment receives much attention at the frontier of education studies since it provides the opportunity to plan, monitor, and control learning processes and outcomes. However, not only do many educational managers find this approach demanding, but it also remains unclear what they should do to foster assessment, measurement, and evaluation management standards in nowadays learning processes, which are in online and/or offline learning environments. This study explores the specific features educational managers use to promote the management of assessment, measurement, and evaluation strategies in their professional activities. The article adopts the metasystem transition methodology. After searching for data related to global trends in empirical studies on assessment, evaluation, learning environment, and educational management, the priority of formative assessment was identified. Analyses revealed different perspectives on using formative assessment in educational management strategies. The results show that the metasystems perspective evidences the importance of research on the specifics of educational management in online and/or offline learning environments for the sustainability of higher education.
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Li, Yuanyuan, and Mo Xu. "Research on College English Teaching Evaluation System Based on Mobile Terminal." Scientific Programming 2022 (March 15, 2022): 1–9. http://dx.doi.org/10.1155/2022/2713413.
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The 21st century is the era of information technology, and the rapid development of information technology has had a huge impact on educational technology. With the popularity of mobile terminals in recent years, the development of mobile learning will promote changes in the way teaching, learning, and assessment are conducted. Traditional teaching evaluation methods focus on summative evaluation, although process evaluation is also involved, although it is limited by time and assessment recording means and does not achieve the purpose of evaluation well. In this study, we conduct a research on the evaluation system of secondary school chemistry classroom teaching based on mobile terminals and construct an evaluation index system of English teaching in colleges and universities based on mobile terminals, hoping to have some practical significance to the reform of teaching evaluation nowadays. The system uses the WeChat applet framework, the WeChat Web developer tool to output and display the front-end interface, and the Model-View-Controller framework development model to complete the invocation of the backend data. The results show that both students and teachers can access the assessment system through the WeChat applet and complete the teaching assessment and view the assessment results.
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Çelik Çetinkaya, Şeymanur, and Şahin Oruç. "Examinatıon of Assessment and Evaluation Elements in 5th, 6th and 7th Grade Social Studies Middle School Textbooks." Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi 7, no. 2 (October 27, 2024): 188–253. http://dx.doi.org/10.53046/ijotem.1537064.
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Textbooks are the most fundamental educational materials. For these materials to be effectively used, they need to be relevant to the era we live in. In this context, since 2004, the content of textbooks in Turkey has been prepared within the framework of constructivist education, aiming to enhance students’ cognitive, affective, and psychomotor skills. This study examines the assessment and evaluation elements within Social Studies textbooks to determine their alignment with constructivist education and the specific skills they target for students. The research analyzes assessment components found in six different textbooks approved by the Ministry of National Education (MEB). Within these textbooks, the assessment elements related to seven learning approaches—such as preparatory questions, in-text questions, activities, end-of-text evaluations, self-assessment, peer assessment, concept maps, end-of-unit assessment questions, and group self-assessment—are classified and studied from a constructivist perspective. Using a qualitative research design, document analysis is employed to identify assessment elements and link them to skills consistent with constructivist education. Finally, a comparative evaluation reveals differences between textbooks at different educational levels, contributing to the literature on the relationship between assessment elements and constructivist education in Social Studies textbooks.
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Sihotang, Minora, Utari Utari, and Togarman Sihotang. "The Impact of Evaluation Methods on Students' Learning Achievement in Primary School Mathematics Education: A Mixed-Methods Study." Jurnal Ilmu Pendidikan dan Humaniora 11, no. 1 (January 30, 2022): 1–17. http://dx.doi.org/10.35335/jiph.v11i1.12.
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In the realm of primary school mathematics education, the choice of evaluation methods holds a critical key to unlocking the potential of young learners. This mixed-methods research endeavors to illuminate the intricate relationship between assessment techniques and students' learning achievement. By integrating both quantitative and qualitative data, it offers a comprehensive understanding of the impact of different evaluation methods on students' experiences and outcomes in the realm of primary school mathematics. The quantitative phase of this study reveals compelling correlations between specific evaluation methods and students' learning achievement. Formative assessments, characterized by their immediate feedback and constructive nature, emerge as potent contributors to learning achievement. Students exposed to a higher frequency of formative assessments exhibit higher math test scores, revealing a strong positive correlation. The qualitative phase provides deeper insights into students' attitudes and experiences with various evaluation methods. Students express a strong preference for formative assessments, emphasizing the value of feedback and personal growth. Teachers underscore the importance of a balanced approach to assessment, combining different methods to address diverse learning styles and needs. Parents play a crucial role in supporting their children's education and express a range of expectations regarding assessment approaches. The research findings bear substantial implications for educational practices, policymaking, and curriculum development. Educators are encouraged to adopt a balanced approach that leverages the power of formative assessments while considering students' grade levels and socioeconomic backgrounds. Policymakers are positioned to develop evidence-based policies and standards that promote the use of effective assessment methods and equitable educational resources. In conclusion, this research unfolds a compelling narrative of the symbiotic relationship between evaluation methods and students' learning achievement in primary school mathematics education.
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Poerwanti, Jenny Indrastoeti Siti, Sri Marmoah, Supianto Supianto, Sukarno Sukarno, Siti Istiyati, and Hasan Mahfud. "Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia." Mimbar Sekolah Dasar 10, no. 3 (December 30, 2023): 626–42. http://dx.doi.org/10.53400/mimbar-sd.v10i3.61098.
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Malaysia and Indonesia have introduced their educational systems and are developing human resources using learning evaluation systems. Based on the issues raised, this study aims to portray the learning assessment in primary schools in Indonesia and Malaysia in accordance with the educational program utilized in both countries and the impediments experienced in carrying out classroom-based evaluation in schools. This studyused the research literature survey technique to gather information on a research topic fromnews, official government documents, etc. The analysis was conducted using a compilation of data from several references related to the assessment of primary school learning in Merdeka curricula, or other documents relevant to this study. The results of this study revelead that the assessment used in primaryschools in Indonesia refers to Minister of Education and Culture Regulation No. 21 of 2022, namely formative assessment and summative assessment. The Merdeka curriculum aimsat create a positive, high-quality learning atmosphere in Indonesia. Education system in Malaysia implements the concept of school-based assessment (SBA) in line with the implementation of Lower School Standard Curriculum, known as Primary School Curriculum. The ability to develop classroom-based assessments, the creativity of teachers in designing assessments, and knowledge literacy issues are all barriers to implementing classroom-based assessments in both countries.
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Munandar, Aris, Yulian Amanda Putri, Tina Siti Marfuah, and Rulbadiyah Rulbadiyah. "Implementasi Evaluasi Program Pendidikan Islam: Analisis Peran, Bentuk dan Kendala Kepala Sekolah." Fitrah: Journal of Islamic Education 4, no. 2 (December 30, 2023): 344–55. http://dx.doi.org/10.53802/fitrah.v4i2.585.
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Evaluation of the Islamic education program is the responsibility of the school principal, it aims to achieve the aspired educational goals. However, school principals often do not understand the role and forms of evaluation. This study aims to analyze the implementation of educational program evaluation at SD 92 Muara Kibul, focusing on three things, namely the role and constraints of school principals, as well as the form of program evaluation. The research method used is qualitative, with a narrative approach. Data collection used observation, interviews, and documentation studies. Data analysis through data collection, data reduction, data presentation, and conclusion drawing. The results revealed that the role of school principals in evaluating education programs is to design program evaluations, collect information from various sources, assess evaluation results, make improvements based on evaluation findings, involve teachers, students, and parents, build a positive attitude towards evaluation as a tool for improvement. The form of program assessment is divided into two, namely assessment according to standards and assessment based on Islamic programs. The obstacles faced are limited resources, time, lack of cooperation with external parties.
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Wang, Xiaoxu. "Research on Interactive Higher Education Quality Evaluation Model based on Affective Input Computing Framework." Journal of Education, Humanities and Social Sciences 44 (November 20, 2024): 87–92. http://dx.doi.org/10.54097/xxa4ww71.
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This study presents an advanced framework for evaluating student engagement in higher education, leveraging the principles of affective computing. The framework, rooted in deep learning methodologies such as Recurrent Neural Networks (RNNs) and Long Short-Term Memory (LSTM) networks, quantitatively analyzes students' vocal and facial expressions in real-time to assess emotional states. Experimental results validate the framework's efficacy in distinguishing between positive and negative emotions, offering educators a powerful tool for enhancing teaching strategies. By standardizing indicators and identifying correlations, clustering techniques are applied to develop an immediate assessment method for educational effectiveness. The framework's iterative design, which integrates feedback for continuous enhancement, ensures its relevance in evolving educational landscapes. This paper also addresses privacy concerns associated with data collection, outlining measures for safeguarding student information. Comparative analysis highlights the framework's superiority in scalability, cost-effectiveness, and privacy protection over conventional educational assessment methods.
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Marques, Marcelo, Justin JW Powell, Mike Zapp, and Gert Biesta. "How does research evaluation impact educational research? Exploring intended and unintended consequences of research assessment in the United Kingdom, 1986–2014." European Educational Research Journal 16, no. 6 (September 22, 2017): 820–42. http://dx.doi.org/10.1177/1474904117730159.
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Research evaluation systems in many countries aim to improve the quality of higher education. Among the first of such systems, the UK’s Research Assessment Exercise (RAE) dating from 1986 is now the Research Excellence Framework (REF). Highly institutionalised, it transforms research to be more accountable. While numerous studies describe the system’s effects at different levels, this longitudinal analysis examines the gradual institutionalisation and (un)intended consequences of the system from 1986 to 2014. First, we analyse historically RAE/REF’s rationale, formalisation, standardisation, and transparency, framing it as a strong research evaluation system. Second, we locate the multidisciplinary field of education, analysing the submission behaviour (staff, outputs, funding) of departments of education over time to find decreases in the number of academic staff whose research was submitted for peer review assessment; the research article as the preferred publication format; the rise of quantitative analysis; and a high and stable concentration of funding among a small number of departments. Policy instruments invoke varied responses, with such reactivity demonstrated by (1) the increasing submission selectivity in the number of staff whose publications were submitted for peer review as a form of reverse engineering, and (2) the rise of the research article as the preferred output as a self-fulfilling prophecy. The funding concentration demonstrates a largely intended consequence that exacerbates disparities between departments of education. These findings emphasise how research assessment impacts the structural organisation and cognitive development of educational research in the UK.
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Irawan, Deny Sigit, Parsiyono Parsiyono, and Setyaningsih Setyaningsih. "DEVELOPMENT OF EDUCATIONAL GAMES “PUTRA DHAMMA” AS A MEDIUM OF SUPPORTING THE BUDDHIST EDUCATIONAL LEARNING." Jurnal Pencerahan 11, no. 1 (February 9, 2018): 18–35. http://dx.doi.org/10.58762/jupen.v11i1.8.
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This research was done due to the lack of research on the learning media used in the Buddhism, and the manners related to the field of information and technology in the state Junior High School 1 Getasan, as well as the learning media in used at “PUTRA DHAMMA” educational game on the subject of Buddhist education. This research attempted to develop educational games “PUTRA DHAMMA” and get to know the feasibility of the response, as well as the students’ development in using the educational game “PUTRA DHAMMA” as a medium of learning to support the Buddhism and manners for students class VII state Junior High School 1 Getasan.
The research was a research and development (R & D) using the PPE (planning, production, evaluation) model. The stages in the development of education games “PUTRA DHAMMA” consisted of three stages, namely: (1) planning or design; (2) production; and (3) evaluation. At the evaluation stage the validation on educational games “PUTRA DHAMMA” by experts on the media and the material, and teachers of Buddhism was performed. Educational games “PUTRA DHAMMA” were then tried out on 20 students of classes VII and VIII state Junior High School 1 Getasan. Data collection techniques were done through interviews, observation, and questionnaire. The data obtained from the questionnaire were then analyzed in qualitative and quantitative descriptive methods.
The research results show that the rate of the feasibility of the educational games of “PUTRA DHAMMA” as a supporting medium of learning based on educational games are as follows: (a) assessment of the feasibility from media experts scores the average of 4.50 with the percentage of the feasibility of 89% in the category of very feasible; (b) assessment of the feasibility from expert of the of material received the avarage score of 3.79 with the feasibility 76% in the category of feasible; (c) assessment of the feasibility by the practitioner received the average score of 4.62 with the feasibility of 93% in the category of very reasonable. The assessment results from the students on the education games “PUTRA DHAMMA” are feasible with the average of 4.56 with the percentage feasibility of 91%. Thus the educational games “PUTRA DHAMMA” are worth to be used as a medium supporting the learning of Buddhist education class VII in State Junior High School 1 Getasan.
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Sarıgoz, Okan. "TEACHER'S OPINIONS ON USING WEB-BASED E-ASSESSMENT AND EVALUATION APPLICATIONS IN EDUCATION." Problems of Education in the 21st Century 81, no. 1 (February 20, 2023): 117–29. http://dx.doi.org/10.33225/pec/23.81.117.
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Whether assessment-evaluation, which is one of the most critical elements of the teaching process, is carried out according to the requirements and conditions of the age poses an important problem for both teachers and students. How digitalization is reflected in the assessment and evaluation part of teachers' lessons in today's schools is a question that needs to be answered in the light of this problem. This research aims to examine the opinions of teachers about web-based e-assessment and evaluation applications based on digitalization. The research was carried out with a phenomenological design within the framework of qualitative research approach. The study group consists of 44 teachers working in state high schools in Hatay, Turkey. The data were collected face to face through a semi-structured interview form consisting of 5 questions. Data analysis was performed with content analysis method, which includes coding, categorization, and theming processes. As a result of the analysis, 4 different themes (advantages, disadvantages, teacher efficacy, suitability of the program) were obtained. As a result of the research, it was concluded that digital e-assessment evaluation applications, which are web-based e-assessment evaluation tools, have advantages such as being time-independent and practical, and storing, as well as disadvantages such as technical problems, preliminary preparation and not being suitable for every course. In addition, results were obtained in the research, such as that the curricula are suitable for web-based e-assessments and evaluations and that various technological or hardware deficiencies in the school make digital e-assessments and evaluations difficult. It was revealed that eliminating the inadequacies of high school teachers in e-assessment and evaluation practices is also related to eliminating the deficiencies in the dimension of schools and students. Suggestions were made for practitioners and researchers to identify and remedy these deficiencies. Keywords: e-assessment and evaluation, digital assessment, digital evaluation, web-based assessment-evaluation
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Vashchenko, Lidiia. "THE VIEWS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS ON THE STUDENTS’ SELF-EVALUATION OF THE RESULTS OF EDUCATIONAL ACTIVITIES." Continuing Professional Education: Theory and Practice, no. 3 (2022): 46–52. http://dx.doi.org/10.28925/1609-8595.2022.3.6.
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The article examines the significance of the formation of schoolchildren’s ability to self-assess the results of educational activities. Self-assessment is an important component of the educational process, which determines the child’s personality. According to the results of the survey of research participants, it is shown that teachers support the use of self-assessment of learning outcomes by schoolchildren. If the evaluation system is limited only to checking knowledge and skills in the subject, it does not provide an opportunity to develop critical thinking skills, form motivation for learning, and develop the ability of students to objectively evaluate their results. Regarding the negative results of using the student self-assessment method in the educational process, teachers say that students may have difficulties in self-assessment of their learning results and may not be ready for self-determination and self-recognition of their assessment. Attention was paid to students’ understanding of the importance of self-assessment of educational activities. The results of the survey indicate a difference in the views of teachers and students on the formation of the ability to self- assess. Further research can be aimed at developing the internal system of quality assurance in educational institutions, evaluating its effectiveness, using methods of self-assessment of educational and management processes.
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MYRONOVA, Ruslana. "ASSESSMENT AND EVALUATION IN HIGHER EDUCATION QUALITY MANAGEMENT." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 60–67. http://dx.doi.org/10.54891/2786-6998-2022-1-10.
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The process of education quality management in combination with evaluation and analytical activity is considered in this research as an activity to implement the goals and coordinate the activities of all components of the educational system, its subjects and achievement of the planned results based on management decisions, the validity and predictability of which enhance the evaluation and analytical activity. Objective assessments of learning outcomes based on the theory of pedagogical measurements have a priority role in providing information base for evaluation and analytical activities in education quality management. These measurements should be the basis for recognition, analysis, functioning, development, forecasting and improvement of education quality management systems. A systematic and prioritised approach to quality management should be developed at different levels, from the macro level to the quality management of the individual educational organisation. A sound use of information in education quality management requires the construction of a hierarchy and interconnection of information flows. This systematic approach should be comprehensive, combining dynamic, comparative, differentiating and predictive analysis of assessment-analytical data. When carrying out assessment-analytical activities based on measurement results in education quality management, a set of scientific requirements for information base characteristics should be taken into account, contextual factors in the analysis and interpretation of measurement data should be taken into account. The requirements primarily include the use of measurement models and design, high reliability and validity of the results of assessment and evaluation activities, extensive use of dynamic approach to assessment of learning quality and ensuring compatibility of assessment and evaluation results, the use of balanced indicators of educational quality, operable in measurement. A system of balanced indicators of the quality of learning achievements, structured according to the levels of education quality management, is presented.
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Molina, Marivic G., and Erna V. Yabut. "Integrating technology and non-routine problems: the design, development, and validation of a computer-aided assessment for non-routine problem-solving." International Journal of Didactic Mathematics in Distance Education 2, no. 1 (April 9, 2025): 81–104. https://doi.org/10.33830/ijdmde.v2i1.11721.
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The increasing demand for higher-order thinking skills in 21st-century education underscores the need for innovative resources, as traditional materials often focus on routine problems with limited opportunities for non-routine problem-solving. This study designed, developed, and validated a computer-aided assessment for non-routine problem-solving using the Design and Development Research method, conducted in three phases: needs analysis, design and development, and evaluation. Data collection included a literature review, systematic design and development, expert validation, and user feedback, analyzed through descriptive statistics and thematic analysis. Findings show that the computer-aided assessment supports non-routine problem-solving and addresses limitations of traditional assessments. The needs analysis identified gaps in current methodologies and the benefits of technology-enhanced assessments. The design and development phase produced an assessment promoting cognitive engagement, while the evaluation phase gathered expert validation and user feedback. Five experts in information technology and mathematics education provided positive evaluations of the assessment’s functionality, accessibility, and cognitive support. Feedback from 15 students across three educational institutions indicated enhanced engagement, independent learning, and deeper mathematical understanding. Although minor technical issues were noted, they did not significantly impact the computer-aided assessment’s quality. The validated computer-aided assessment shows potential as a digital tool for fostering non-routine problem-solving and interactive learning. It suggests that computer-aided assessments with non-routine problems may enhance higher-order thinking skills by promoting cognitive engagement and personalized learning. Future research could explore its long-term impact, adaptability across disciplines, and potential for adaptive learning and collaborative features to maximize educational effectiveness.
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Wahyuni, Hilda, Muhammad Nasir, and Abdul Bashith. "Assessment of Learning Evaluation Strategies in Compliance with KMA No. 450/2024: Case Study of Madrasah Ibtidaiyah." Bidayatuna Jurnal Pendidikan Guru Mandrasah Ibtidaiyah 7, no. 2 (October 10, 2024): 95–108. https://doi.org/10.54471/bidayatuna.v7i2.3173.
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This study analyzes the strategies used in implementing learning evaluation at Madrasah Ibtidaiyah based on the Minister of Religious Affairs Decree (KMA) No. 450 of 2024. The research employs a literature review method with a descriptive-analytical approach. The findings reveal that KMA No. 450 of 2024 is a guideline for implementing the independent curriculum in educational institutions under the Ministry of Religious Affairs, integrating Islamic values as a distinctive characteristic of education in madrasahs. The implementation strategy for learning evaluation in Madrasahs, guided by KMA No. 450 of 2024, aligns with the assessment strategies of the independent curriculum, utilizing assessment methods adapted to Madrasah-specific educational values. The types of assessment applied include diagnostic, formative, and summative assessments. Meanwhile, evaluation techniques include observation, performance appraisal, written tests, oral tests, and portfolios through the Project for Strengthening the Profile of Pancasila and Rahmatan lil Alamin Learners (P5-PPRA).
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Tikhonova, Lyudmila Pavlovna, Svetlana Igorevna Popova, Svetlana Nikolaevna Mironenko, Pavel Sergeyevich Vakhrameev, and Mikhail Eduardovich Pitertsev. "Studying the objectivity of educational assessment in schools based on the system of automated monitoring and evaluation." Science for Education Today 12, no. 4 (August 31, 2022): 120–42. http://dx.doi.org/10.15293/2658-6762.2204.06.
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Introduction. The article focuses on increasing the objectivity of educational assessment of schoolchildren’s learning achievements. The purpose of the research is to substantiate the increase in the objectivity of educational assessment on the basis of an automated monitoring and evaluation system. Materials and Methods. The study followed an interdisciplinary approach, characterized by integrative properties of educational assessment theory and designing automated learning tools. The authors used the following theoretical research methods: analysis, synthesis and generalization on the problems of improving the objectivity of assessment and the development of automated learning tools. Empirical methods included questionnaires, testing, and educational action research. Results. The factors contributing to the decrease in the objectivity of educational assessment are identified: the subjective and ascertaining nature of assessment, inconsistent recording of students’ academic performance, and delayed correction of students’ learning activities. A system of automated monitoring and evaluation has been developed and implemented, which includes processing, analysis and interpretation of information and monitors the dynamics of students’ learning achievements in real time. During the application of the system, positive changes in the indicators of students’ involvement, motivation and emotional attitude to learning were revealed. The most significant changes were observed in the following indicators: cognitive efficiency, learning motivation, and anxiety (a decrease in the high level of anxiety, an increase in the levels of motivation and cognitive efficiency). The design and implementation of the system were based on organizational, educational and technical conditions. The organizational and educational conditions include various formats for incorporating the system in the structure of the assessment process, while the technical ones set the requirements for the system. Conclusions. The introduction of the automated monitoring and evaluation system contributes to formulating clear criteria for educational assessment, expanding the possibilities for building individual learning trajectories, and increasing the transparency of learning process. The objectivity of the assessment is realized due to the clarity of the requirements for the level of knowledge, skills and abilities of students; specification of the objects of assessment; compliance of the tasks with the goals of educational assessment; well-timed analysis of learning outcomes; and increasing primary schoolchildren’s motivation for learning.
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Linda Wastri, Nailis Saadah, and Zulmuqim Zulmuqim. "Evaluasi Pendidikan dalam Konteks Aspek Politik, Etika dan Interpersonal." Al-Qalam: Jurnal Kajian Islam dan Pendidikan 15, no. 2 (December 18, 2023): 269–77. http://dx.doi.org/10.47435/al-qalam.v15i2.2372.
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The evaluation of educational programs is designed to identify improvements needed in the education system. In practice, program evaluation also involves political dimensions that should be a concern for both evaluators and the parties being evaluated. Furthermore, the relationship between morality and individuals is also an integral part of the ethical code used in the assessment. This article aims to explain the importance of ethical and political aspects in the implementation of educational program evaluation. The research method used is a literature review in which the author gathers information related to the ethical and political aspects when evaluating educational programs. Research findings indicate that several factors influence the relationship between ethics and individuals in educational assessment, including religious beliefs, moral values embedded in culture, treatment by the educational community, messages conveyed through mass media, and environmental conditions