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Journal articles on the topic 'Formative assessment and regulatory evaluation practices'

Author: Grafiati

Published: 7 September 2021

Last updated: 18 February 2022

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1

Kicherova, M. N., M. Yu Semenov, and E. V. Zyuban. "Qalification assessment practices: new possibilities and constraints." Education and science journal 23, no. 7 (2021): 71–98. http://dx.doi.org/10.17853/1994-5639-2021-7-71-98.

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Introduction. The transformation of the educational system and the labour market determines the need for objective procedures for independent assessment of qualifications that meet the needs of all stakeholders. The need to overcome the qualification gap is becoming more acute, and it is necessary to change the configuration of connections and relationships in the process of qualifications assessment, which determines the relevance of the current research.Aim. The present publication is aimed to analyse social processes related to the development of practices for evaluating qualifications obta

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Santos, Mirella Ferreira da Cunha, Carolina Maria Startari Sacco, Stella Costa Frigo, and Tânia Gisela Biberg-Salum. "Avaliação Formativa em Sessão Tutorial: construindo Pistas de Aproximação para o Instrumento de Avaliação." Revista de Ensino, Educação e Ciências Humanas 19, no. 2 (2018): 137. http://dx.doi.org/10.17921/2447-8733.2018v19n2p137-141.

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O curso de Medicina da UEMS adota a Aprendizagem Baseada em Problemas como estratégia metodológica para os módulos temáticos, agregadores da maior parte do conteúdo teórico do curso. Essa construção curricular pressupõe um currículo integrado e estratégias de avaliação somativas e formativas em sua estrutura. O presente estudo explora a função reguladora da avaliação formativa, em que a ação do professor não se limita em verificar o aprendizado, mas trabalhar com o intuito de intervir no processo de aprendizagem e desenvolvimento do pensamento do aluno sendo necessário, portanto, parâmetros av

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Hendrickson, Katie A. "Sound Off!: Learning from Finland: Formative Assessment." Mathematics Teacher 105, no. 7 (2012): 488–89. http://dx.doi.org/10.5951/mathteacher.105.7.0488.

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This article examines the use of formative assessment practices in Finland classrooms, including intervention, teacher feedback, and student self-evaluation, and explores connections between standardized testing and formative assessment.

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Acharya, Bed Raj. "Assessment Practices in Mathematics Courses: Towards Dialectical Positioning." Interdisciplinary Research in Education 4, no. 2 (2019): 149–61. http://dx.doi.org/10.3126/ire.v4i2.27932.

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This article aims to explore the perception and practices of mathematics teachers on assessment system in mathematics courses. I adopted interpretive research approach. Three schools each from Gorkha, Nuwakot and Kaski district were selected for study. Six students, three teachers, three head teachers, and three resource persons were the interviewees of the study. I observed classrooms and conducted FGDs for collecting textual information. The data was generated from these different sources of each school have been verified and critically analyzed through triangulation and generate themes. It

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Schafer, Adam G. L., Victoria M. Borland, and Ellen J. Yezierski. "Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”." Chemistry Education Research and Practice 22, no. 2 (2021): 457–75. http://dx.doi.org/10.1039/d0rp00179a.

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Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to requir

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Panorkou, Nicole, and Jennifer L. Kobrin. "Enhancing Teachers' Formative Assessment Practices Through Learning Trajectory-Based Professional Development." Mathematics Teacher Educator 5, no. 2 (2017): 178–201. http://dx.doi.org/10.5951/mathteaceduc.5.2.0178.

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This research study was designed to evaluate the extent to which professional development (PD) designed around a learning trajectory (LT) on geometric measurement of area was successful in helping teachers use the LT to conduct formative assessment. Six 3rd-grade teachers from the Midwest participated in 20 hours of PD centered on the LT. Data to evaluate the PD were obtained from a set of questionnaire prompts administered before and after teachers' participation in the PD. The results suggest that teachers increased their ability to elicit and interpret student thinking and use assessment re

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Otero-Saborido, Fernando M., Antonio J. Sánchez-Oliver, Moisés Grimaldi-Puyana, and José Álvarez-García. "Flipped learning and formative evaluation in higher education." Education + Training 60, no. 5 (2018): 421–30. http://dx.doi.org/10.1108/et-12-2017-0208.

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Purpose The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings The re

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Hopfenbeck, Therese N., Inger Throndsen, Svein Lie, and Erling Lars Dale. "Assessment with Distinctly Defined Criteria: A Research Study of a National Project." Policy Futures in Education 10, no. 4 (2012): 421–33. http://dx.doi.org/10.2304/pfie.2012.10.4.421.

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This article explores changes in teachers' beliefs and practice concerning assessment after participating in a project for improving assessment practices in Norwegian schools. The project was initiated by the Norwegian Directorate for Education and Training in 2008, and included a total of 77 schools, more than 600 teachers and a sample of their students. The main idea was to develop formative assessment practices in the classroom in the form of distinct criteria for clarification of how to reach curriculum goals. Furthermore, the project intended to increase students' motivation by using such

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Paye, Emily, René H. Germain, and Lianjun Zhang. "The formative evaluation of a forestry Best Management Practices program in a municipal watershed." Forestry Chronicle 96, no. 01 (2020): 61–70. http://dx.doi.org/10.5558/tfc2020-008.

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Best Management Practices for water quality (BMPs) have been proven effective in reducing sedimentation from timber harvesting operations. Although most states in the country have BMP guidelines, many are non-regulatory, creating challenges for forest managers to ensure implementation. In surface watershed systems, BMP cost-sharing extension programs (BMP programs) are designed to encourage the implementation of BMPs. To assess the efficacy of a BMP program we examined the rates of BMP implementation on 45 properties harvested between 2013 and 2015: 22 harvests enrolled in a BMP program and 23

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Houston, Don, and James N. Thompson. "Blending Formative and Summative Assessment in a Capstone Subject: 'It's not your tools, it's how you use them'." Journal of University Teaching and Learning Practice 14, no. 3 (2017): 5–18. http://dx.doi.org/10.53761/1.14.3.2.

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Discussions about the relationships between formative and summative assessment have come full circle after decades of debate. For some time formative assessment with its emphasis on feedback to students was promoted as better practice than traditional summative assessment. Summative assessment practices were broadly criticised as distanced from the learning process. More recently discussions have refocused on the potential complementary characteristics of formative and summative purposes of assessment. However studies on practical designs to link formative and summative assessment in construct

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Lajane, Halima, Rachid Gouifrane, Rabia Qaisar, et al. "Formative e-Assessment for Moroccan Polyvalent Nurses Training: Effects and Challenges." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (2020): 236. http://dx.doi.org/10.3991/ijet.v15i14.13821.

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Formative e-assessment is an innovative teaching practice to enhance learning. However, teachers encounter multiple difficulties in integrating it. In this article,we present the results of an exploratory study conducted with nurses teachers (n=10) to identify the challenges that prevent the integration of technology in formative assessment. Moreover,we expose the results of a learning experience in order to measure the effect of formative e-assessment on teaching the course of surgical nursing care.  Our population includes fifty-eight (n= 58) polyvalent student nurses, divided into two

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Hotaman, Davut. "The Effect of Formative Assessment on the Academic Achievement Levels of Prospective Teachers." Journal of Curriculum and Teaching 9, no. 3 (2020): 33. http://dx.doi.org/10.5430/jct.v9n3p33.

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This study aims to examine the effect of “Formative Assessment (FA)” practices in “Assessment and Evaluation in Education” class on the academic achievement levels of prospective teachers. It uses a mixed research design. Quantitative data were collected by using double pretest-posttest design, which is one of the complete experimental design structures; while a semi-structured Interview Form was used to collect the qualitative data. The study group consists of a total of 220 prospective teachers who participated in a “Teacher Training Course” in Faculty of Education in Yildiz Technical Univer

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Nikou, Stavros A., and Anastasios A. Economides. "A Framework for Mobile-Assisted Formative Assessment to Promote Students’ Self-Determination." Future Internet 13, no. 5 (2021): 116. http://dx.doi.org/10.3390/fi13050116.

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Motivation is an important issue to consider when designing learning activities, including mobile learning and assessment. While previous research provides evidence for the motivational impact of mobile learning, not many pedagogical frameworks exist for the design of mobile-assisted learning and assessment. The current study is grounded in the Self-Determination Theory of motivation and proposes a pedagogical framework for mobile-assisted formative assessment, aiming at enhancing student motivation. For a preliminary evaluation of the framework, fifty-one students from a public European high

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Chan, Paula E., Kristall J. Graham-Day, Virginia A. Ressa, Mary T. Peters, and Moira Konrad. "Beyond Involvement." Intervention in School and Clinic 50, no. 2 (2014): 105–13. http://dx.doi.org/10.1177/1053451214536039.

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With many states adopting new standards and evaluation systems, teachers must adopt effective instructional strategies and assessment methods aligned to the rigor of new standards and assessments. One way to improve student achievement is through supporting student ownership of learning, a core component of formative instructional practices. Teaching students to take an active role in their learning can benefit students by promoting student goal setting, self-assessment, and self-determination. As students become meaningfully engaged in their learning, they gain a better understanding of learn

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Raudiene, Irena. "THE EXPRESSION OF LEARNING ORIENTED ASSESSMENT CULTURE: A QUALITATIVE STUDY OF TEACHERS’ PERCEPTIONS ABOUT ASSESSMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 514–24. http://dx.doi.org/10.17770/sie2021vol2.6231.

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This article presents the results of a thematic analysis conducted after informal interviews with 10 teachers and a head teacher of one secondary school in the city of Vilnius about their classroom assessment practices. Part of a larger critical ethnographic research exploring the change of school culture when introducing assessment innovation, this analysis reveals common classroom assessment practices, teachers’ beliefs about the role of assessment, and the anxiety the school community shares around standardized testing and examinations. Literature suggests that both formative and summative

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Mohiudddin, Khalid, Ashiquee Mohammad Rasool, Mansoor Shariff Mohd, and Rashid Hussain Mohammad. "Skill-Centered Assessment in an Academic Course: A Formative Approach to Evaluate Student Performance and Make Continuous Quality Improvements in Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (2019): 92. http://dx.doi.org/10.3991/ijet.v14i11.10275.

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Practices in domain-referenced assessment design and formative course evaluation are not common in still-developing, higher education systems around the world. This paper demonstrates skill-centered assessment and instructional design as a method for evaluating students’ skills performances, and demonstrates how to use the overall results for improving the quality of instruc-tion in a course in computing education. It applies a case study method, describ-ing assessment methods linked to, targeted learning skills and learning domains. The measurements were carried out by the course instructor,

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Koleboshina, Tatyana G., Elena A. Varivoda, and Olga G. Verbitskaya. "Bioenergetic efficiency of cultivation of watermelon depending on agricultural practices." Vegetable crops of Russia, no. 4 (September 7, 2019): 68–71. http://dx.doi.org/10.18619/2072-9146-2019-4-68-71.

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RelevanceThe relevance of the bioenergy assessment follows from the requirements of modern production: energy saving per unit of output.MethodsThe article presents the data of bioenergy evaluation of the use of table predecessors, types of fertilizers and growth regulators in the technology of watermelon cultivation.ResultsThe results of studies have shown that from the energy point of view, the proposed methods of cultivation of watermelon, are effective, because the coefficient of energy efficiency in all the studied variants is more than one. Studies have revealed the advantage of a layer o

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Suri, Ashish, Manjul Tripathi, Martin Bettag, Tara Sankar Roy, and Sanjeev Lalwani. "Simulation Based Skills Training in Neurosurgery and Contemporary Surgical Practices." Annals of the National Academy of Medical Sciences (India) 52, no. 01 (2016): 056–75. http://dx.doi.org/10.1055/s-0040-1712607.

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SUMMARYNeurosurgery training is based on a time-bound apprenticeship model, resulting in mentor-dependent, non-uniform, anecdotal, slow skills acquisition, sometimes with morbid consequences. The complexity of neurosurgical procedures and constraints of present education have demands for alternative methods of training. The use of simulation in surgical skills training was pioneered by work in laparoscopy, which began only in the last 25 years. Existing neurosurgery training model should be supplemented with efficient skills training curricula.The present study illustrates formulation, standar

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Díez-Gutiérrez, Enrique Javier, and Katherine Gajardo Espinoza. "Valuations by Spanish university students on online assessment in times of pandemic." Media Education 11, no. 2 (2020): 85–92. http://dx.doi.org/10.36253/me-9619.

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This study describes the assessment that university students make regarding the model of evaluation of Higher Education during the period of confinement by COVID-19 in Spain. We developed a descriptive study through an online questionnaire designed from the assessment and qualification proposals presented by Spanish Network of University Quality Agencies (REACU), The National Agency for Quality Assessment and Accreditation (ANECA), UNESCO and the Spanish Ministry of Universities. Following its application to a sample of 1008 students from across the country, it is observed that university stud

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Brickman, Peggy, Cara Gormally, and Amedee Marchand Martella. "Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching." CBE—Life Sciences Education 15, no. 4 (2016): ar75. http://dx.doi.org/10.1187/cbe.15-12-0249.

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Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices,

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Orekhova, Yuliya M. "Use of formative assessment at foreign language classes in higher education institute." Bulletin of Nizhnevartovsk State University, no. 1 (53) (March 20, 2021): 74–80. http://dx.doi.org/10.36906/2311-4444/21-1/10.

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The article is devoted to the problem of modernization of the education process in higher education institutes related to the implementation of the new Federal educational standard. The new educational paradigm requires searching for new innovative ways of forming of the key competences for personal and professional development. Russian scientists point to the situation in modern pedagogy when the use of innovative teaching methods contradicts traditional assessment systems. In the context of competence-based approach this contradiction can be eliminated by the introduction of new assessment m

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Pedrochi Junior, Osmar, and Regina Luzia Corio de Buriasco. "A Avaliação como Fio Condutor da Prática Pedagógica." Revista de Ensino, Educação e Ciências Humanas 20, no. 4 (2019): 370–77. http://dx.doi.org/10.17921/2447-8733.2019v20n4p370-377.

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A atual perspectiva de avaliação formativa, se preocupa com a formação dos alunos mais do que em dar notas, atuando de forma contínua, preocupando-se com todos os aspectos e todos os envolvidos no processo de ensino e aprendizagem, faz da avaliação uma peça chave dentro desse processo, superando a suas funções mais conhecidas de verificar e certificar por meio de notas ou conceitos. Tem-se o objetivo de apresentar uma perspectiva de avaliação que pode conduzir as ações pedagógicas de professores e alunos. Para isso, buscou-se na literatura o sentido da avaliação formativa, por meio de uma pesq

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Donlan, Alice E., and Virginia L. Byrne. "Confirming the Factor Structure of a Research-Based Mid-Semester Evaluation of College Teaching." Journal of Psychoeducational Assessment 38, no. 7 (2020): 866–81. http://dx.doi.org/10.1177/0734282920903165.

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End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide instructors with beneficial formative feedback that can contribute to improved teaching practices and student engagement. However, existing research on the construction of valid, reliable midsemester tools is rare, and there are no existing midsemester evaluation scales that were constructed using education research and psychometric analysis. To address this gap, w

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Fawns, Tim, Gillian Aitken, and Derek Jones. "Ecological Teaching Evaluation vs the Datafication of Quality: Understanding Education with, and Around, Data." Postdigital Science and Education 3, no. 1 (2020): 65–82. http://dx.doi.org/10.1007/s42438-020-00109-4.

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AbstractCurrent evaluation of higher education programmes is driven primarily by economic concerns, with a resulting imbalance towards the summative assessment of teaching and away from faculty development. These agendas are advanced through datafication, in which the transformation of social and material activity into digital data is producing a narrow, instrumental view of education. Taking a postdigital perspective on contemporary practices of evaluation outlined in higher education literature, we argue for an ecological view, in which evaluation must take account of those aspects of teachi

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Joseph, Laurice M., Laura A. Kastein, Moira Konrad, Paula E. Chan, Mary T. Peters, and Virginia A. Ressa. "Collecting and Documenting Evidence." Intervention in School and Clinic 50, no. 2 (2014): 86–95. http://dx.doi.org/10.1177/1053451214536043.

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The ongoing collection and documentation of evidence of students’ performance in the classroom is a fundamental component of formative instructional practices, essential for ensuring student success. Multiple methods of collecting and documenting evidence of students’ academic performance in the classroom are described. These methods include direct behavioral observations, evaluation rubrics, recording devices, general curriculum-based outcome measures, goal attainment scaling, and graphing performance. A discussion of how teachers can use data derived from these assessment methods to make ins

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Gergert, Dmitriy, Tatyana Plotinskaya та Dmitriy Artemyev. "Improving the Approaches to the Assessment of Public Projects on Accessible Environment. A Сase-Study". Moscow University Economics Bulletin 2020, № 3 (2020): 237–61. http://dx.doi.org/10.38050/013001052020312.

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This article addresses the development of an integrated approach to assessing the effectiveness of state projects for all types of accessibility (physical, transport, time, information) of environment for the disabled in all directions from the point of view of citizens (rendering state and municipal services and vital activity, categories of disability). The work presents theoretical foundations of the concepts “efficiency of state projects”, “accessible environment”; the analysis of theoretical approaches to the evaluation of state projects' effectiveness; the practice of implementing state

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Manojlovich, Milisa, Richard M. Frankel, Molly Harrod, et al. "Formative evaluation of the video reflexive ethnography method, as applied to the physician–nurse dyad." BMJ Quality & Safety 28, no. 2 (2018): 160–66. http://dx.doi.org/10.1136/bmjqs-2017-007728.

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BackgroundDespite decades of research and interventions, poor communication between physicians and nurses continues to be a primary contributor to adverse events in the hospital setting and a major challenge to improving patient safety. The lack of progress suggests that it is time to consider alternative approaches with greater potential to identify and improve communication than those used to date. We conducted a formative evaluation to assess the feasibility, acceptability and utility of using video reflexive ethnography (VRE) to examine, and potentially improve, communication between nurse

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Martinov-Bennie, Nonna, Dominic S. B. Soh, and Dale Tweedie. "An investigation into the roles, characteristics, expectations and evaluation practices of audit committees." Managerial Auditing Journal 30, no. 8/9 (2015): 727–55. http://dx.doi.org/10.1108/maj-05-2015-1186.

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Purpose – This paper aims to investigate how the roles, characteristics, expectations and evaluation practices of audit committees have adapted to regulatory change and what practices are most conducive to effective audit committees. Design/methodology/approach – This paper uses semi-structured interviews with audit committee chairs and chief audit executives. Findings – While new regulation is a primary driver of changes in the roles of audit committees, the audit committee’s role has evolved beyond regulatory requirements. Audit committees are taking a more active role in organisational gove

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Velasco-Martinez, Leticia-Concepcion, and Juan-Carlos Tojar-Hurtado. "Transparency in evaluation through the use of rubrics in university subjects." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 154–64. http://dx.doi.org/10.18844/prosoc.v6i1.4166.

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Two key elements of educational innovation in evaluation are student participation and transparency. In both cases, rubrics are a powerful resource promoting a transparent and fair evaluation. However, there is still not enough evidence on the levels of student participation in the assessment process. The objective of this study is to ascertain the level of transparency provided by the use of scoring rubrics in university subjects by analysing the relevant factors that are involved in a more significant and participatory evaluation of learning processes. This research is approached from a qual

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Vidal, Justin D., Karyn Colman, Manoj Bhaskaran, et al. "Scientific and Regulatory Policy Committee Best Practices: Documentation of Sexual Maturity by Microscopic Evaluation in Nonclinical Safety Studies." Toxicologic Pathology 49, no. 5 (2021): 977–89. http://dx.doi.org/10.1177/0192623321990631.

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The sexual maturity status of animals in nonclinical safety studies can have a significant impact on the microscopic assessment of the reproductive system, the interpretation of potential test article–related findings, and ultimately the assessment of potential risk to humans. However, the assessment and documentation of sexual maturity for animals in nonclinical safety studies is not conducted in a consistent manner across the pharmaceutical and chemical industries. The Scientific and Regulatory Policy Committee of the Society of Toxicologic Pathology convened an international working group o

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DEARFIELD, KERRY L., KARIN HOELZER, and JANELL R. KAUSE. "Review of Various Approaches for Assessing Public Health Risks in Regulatory Decision Making: Choosing the Right Approach for the Problem†." Journal of Food Protection 77, no. 8 (2014): 1428–40. http://dx.doi.org/10.4315/0362-028x.jfp-14-046.

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Stakeholders in the public health risk analysis community can possess differing opinions about what is meant by “conduct a risk assessment.” In reality, there is no one-size-fits-all risk assessment that can address all public health issues, problems, and regulatory needs. Although several international and national organizations (e.g., Codex Alimentarius Commission, Office International des Epizooties, Food and Agricultural Organization, World Health Organization, National Research Council, and European Food Safety Authority) have addressed this issue, confusion remains. The type and complexi

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Öztürk, Mustafa. "An Evaluation of an Innovative In-Service Teacher Training Model in Turkey." International Journal of Higher Education 8, no. 1 (2019): 23. http://dx.doi.org/10.5430/ijhe.v8n1p23.

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A project, with the support of the UNICEF and the Ministry of National Education in Turkey (MoNE), was carried out to develop and implement an in-service teacher training programme aiming at changing participating teachers’ perceptions and practices regarding inclusive education. Within scope of the programme, ten separate modules were developed, each of which focusing on developing teachers’ skills in certain aspects of inclusive education. Within the project, an in-service teacher training model was developed to guide the design of the ten modules in terms of the process, content and materia

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Batista, Paula. "Avaliação em Educação Física: O Que Sabemos? Onde Estamos? Para Onde Queremos Caminhar?" Journal of Sport Pedagogy & Research 5, no. 3 (2019): 46–52. http://dx.doi.org/10.47863/xmlt9281.

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The assessment problematic in the educational context is the opening point of this reflection. Starting from a characterization of the assessment practices that have prevailed in the school context and the demands of the new curricular configuration in Portugal, is defend an evaluation perspective that enhances learning, in detriment of an assessment centered on the results and the traditional assessment types, where the summative assessment prevails. The text unfolds around three questions - where are we? What do we know? Where do we want to go? - seeking to deconstruct the entrenched idea th

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Bolon, Brad. "Regulatory Forum Opinion Piece*: Effective Sectioning of Spinal Cord during Regulatory-type Nonclinical Toxicity Studies." Toxicologic Pathology 45, no. 5 (2017): 580–83. http://dx.doi.org/10.1177/0192623317720120.

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Regulatory guidelines for nonclinical neurotoxicity testing require spinal cord evaluation but do not specify a trimming scheme. The Society of Toxicologic Pathology (STP) “best practices” for nervous system sampling during nonclinical general toxicity studies recommend that spinal cord be assessed in both longitudinal/oblique and transverse sections. This article defines possible longitudinal/oblique orientations, describes their benefits and challenges, and provides an expert recommendation regarding suitable trimming planes. Longitudinal parasagittal (LP) sections follow a vertical plane ju

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Ogbonnaya, Ugorji I. "THE RELIABILITY OF STUDENTS’ EVALUATION OF TEACHING AT SECONDARY SCHOOL LEVEL." Problems of Education in the 21st Century 77, no. 1 (2019): 97–109. http://dx.doi.org/10.33225/pec/19.77.97.

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The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in

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Danilovich, Natalia, Simon Kitto, David W. Price, Craig Campbell, Amanda Hodgson, and Paul Hendry. "Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment." Family Medicine 53, no. 1 (2021): 9–22. http://dx.doi.org/10.22454/fammed.2021.453158.

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Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods

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Danilovich, Natalia, Simon Kitto, David W. Price, Craig Campbell, Amanda Hodgson, and Paul Hendry. "Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment." Family Medicine 53, no. 1 (2021): 9–22. http://dx.doi.org/10.22454/fammed.2021.453158.

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Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods

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Rudik, Oleksandr. "Better regulation in the EU and its member states: experience for Ukraine." Public administration and local government, no. 4(43) (December 25, 2019): 20–30. http://dx.doi.org/10.33287/101903.

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The article examines the experience of better regulation in the EU and its member states. The European Union and the 28 EU member states show a strong political commitment towards regulatory reform. In the European Union, regulatory policy has progressed under the better regulation agenda and played a crucial role in shaping the current regulatory processes. At the same time, all EU member states have adopted an explicit policy to promote the quality of regulations. To this end, the author analyses the key findings of the Organization for Economic Cooperation and Development (OECD) 2019 report

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Antón Nuño, Ascensión, and José Ignacio Moraza Herrán. "CONCEPCIONES DE LOS DOCENTES UNIVERSITARIOS Y EVALUACIÓN DE LOS APRENDIZAJES." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 5, no. 1 (2016): 273. http://dx.doi.org/10.17060/ijodaep.2014.n1.v5.682.

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Abstract.This communication aims to transmit the conclusions reached after carrying out an investigation into the conceptions that some teachers have about teaching, learning and evaluation, in order to know and understand their influence in their assessment practices. We consider the most relevant: the lack of knowledge or even rejection of the theories and the educational research by university professors; the existence of a concept of university teachers in our cultural context; changes in the conceptions of learning and evaluation: formative assessment; the confusion between assessment con

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Keirstead, Natalie D., Evan B. Janovitz, James T. Meehan, et al. "Scientific and Regulatory Policy Committee Points to Consider*: Review of Scientific and Regulatory Policy Committee Points to Consider: Review of Current Practices for Ultrastructural Pathology Evaluations in Support of Nonclinical Toxicology Studies." Toxicologic Pathology 47, no. 4 (2019): 461–68. http://dx.doi.org/10.1177/0192623319835170.

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Anatomic pathology and clinical pathology end points are standard components of almost every nonclinical general toxicity study conducted during the risk assessment of novel pharmaceuticals and chemicals. On occasion, an ultrastructural pathology evaluation using transmission electron microscopy (TEM) may be included in nonclinical toxicity studies. Transmission electron microscopy is most commonly used when a light microscopic finding may require further characterization that could inform on the pathogenesis and/or mechanism of action. Regulatory guidance do not address the use of TEM in gene

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Twyford, Kaye, Deidre Le Fevre, and Helen Timperley. "The influence of risk and uncertainty on teachers’ responses to professional learning and development." Journal of Professional Capital and Community 2, no. 2 (2017): 86–100. http://dx.doi.org/10.1108/jpcc-10-2016-0028.

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Purpose The purpose of this paper is to explore how perceptions of risk influenced teachers’ sensemaking and actions during a professional learning and development (PLD) initiative where teachers were expected to change their practices. Design/methodology/approach A risk perception lens, focussed on uncertainty, was used to capture the on-going experiences of teachers as they participated in PLD. The PLD, delivered by one organisation, focussed on developing teacher use and understanding of formative assessment practices. Data for this three-school qualitative exploratory case study of teacher

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Maharajh, Lokesh Ramnath, and Lucia Tsitsi Musikewa. "“Skill, drill, and kill”." International Journal for Innovation Education and Research 9, no. 2 (2021): 371–86. http://dx.doi.org/10.31686/ijier.vol9.iss2.2899.

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This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documen

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Rissi, Paula Silva, and Simone Luccas. "ESTUDOS A RESPEITO DAS PRÁTICAS AVALIATIVAS FORMATIVAS: AVALIAÇÃO EM FASES, AVALIAÇÃO POR PARES E AUTOAVALIAÇÃO." Revista Conhecimento Online 3 (September 5, 2019): 115. http://dx.doi.org/10.25112/rco.v3i0.1830.

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RESUMOA pesquisa em questão identifica a necessidade de estudos na área da avaliação formativa, que desencadeou a produção da dissertação “Avaliação escolar: diferentes olhares acerca das práticas avaliativas”. Partindo do intuito de realizar um levantamento da existência de teses e dissertações que abordam os procedimentos avaliativos (em fases, por pares e autoavaliação), de cunho formativo, realizou-se uma Revisão Sistemática na Biblioteca Digital Brasileira de Teses e Dissertações, tendo o método defendido por Kitchenham como subsídio norteador. A investigação parte da seleção de trabalhos

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Halpern, Wendy G., Mehrdad Ameri, Christopher J. Bowman, et al. "Scientific and Regulatory Policy Committee Points to Consider Review." Toxicologic Pathology 44, no. 6 (2016): 789–809. http://dx.doi.org/10.1177/0192623316650052.

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Standard components of nonclinical toxicity testing for novel pharmaceuticals include clinical and anatomic pathology, as well as separate evaluation of effects on reproduction and development to inform clinical development and labeling. General study designs in regulatory guidances do not specifically mandate use of pathology or reproductive end points across all study types; thus, inclusion and use of these end points are variable. The Scientific and Regulatory Policy Committee of the Society of Toxicologic Pathology (STP) formed a Working Group to assess the current guidelines and practices

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Yuan, Jie, Michele I. Van Dyke, and Peter M. Huck. "Water reuse through managed aquifer recharge (MAR): assessment of regulations/guidelines and case studies." Water Quality Research Journal 51, no. 4 (2016): 357–76. http://dx.doi.org/10.2166/wqrjc.2016.022.

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Managed aquifer recharge (MAR) with reclaimed water is an important water reuse application. As an intentional way of recharging water into aquifers, MAR can be used to address water shortages and contribute to sustainable water resources management practices. The establishment of a MAR system depends on the source of recharge water, the selection of a recharge method and site, the type of water treatment system, and the ultimate purpose of recovered water, and these components are closely related and integrated. However, at present, detailed regulations or guidelines that specifically guide M

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Fenner-Crisp, P. A. "Determination of acceptable exposure levels for humans for endocrine active substances: Use of animal models." Pure and Applied Chemistry 75, no. 11-12 (2003): 2143–49. http://dx.doi.org/10.1351/pac200375112143.

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Regulatory authorities and other scientific organizations around the world have developed hazard/risk assessment practices that involve the derivation of numerical values said to represent "acceptable" or "safe" levels of human exposure to individual chemical substances. Human data would be preferable for this purpose since interspecies extrapolation would not be necessary. In most cases, however, these data are not available or are inadequate for this purpose. Therefore, results from studies conducted in non-human mammalian species are used as the principal or sole basis for hazard/risk asses

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Forrest, Sandra. "Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme." Journal of Research in International Education 17, no. 3 (2018): 262–85. http://dx.doi.org/10.1177/1475240918816401.

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This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epis

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Marino, Cleiton Antonio, Tiago Ponciano Antunes, and Marcele Tavares Mendes. "A Avaliação Formativa e sua Função Reguladora: um Estudo." Revista de Ensino, Educação e Ciências Humanas 19, no. 1 (2018): 82. http://dx.doi.org/10.17921/2447-8733.2018v19n1p82-88.

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O presente estudo apresenta alternativas que podem ser exploradas, por professores, a fim de tornar a avaliação escolar um processo que contribua, adequadamente, ao ensino e à aprendizagem, tais como: o questionamento oral, a autoavaliação e a escrita avaliativa. Desse modo, o ato de avaliar vai além de certificar e atender as demandas burocráticas do contexto escolar. Por meio de uma pesquisa qualitativa, de cunho bibliográfico, realizou-se um recorte, com base no qual se buscou promover um diálogo entre as perspectivas de avaliação de autores, que versam a respeito de seu propósito formativo

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Fonseca, Carlos Ventura, and Cleiton Leandro Zimmermann Pereira. "ESTÁGIO DE DOCÊNCIA EM QUÍMICA: PROPOSIÇÃO DE SITUAÇÕES-PROBLEMA ENVOLVENDO QUÍMICA INORGÂNICA." Cadernos de Educação Tecnologia e Sociedade 12, no. 4 (2019): 362. http://dx.doi.org/10.14571/brajets.v12.n4.362-372.

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This paper describes and problematizes the pedagogical practices developed by a trainee in initial formation with three first grade high school classes in a public school in Porto Alegre, Rio Grande do Sul, Brazil, in the second semester of 2017. This is a qualitative exploratory study based on documentary sources (the report produced at the end of this formative period). In this article, the focus is on classroom activities that have as a reference the methodological approach called problem-based learning, as well as the assessment and self-assessment activities that were proposed by the teac

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Alves, Luciana De Oliveira, and Myriam Crestian Chaves da Cunha. "AVALIAÇÃO FORMATIVA E ENSINO-APRENDIZAGEM DA ESCRITA EM FRANCÊS COMO LÍNGUA ESTRANGEIRA NO ENSINO BÁSICO | FORMATIVE ASSESSMENT AND WRITING TEACHING-LEARNING IN FRENCH AS A FOREIGN LANGUAGE IN THE SECONDARY SCHOOL." Estudos Linguísticos e Literários, no. 57 (March 19, 2017): 138. http://dx.doi.org/10.9771/ell.v0i57.24789.

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<p class="xxmsonormal">Este artigo apresenta a avaliação formativa como dispositivo regulatório para o desenvolvimento da produção escrita em francês como língua estrangeira, no ensino básico. A partir da análise de um recorte de uma sequência didática envolvendo a produção escrita por aprendentes do 2º ano do Ensino Médio, procura-se verificar em que condições uma metodologia de ensino e aprendizagem ancorada em estratégias formativas, tais como a construção de critérios de avaliação (HADJI, 2011; DE KETELE, 2013) e a implicação do aprendente na avaliação mútua e na autoavaliação (ALLAL

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