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Relevant bibliographies by topics / School-based assessment

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Journal articles

Academic literature on the topic 'School-based assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "School-based assessment"

1

Lundblom, Erin, Ellen R. Cohn, and Lyn Tindall Covert. "School-Based Telepractice Assessment (STA)." Topics in Language Disorders 42, no. 2 (2022): 173–88. http://dx.doi.org/10.1097/tld.0000000000000278.

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Berman, Jeanette, and Lorraine Graham. "School Counsellor Use of Curriculum-based Dynamic Assessment." Journal of Psychologists and Counsellors in Schools 12 (November 2002): 21–40. http://dx.doi.org/10.1017/s1037291100004520.

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This study explored the conditions required for the practical implementation of dynamic assessment in schools. It involved the development and implementation of a curriculum-based dynamic assessment procedure in the area of school mathematics for use by school counsellors. Dynamic assessment has been developed within Vygotskian theories of learning, teaching and assessment. It incorporates a teaching or mediation phase that requires the application of clinical assessment and teaching skills. This paper argues that the competencies needed to conduct a successful dynamic assessment are a blend of professional skills possessed by school counsellors. The assessment procedures used in this study resulted in valid assessment information about students' cognitive development as well as aspects of their general cognitive, social and emotional functioning. The information gathered through dynamic assessment was particularly useful for informing classroom teaching. The practical problems associated with dynamic assessment identified in the literature were not found to be barriers to the use of these techniques in schools in this study. Instead, dynamic assessment, used to complement conventional assessment instruments, has the potential to enhance the classroom utility of assessments carried out by school counsellors.

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Romero and Baker. "AN INTRODUCTION TO SCHOOL-BASED ASSESSMENT." American Journal of Psychology 127, no. 2 (2014): 262. http://dx.doi.org/10.5406/amerjpsyc.127.2.0262.

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4

Hamers, Johan, Alber Pennings, and Juergen Guthke. "Training-based assessment of school achievement." Learning and Instruction 4, no. 4 (1994): 347–60. http://dx.doi.org/10.1016/0959-4752(94)90006-x.

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5

Blake, Jamilia J., Courtney S. Banks, Brenda A. Patience, and Emily M. Lund. "School-Based Mental Health Professionals’ Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines." Professional School Counseling 18, no. 1 (2014): 2156759X0001800. http://dx.doi.org/10.1177/2156759x0001800102.

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A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of bullying more frequently than school psychologists. Whereas the majority of school-based mental health professionals surveyed reported some level of competence in using assessment tools for bullying, few reported using empirically based instruments to assess for bullying. This article discusses results and implications, namely, the need to identify clinically meaningful tools for the assessment of bullying and the need to adopt more formal and empirically based methods of assessment in schools.

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Memon, Aamir Gul, M. Faheem Afzal, Saleh Shah, M. Manan Haider Khan, Iqra Salahuddin, and Shoaib Ahmed Memon. "ASSESSMENT OF SCHOOL-BASED PHYSICAL ACTIVITY AMONG SCHOOL-GOING CHILDREN." Pakistan Journal of Rehabilitation 11, no. 1 (2022): 124–29. http://dx.doi.org/10.36283/pjr.zu.11.1/022.

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BACKGROUND AND AIM Physical inactivity and obesity are the two emerging problems in Pakistan. Schools have been identified as an essential setting for health promotion through physical activity participation. Many schools in Pakistan mainly concentrate on the higher study level and insufficient attention towards children’s physical health that may impair due to low physical activity level and increased sedentary behavior leading to obesity and other health issues. The study aims to assess the level of physical activity in school children. METHODOLOGY A cross-sectional exploration was lead at schools of district T. M.Khan Sindh from Oct-2019 to Feb-2020. Raosoft Tool was used to a calculated sample of the study. The instrument utilized for information assortment contains the Physical Activity Questionnaire for Children (PAQ-C) to survey active work. Information was entered and broke down by the SPSS-22 version. RESULTS Four hundred kids were comprised in an investigation; 328 observers were girls, and 72 were boys. The mean age ± SD of the members was 13.79 ± 1.522. The mean BMI ± SD of the members was 25.05 ± 1.19, which falls into the classification of overweight. CONCLUSION The survey indicated that school-going children have no physical activity to a low level of Physical Activity. KEYWORDS Body Mass index, Children, Obesity, Physical Activity, Physical education, School

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7

Low, Brian, Moya Adams, Sam Ball, George Cooney, and Ruth Neumann. "School-based assessment in the 1986 NSW higher school certificate." Australian Educational Researcher 15, no. 3 (1988): 11–23. http://dx.doi.org/10.1007/bf03219416.

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8

Arsyim, Irwanto, Bibin Rubini, and Indarini Dwi Pursitasari. "Socio Scientific Issues-Based Argumentation Assessment for Middle School Students." Jurnal Penelitian Pendidikan IPA 8, no. 2 (2022): 1034–41. http://dx.doi.org/10.29303/jppipa.v8i2.844.

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This research was conducted to produce an Argumentation Assessment based on Scientific Social Issues. This study uses the R&D method. This research is in the Develop stage, namely conducting expert validation and limited trials. The SSI-based argumentation instrument trial was conducted on 15 and 30 grade IX students of SMP Adik Irma Jakarta. Data collection techniques were carried out by written tests and assessment of argumentation test questions. The assessment of argumentation test questions is given to material experts and 10 teachers. The CVI test was conducted by ten teachers, in an average CVI score of 0.9 with a very appropriate category. The first trial was conducted with ten written tests, resulting in six assessments that were declared valid and reliable with a validity test value > 0.514 and a Cronbach's Alpha reliability test score > 0.514. Furthermore, the second trial was carried out on thirty students with five assessments, resulting in Validity Test scores > 0.361, Reliability Test scores > 0.361, and the developed assessment was able to measure students' argumentation skills at level three according to the Toulmin Analysis Pattern (TAP). The conclusion is that the assessment developed can be used by teachers to measure students' argumentation skills.

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9

Aduloju, Margret Olufunmilayo, Odihi Adikwu, and Christiana Ipoyi Agi. "School Based Assessment: Implication for National Development." OALib 03, no. 03 (2016): 1–8. http://dx.doi.org/10.4236/oalib.1102392.

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10

Bylund, James. "School Based Assessment Of Attention-Deficit/HyperactivityDisorder." Augusto Guzzo Revista Acadêmica 1, no. 15 (2015): 43. http://dx.doi.org/10.22287/ag.v1i15.263.

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