Статті в журналах: "Educational assessment design"

1

Linn, Robert L. "Educational Assessment: Expanded Expectations and Challenges." Educational Evaluation and Policy Analysis 15, no. 1 (March 1993): 1–16. http://dx.doi.org/10.3102/01623737015001001.

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Current national efforts to expand the role of educational assessment and radically change the nature of assessments are discussed. Rationales for expectations that a new national examination system would serve as a lever of educational reform are analyzed. Challenges posed for educational measurement by the proposed heavy reliance on complex, performance-based assessment are examined in terms of needed validation research. Particular attention is given to existing generalizability evidence and the implications of a high degree of task specificity for the design of an assessment system.

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Bennet, Randy Elliot. "Preparing for the Future: What Educational Assessment Must Do." Teachers College Record: The Voice of Scholarship in Education 116, no. 11 (November 2014): 1–18. http://dx.doi.org/10.1177/016146811411601109.

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Background/Context There is little question that education is changing, seemingly quickly and in some cases dramatically. The mechanisms through which individuals learn are shifting from paper-based ones to electronic media. Simultaneously, the nature of what individuals must learn is evolving, in good part due to an exponential accumulation of knowledge and of technology to access, share, and exploit that knowledge. Finally, how education is organized, offered, and administered is undergoing transformation, most apparently—but not only—in higher education. With potentially seismic changes in the mechanisms, nature, and organization of education must also come changes in educational assessment. Purpose This paper makes 13 claims about what educational assessment must do if it is to remain relevant in the face of rapid and potentially dramatic changes in education and society. Research Design Analytic essay. Conclusions/Recommendations If it is to remain relevant, educational assessment must provide meaningful information; satisfy multiple purposes; use modern conceptions of competency as a design basis; align test and task designs, scoring, and interpretation with those modern conceptions; adopt modern methods for designing and interpreting complex assessments; account for context; design for fairness and accessibility; design for positive impact; design for engagement; incorporate information from multiple sources; respect privacy; gather and share validity evidence; and use technology to achieve substantive goals.

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Kuehn, Kate. "ASSESSMENT STRATEGIES FOR EDUCATIONAL WARGAMES." Journal of Advanced Military Studies 12, no. 2 (September 7, 2021): 139–53. http://dx.doi.org/10.21140/mcuj.20211202005.

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Purposeful integration of assessment within educational wargame design is increasingly essential as military education expands those activities within its curriculum. This multimethod case study examines key challenges and strategies for assessment within educational wargaming practice. Drawing insights from faculty interviews, academic documents, and faculty meeting observations, the study identifies six key assessment challenges: gamesmanship, lack of control, multiple faculty roles, receptiveness to feedback, evaluation of individuals in teams, and fairness of evaluation. It then discusses how experienced faculty mitigate these challenges throughout the assessment design process from identifying outcomes to ensuring the quality of evaluation.

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Darling-Hammond, Linda. "Performance-Based Assessment and Educational Equity." Harvard Educational Review 64, no. 1 (April 1, 1994): 5–31. http://dx.doi.org/10.17763/haer.64.1.j57n353226536276.

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The use of educational testing in the United States has been criticized for its inequitable effects on different populations of students. Many assume that new forms of assessment will lead to more equitable outcomes. Linda Darling-Hammond argues in this article, however, that alternative assessment methods, such as performance-based assessment, are not inherently equitable, and that educators must pay careful attention to the ways that the assessments are used. Some school reform strategies, for example, use assessment reform as a lever for external control of schools. These strategies, Darling-Hammond argues, are unlikely to be successful and the assessments are unlikely to be equitable because they stem from a distrust of teachers and fail to involve teachers in the reform processes. Darling-Hammond argues instead for policies that ensure "top-down support for bottom-up reform," where assessment is used to give teachers practical information on student learning and to provide opportunities for school communities to engage in "a recursive process of self-reflection, self-critique, self-correction, and self-renewal." Ultimately, then, the equitable use of performance assessments depends not only on the design of the assessments themselves, but also on how well the assessment practices are interwoven with the goals of authentic school reform and effective teaching.

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Molenaar, Keith R., and Brian J. Saller. "Educational Needs Assessment for Design/Build Project Delivery." Journal of Professional Issues in Engineering Education and Practice 129, no. 2 (April 2003): 106–14. http://dx.doi.org/10.1061/(asce)1052-3928(2003)129:2(106).

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6

Ukashatu, Abubakar. "EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (October 24, 2021): 73–80. http://dx.doi.org/10.21009/jisae.v7i2.23056.

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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.

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Moroz, Alex, Jennifer Stone, Francis Lopez, Cynthia Racine, and Kristin Carmody. "Educator Feedback Skill Assessment: An Educational Survey Design Study." International Medical Education 1, no. 2 (December 9, 2022): 97–105. http://dx.doi.org/10.3390/ime1020012.

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Background: Delivering impactful feedback is a skill that is difficult to measure. To date there is no generalizable assessment instrument which measures the quality of medical education feedback. The purpose of the present study was to create an instrument for measuring educator feedback skills. Methods: Building on pilot work, we refined an assessment instrument and addressed content and construct validity using expert validation (qualitative and quantitative). This was followed by cognitive interviews of faculty from several clinical departments, which were transcribed and analyzed using ATLAS.ti qualitative software. A research team revised and improved the assessment instrument. Results: Expert validation and cognitive interviews resulted in the Educator Feedback Skills Assessment, a scale with 10 items and three response options for each. Conclusions: Building on the contemporary medical education literature and empiric pilot work, we created and refined an assessment instrument for measuring educator feedback skills. We also started the argument on validity and addressed content validity.

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Mislevy, Robert J. "Validity by Design." Educational Researcher 36, no. 8 (November 2007): 463–69. http://dx.doi.org/10.3102/0013189x07311660.

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Lissitz and Samuelsen (2007) argue that the unitary conception of validity for educational assessments is too broad to guide applied work. They call for attention to considerations and procedures that focus on “test development and analysis of the test itself” and propose that those activities be collectively termed content validity. The author of this article describes work that makes more explicit the underlying principles of assessment design, thereby providing conceptual foundations for familiar practices and supporting the development of new ones. By structuring design activities around assessment arguments, the test developer accrues evidence in passing for what Embretson (1983) calls “construct representation” argumentation for validity.

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Bock, R. Darrell, and Robert J. Mislevy. "Comprehensive Educational Assessment for the States: The Duplex Design." Educational Evaluation and Policy Analysis 10, no. 2 (June 1988): 89–105. http://dx.doi.org/10.3102/01623737010002089.

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A design for educational assessment is proposed that serves multiple purposes within a state school system but requires no more class time than a conventional achievement test. For individual students, it provides scaled proficiency measures suitable for guidance and certification at varied levels of attainment. For classrooms, schools, or larger units, it can supply from the same data detailed group-level measures for monitoring progress in curricular objectives, for evaluating instructional methods or materials, and for secondary research studies. Graphic displays for reporting both the individual-level and group-level results are illustrated. The design can be linked to performance tests to establish external validity or to scales of national measures, such as the National Assessment of Educational Progress, to allow between-state comparisons.

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10

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

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11

Huff, Kristen, and Barbara Plake. "Evidence-Centered Assessment Design in Practice." Applied Measurement in Education 23, no. 4 (September 30, 2010): 307–9. http://dx.doi.org/10.1080/08957347.2010.510955.

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12

Nuraini, Umi, Primasa Minerva Nagari, Nur Alfiyatuz Zahro, and Nuventin Asna Putri. "E-ASSESSMENT DESIGN DEVELOPMENT IN ENTREPRENEURIAL LEARNING." International Journal of Education, Psychology and Counseling 7, no. 45 (March 15, 2022): 259–72. http://dx.doi.org/10.35631/ijepc.745021.

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Assessment is a fundamental aspect of learning and becomes a challenge in online learning in the area of disruption. Besides being able to improve the professional competence of educators, the proper application of e-assessment can help students to have the competencies needed in the 21st century. This study aims to develop an e-assessment design in entrepreneurial learning in Accounting Department Universitas Negeri Malang, Indonesia. This e-assessment, which is designed to assess students' knowledge, attitudes, and skills, becomes more efficient and transparent and is easily accessible to students. The results of this study are not only useful for lecturers in the process of designing e-assessments but also for undergraduate students of Accounting Education as prospective accounting educators so that they know in real-life contexts that can be learned and applied in educational courses. The development of the e-assessment design in this study can be used as a reference for other researchers in developing e-assessments in other subjects, but still must adapt it to the curriculum and learning system that applies at the university.

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13

Nourbakhsh, Illah R., Kevin Crowley, Ajinkya Bhave, Emily Hamner, Thomas Hsiu, Andres Perez-Bergquist, Steve Richards, and Katie Wilkinson. "The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment." Autonomous Robots 18, no. 1 (January 2005): 103–27. http://dx.doi.org/10.1023/b:auro.0000047303.20624.02.

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Zvereva, Elena, Ekaterina Bunyaeva, Ivan Kuznecov, Aleksandr Holodilov, and Yuliya Savvateeva. "Website Quality Assessment and Website Design Methods for Educational Organizations." Proceedings of Petersburg Transport University 19, no. 3 (September 25, 2022): 618–30. http://dx.doi.org/10.20295/1815-588x-2022-3-618-630.

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To systemize existing methods for quality assessment and design of websites of educational organizations. To conduct as review of existing criteria for quality assessment of educational organization websites, their ratings. To consider existing restrictions in the design of educational organization web-sites, the means for their creation and their structure organization methods. Methods: Analysis of existing quality ratings of educational organization web-sites, requirements for their design from legislation view as well as of up-todate trends of web-design. Analysis of methods of web-site structure organization. Results: Conclusion was made on the quality importance of university website in terms of a content, structure and working quality for shaping educational institution image. Combining folksonomic and taxonomic approaches is proposed at structure design of website. The importance of using modern design tools to get a possibility for web-site functionality expansion is indicated. Practical significance: The proposed steps can allow to create a comprehensive ecosystem on web-site basis which providing for a big number of functions to satisfy educational process participants’ needs as well as better qualitive delivery of information to target audience.

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

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SAVE Science is a research project focused on creating an innovative model for assessment of learning in STEM. In SAVE Science, we are implementing game-like modules for evaluating science content and inquiry in grades 7-8, using an assessment rubric of student interactions in a virtual environment designed to capture evolving patterns of scientific understanding among students. We are also investigating two “conditions for success” for virtual environment-based assessment: managing the effects of cognitive load students experience in complex virtual environments, and helping teachers integrate technology into their pedagogy. In this paper, we provide an overview of our design approaches aimed at helping students manage the high levels of cognitive load they report experiencing in virtual environments. By reducing the perceived complexity of virtual environment-based assessments, we hypothesize that learners will be better able to attend to the processes associated with the assessments, leading to more accurate evidentiary data.

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Alieva, Zainab K., Olga I. Vaganova, Inna K. Kirillova, Julia M. Tsarapkina, and Olga V. Sesorova. "Internet design in a modern educational environment." Revista de la Universidad del Zulia 12, no. 35 (November 5, 2021): 235–45. http://dx.doi.org/10.46925//rdluz.35.14.

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

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17

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

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

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

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Studies of in-service training demonstrate repeatedly the difficulty of transferring training to the routine work of the staff. One of the likely explanations for this difficulty is the recurring absence of an educational and organizational needs assessment to guide the training. Such assessments can play a critical role in defining management support, goal setting, the selection of the trainee group and in analysing the readiness of staff in an organization for a training intervention. The present study summarizes and extends prior research in the field of mental health by conducting a comprehensive educational and organizational needs analysis. Six assessment methods were administered to N = 72 staff and 20 clients in a psychiatric hospital, including questionnaires, interviews, direct observations and an audit. The study design was based on a series of naturalistic, cross sectional comparisons between four wards. Significant differences were obtained between the four participating wards, which served to define training needs and to validate the needs assessment procedure. Implications are drawn for needs assessment within a more systematic approach to staff training.

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

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The aim of the present study is to identify the impact of the alternative web-based self and peer assessment approaches on improving the quality of student educational projects. In this context, a study was carried out during the second semester of the 2017-2018 academic year among 48 postgraduate students at King Faisal University. Results indicated that both self and peer-assessment approaches are effective when assessing the quality of educational products. The results also showed that the extent of student experience with the self-assessment approach affects their assessment credibility and objectivity. This study emphasized the value of utilizing alternative assessment approaches in web-based learning environments as means of improving student performance, particularly when designing educational products. It may have theoretical and pedagogical implications for learners and teachers.

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

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The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion The paper presents results of a study aimed at exploring how comprehensive assessment of inclusive process may be used as a tool for designing inclusion within an educational institution. The assessment technique is based on three methodological foundations: activity, participatory and human rights based approaches which imply active involvement of the key subject groups in joint activities aimed at developing inclusion. The assessment model is built into the development cycle of an inclusive process and includes, along with self-examination and external expertise, the analysis of the assessment results by the school community with the participation of an external expert, the design of changes, their implementation and re-assessment. The participatory approach enabled us to involve the parent community as one of the subjects of assessing the state of the inclusive process at school. We focused on the following research tasks: to describe the stages in the assessment of inclusive educational process by its participants; to show, using the case of one of the schools involved in testing as an example, how the assessment and its discussion by the participants of the educational process and by the external expert affect the choices in the design of changes, making the educational institution more inclusion-oriented. To analyze the results of applying the assessment technique, one of the Moscow schools was selected which has extensive experience in the implementation of inclusive education and has reached the stage of change design in the cycle of inclusion development. The participatory approach made it possible, on the one hand, to involve the parent community as one of the subjects of assessing the state of the inclusive process at school. On the other hand, the assessment by an external expert was used as a tool for developing the institution’s inclusiveness. All groups of respondents gave a fairly high level of assessment of the inclusive process, although there were statistically significant differences (p <0.01) between the assessments of the teaching staff and parents (lower) in all indicators, except for Redeployment of Resources, Community Building, and Information Accessibility. These differences in the assessments, including the expert ones, were used by the institution to design changes and increase the involvement of the parent community in this process. Thus, the offered methodology can be used as a mechanism for self-analysis and a tool for designing inclusive process in an educational institution within the cycle of inclusive development.

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

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

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

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This article describes and evaluates an educational package consisting of five hypothetical case studies. The case studies were designed by the School of Occupational Therapy and Physiotherapy, University of Southampton, and used during briefing sessions with fieldwork educators in order to introduce the fieldwork assessment form and discuss grading issues. A questionnaire survey of 70 fieldwork educators who had attended a briefing session and used the five hypothetical case studies revealed that, generally, the fieldwork educators found the briefing session, including the grading exercise with the case studies, useful. The fieldwork educators indicated a commitment to the principles of being reliable assessors but felt that certain areas needed more consideration, such as the implications of giving grades to real as opposed to hypothetical students. The implications of these results are discussed in relation to literature regarding assessment issues and fieldwork educator training.

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

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This chapter gives an overview of the design and the statistical and psychometric analysis methods developed for use in the National Assessment of Educational Progress (NAEP). For more than 20 years, NAEP has provided information about the educational achievements of students in American schools. In recent years, NAEP has been gaining in prominence and has also been growing bigger and more complex. In 1990, an assessment of individual states was added to NAEP. Also, it is anticipated that the legislation that prohibits NAEP from reporting district and school results may be removed and that NAEP may return to annual rather than biennial assessments. In addition, future assessments will involve a larger number of innovative items, such as questions for which students must produce their own answers rather than selecting among specified options, tasks in which students are asked to read aloud, and portfolios that consist of classroom work produced over a period of time. NAEP’s never-ending growth and evolution continue to provide new technological challenges to its statisticians and psychometricians.

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Salmon, Gilly, Antoinette Van der Merwe, and Arnold Schoonwinkel. "‘Watershed’ for Educational Transformation." Journal of Learning for Development 7, no. 2 (July 20, 2020): 127–41. http://dx.doi.org/10.56059/jl4d.v7i2.392.

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This action research project describes the application of a large-scale collaborative learning design method to a major educational transformation programme at a South African university. Our findings determined that Carpe Diem learning design was an appropriate methodology for contributing to and creating key moments and movements (“watersheds”) in educational transformation in the South African context and beyond. We demonstrated that the impact of an original one-week collaborative intervention, covering all faculties and 10 major degree programmes, was sustained over the following three years. It created acceptance and strong interest across the campus in transforming learning and proved a fitting catalyst for programme renewal initiatives. It placed the university and the service to its students in a much stronger position in unexpected circumstances. We offer suggestions for those who would like to try a collaborative design approach for transformation. Keywords: programme renewal, Carpe Diem methodology, learning design, creative collaborative groups, threshold concepts, authentic assessment, catalysts, watershed moments, sustainability, “future-proofing”, South Africa.

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ÖZDAMAR, Betül Bilge. "ASSESSMENT OF INTERIOR DESIGN REQUIREMENTS OF CLASSES WITHIN PRE-K EDUCATIONAL MODELS." Journal of International Social Research 12, no. 68 (December 30, 2019): 615–27. http://dx.doi.org/10.17719/jisr.2019.3853.

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Porobic, Vlado, Evgenije Adzic, Marko Vekic, Stevan Grabic, and Zoran Ivanovic. "Educational framework for a motor drive control systems: Design and performance assessment." Computer Applications in Engineering Education 25, no. 2 (February 9, 2017): 264–76. http://dx.doi.org/10.1002/cae.21795.

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Losilla, Fernando. "A web-based design and assessment tool for educational wireless networking projects." Computer Applications in Engineering Education 25, no. 6 (June 19, 2017): 992–1000. http://dx.doi.org/10.1002/cae.21850.

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Jurado-de-los-Santos, Pedro, María Jesús Colmenero-Ruiz, Rosa Eva Valle-Flórez, Macarena Castellary-López, and Victoria Figueredo-Canosa. "The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design." Sustainability 13, no. 9 (April 23, 2021): 4766. http://dx.doi.org/10.3390/su13094766.

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The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes.

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Rushton, Evan, and Seth Corrigan. "Game-Assisted Assessment for Broader Adoption: Participatory Design and Game-Based Scaffolding." Electronic Journal of e-Learning 19, no. 2 (March 31, 2021): 71–87. http://dx.doi.org/10.34190/ejel.19.2.2143.

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21st Century Standards and the Deeper Learning movement emphasize the ability to think critically and solve complex problems, to work well in teams, and to communicate effectively. While traditional classroom activities can meet these objectives, digital games and simulations provide unique affordances. When designed to incorporate formative assessment functions, games and simulations can capture detailed data on learners’ performances and provide learners with immediate feedback. In spite of their strengths, barriers exist to practitioners’ adoption of game-based and simulation-based formative assessments. Adoption can be slowed where product designs do not account for unique local requirements of classrooms and schools. The current work investigates reduction and removal of barriers to adoption of games and simulations among classroom instructors through use of the Integrated BEAR Design System (IBDS). The IBDS provides a design process that accounts for local requirements by engaging practitioners in principled design and development of game-based formative assessments. The paper summarizes the IBDS and a single case in which the IBDS was applied to design a game-based formative assessment for collaborative-problem solving, Little Fish Lagoon. The game is accompanied by a stand-alone chat system, Libra Text, that allows collaborating players to send text messages to each other while they use the game. Study participants were six instructors from six U.S. schools. The participating instructors planned for broad adoption of the multiplayer collaboration game in their local classroom settings. The authors illustrate their use of the IBDS with the participating instructors in order to co-develop formative assessments that fit their local needs using data collected from the Little Fish Lagoon educational game and the Libra Text chat tool. The benefits of the IBDS, its implications for learning designers, potential improvements, and needed future research are discussed. The paper is expected to be of interest to learning and assessment designers working with educational games and simulations, and others interested in barriers to adoption of new technologies in general.

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

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

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Bhatti, Arif, and Irfan Ahmed. "Design of Assessment Information System for Program Accreditation." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 1 (January 2016): 8–22. http://dx.doi.org/10.4018/ijqaete.2016010102.

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Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

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Kuchma, Vladislav R., Marina I. Stepanova, and Marina A. Polenova. "Hygienic assessment of using electronic educational content for preschoolers." Hygiene and sanitation 101, no. 4 (April 30, 2022): 433–40. http://dx.doi.org/10.47470/0016-9900-2022-101-4-433-440.

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Introduction. The emergence of various digital educational resources for children dictates the need for scientific justification of their safe use in educational and leisure activities of preschoolers of different ages. The aim of the study is the hygienic assessment of electronic educational content (EEC) of the digital educational system “Mobile e-education - Kindergarten” (DES “MEE Kindergarten”) for preschool children. Materials and methods. A hygienic observational and expert-analytical study was conducted to evaluate the EEC of the DES “MEE Kindergarten” (60 scenarios of classes) for preschoolers of different age groups. Results. To assess EEC there have been established hygienic significant indicators follows: the number, size, contrast and color scheme of information objects; the presence of text and indicators of its font design; sound and video clips; a set of navigation tools, the ability to customize the image. The analysis of the scenarios of classes showed the main indicators of EEC generally to meet the age capabilities of preschool children and the principles of hygienic safety. The results of the expert-analytical study allow concluding the electronic materials of the DES “MEE Kindergarten” can be used in the educational and leisure activities of preschool children. Limitations. The study was limited to the study of the main components of the EEC (illustrative material, audio and video fragments in the practical absence of text material), taking into account indicators important for the safe visual work of preschoolers Conclusion. The scientific substantiation of the safe using the DES “MEE Kindergarten” in the educational and leisure activities of preschoolers is given. The results of the research made it possible to identify hygienically significant indicators for assessing the EEC for preschoolers, including parameters characterizing its design; to develop hygienic recommendations for the use of the DES “MEE Kindergarten” according to the age of children and hygiene regulations. The data obtained are one of the stages in the development of a methodology for assessing and hygienic rationing of quantitative and qualitative indicators of EEC for preschoolers, preparation of hygienic recommendations for its design in the context of digital transformation of education.

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Scalcione, Vincenzo Nunzio. "The authentic assessment of educational actions: backward design and promotion of life skills." Form@re - Open Journal per la formazione in rete 22, no. 3 (December 31, 2022): 66–80. http://dx.doi.org/10.36253/form-13584.

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The processes of change that affect today's training system require a planning commitment aimed at finding flexible and, at the same time, effective answers. A training approach, oriented towards design models capable of proceeding with the assessment of performance, appears to be the element that defines authentic assessment. According to the methods of intervention estimated by Grant Wiggins and Jay McTighe, a methodology is proposed that starts from some assessment choices, intervening on the definition of the same methods of didactic planning, according to the tool of understanding by Design. The aim is to promote a lasting understanding, acquire skills for life, achieve the so-called promotion of an authentic assessment, a perspective within which the assessment aims to involve the student through real-life tasks. In the present discussion we have therefore proceeded to define the intervention framework of such an approach, proposing the examination of the theoretical references and design models, within a design intervention carried out in the school. La valutazione autentica delle azioni educative: progettazione a ritroso e promozione delle competenze per la vita. I processi di cambiamento che investono il sistema formativo odierno necessitano di un impegno progettuale finalizzato alla ricerca di risposte flessibili ed, al contempo, efficaci. Un approccio formativo, orientato verso modelli progettuali in grado di procedere all’accertamento delle prestazioni risulta essere l’elemento che definisce la valutazione autentica. Secondo le modalità di intervento preventivate da Grant Wiggins e Jay McTighe, viene proposta una metodologia che muove da alcune scelte valutative, intervenendo sulla definizione delle stesse modalità della progettazione didattica, secondo lo strumento dell’understanding by Design. Il fine risulta quello di promuovere una comprensione durevole, acquisire competenze per la vita, conseguire la cosiddetta promozione di un authentic assessment, una prospettiva, all’interno della quale, la valutazione mira a coinvolgere l’alunno attraverso compiti di realtà. Nella presente trattazione si è quindi proceduto a definire il quadro di intervento di un simile approccio, proponendo la disamina dei riferimenti teorici e dei modelli progettuali, all’interno di una attività didattica realizzata nella scuola.

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Fernández-Sánchez, María Rosa, and Juan Silva-Quiroz. "EMERGING EDUCATIONAL DESIGN IN ONLINE TRAINING IN HIGHER EDUCATION." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 397–411. http://dx.doi.org/10.33225/pec/21.79.397.

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Universities are living in a time of major transitions regarding the challenge of rethinking and transforming the current pedagogical models so they can respond to the needs of the global knowmad society. In this study, the Design-Based Research (DBR) approach is used to address the improvements of two emerging pedagogical designs in e-learning in the university context: the model of the Center for Research in Education and ICT (CIIET) of the University of Santiago de Chile (Chile) and the model developed by the Education Node research group of University of Extremadura (Spain). The main focus of these models is the student, who by developing activities based on the resolution of a contextualized problem and using new strategies, accompanied by open resources for resolution, resulting in a learning outcome that can be achieved and measured through assessment. This work aims to advance in identifying of some pedagogical keys for the design of online training scenarios that promote environments of production, research, and open dissemination of best practices, to experience new creative forms and collaborative learning, which have emerged within the hyper connected society and the net-culture. Keywords: instructional design, higher education, open educational resources, research-based design

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Zaki Ewiss, M. A., Fatma Abdelgawad, and Azza Elgendy. "School educational policy in Egypt: societal assessment perspective." Journal of Humanities and Applied Social Sciences 1, no. 1 (June 11, 2019): 55–68. http://dx.doi.org/10.1108/jhass-05-2019-004.

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Purpose Educational policy is crucial to society. Its process is related to political, economic and cultural variables. Nevertheless, there is a paucity of research in the field of applied social sciences, about how educational policies help to achieve societal objectives and welfare. This study aims to assess the concept and features of school education in Egypt during 1990-2017. Design/methodology/approach Secondary data were collected using governmental reports and educational institutional reports and assessed through specialized focus groups. Findings Results showed that, despite the multiplicity of strategies to reform the educational system, achievements and outcomes of educational processes are modest, and the developmental status of Egypt is lower than that of other countries. Studying educational outcomes indicated that school-education suffered from the predominance of quantity over quality and a serious inability to meet requirements of new knowledge era. Originality/value A novel future-oriented proposal for context, ethos and reforming aspects of educational policy will be suggested.

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Marques de Andrade Junior, Khristian, Hugo Emerenciano Santos, Wellington Misael Vilela, Thales Eugenio Portes de Almeida, and Geyverson Teixeira de Paula. "PeMSyn – A FREE MATLAB-FEMM BASED EDUCATIONAL TOOL TOASSIST THE DESIGN AND PERFORMANCE ASSESSMENT OFPERMANENT MAGNET SYNCHRONOUS MACHINES." Eletrônica de Potência 25, no. 2 (June 30, 2020): 163–72. http://dx.doi.org/10.18618/rep.2020.2.0009.

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Davlin-Pater, Christina. "Design and Evaluation of an Athletic Training Educational Escape Room." Athletic Training Education Journal 16, no. 4 (November 1, 2021): 241–49. http://dx.doi.org/10.4085/1947-380x-21-048.

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Context The educational escape room is an innovative teaching strategy, and the use of this technique is gaining popularity in some health care disciplines. It is believed to promote acquisition of knowledge and skills, increase motivation, and encourage engagement, critical thinking, collaboration, and problem-solving. Objective To describe the use of an innovative educational escape room in a master's-level athletic training course and to examine learning effectiveness and students' perceptions. Design Quasi-experimental. Setting A Commission on Accreditation of Athletic Training Education–accredited master's-level athletic training program. Patients or Other Participants A convenience sample of 14 students enrolled in a master's-level professional athletic training program participated. Intervention(s) Educational escape room. Main Outcome Measures(s) A paired-samples t test was used to determine differences between preactivity and postactivity knowledge-assessment scores. Measures of central tendency were used for survey questions related to student perceptions of the activity. Student perceptions were assessed after the intervention. Results All participants completed the preactivity and postactivity knowledge assessments. The difference in scores was found to be statistically significant (t13 = −4.502, P = .001), with a large effect size (Cohen d = 1.32). Participants thought the escape room was an effective way to improve their knowledge of course materials (mean ± SD = 5.0 ± 0.0) and encouraged them to apply course material in a new way (mean ± SD = 4.9 ± 0.27). Participants reported that they had fun (mean ± SD = 5.0 ± 0.0) and felt that the activity was immersive (mean ± SD = 5.0 ± 0.00). Qualitative elements from the postactivity survey corroborated the data. Conclusions The education escape room described in this study promoted learning while providing a fun and engaging learning experience with positive perceived value.

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Wolters, Majanne, Jacqueline G. van Paassen, Lenneke Minjon, Mirjam Hempenius, Marie-Rose Blokzijl, and Lyda Blom. "Design of a Pharmacy Curriculum on Patient Centered Communication Skills." Pharmacy 9, no. 1 (January 15, 2021): 22. http://dx.doi.org/10.3390/pharmacy9010022.

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For delivering high quality pharmaceutical care pharmacy students need to develop the competences for patient centered communication. The aim of the article is to describe how a curriculum on patient centered communication can be designed for a pharmacy program. General educational principles for curriculum design are based on the theories of constructive alignment, self-directed learning and the self-determination theory. Other principles are paying systematic and explicit attention to skills development, learning skills in the context of the pharmacy practice and using a well-balanced system for the assessment of students’ performance. Effective educational methods for teaching communication skills are small group training sessions preferably with (simulation) patients, preceded by lectures or e-learning modules. For (formative or summative) assessment different methods can be used. The Objective Structured Clinical Exam (OSCE) is preferred for summative assessment of communication competence. The principles and educational methods are illustrated with examples from the curriculum of the master Pharmacy program of Utrecht University (The Netherlands). The topics ‘pharmaceutical consultations on prescription medicine,’ ‘pharmaceutical consultations on self-care medication’ and ‘clinical medication reviews’ are described in detail. Finally, lessons learned are shared.

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Alimbaeva, S. K., and G. B. Nuradin. "DESIGN OF THE DISTANCE LEARNING MODEL IN SECONDARY SCHOOLS OF THE REPUBLIC OF KAZAKHSTAN." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 18–24. http://dx.doi.org/10.51889/2020-4.1728-5496.03.

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The article discusses a comprehensive model of distance learning in secondary schools of the Republic of Kazakhstan, based on the creation of quality educational content in accordance with the basic requirements of updated education content; distance format of technologies for the criterion assessment of educational achievements of students; psychological and pedagogical support of students in the conditions of distance learning; technical equipment of students in the conditions of preschool.The results were obtained through a sociological study to monitor the status and diagnosis of psychological and pedagogical problems in the educational process of secondary schools in the Zhambylregion. The presented model of education in the conditions of DLT is based on the development of modern infrastructure for the development of modern digital and comfortable educational environment; design of the educational process based on the segmentation of the school contingent; application of criterion assessment technology; creation of digital educational resources; development of educational resources for teachers; creation of educational programs for teachers in the region. The implementation of the proposed training model will make it possible to create an educational space providing for the individualisation of educational trajectories and favourable conditions for interaction between students and teachers, productive learning of curricula, achievement of meta-subject results and improvement of information competence among schoolchildren.

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Al-Taiar, H. "Workplace Assessment in Crisis? – The Way Forward." European Psychiatry 41, S1 (April 2017): S297—S298. http://dx.doi.org/10.1016/j.eurpsy.2017.02.175.

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IntroductionA recent Royal College of Physicians’ (RCP) study on assessment raises serious questions for workplace assessment. To address these, a system that bridges the gap from competence to performance and integrates supervised learning events (SLEs) that are formative in purpose with summative assessment of performance by entrustable professional activities (EPAs) is recommended.Aims and objectivesAs a working group on assessment in psychiatry, we were interested in the RCP findings which represent a significant milestone in studies of workplace assessment. The RCP aims were to evaluate the feasibility, validity and educational value of using existing WPBA tools but for different assessment purposes and processes.ResultsThese were based on the General Medical Council (GMC) working party on assessment. The RCP revised its assessment processes to differentiate between assessments of development and performance. The former are formative and aim to identify a trainee's areas of strength and development; the latter are summative and aim to determine fitness to progress. Of note is that the same workplace based assessment (WPBA) tool can be used for each type of assessment; the assessment's purpose is the discriminating factor.ConclusionsInitial design of the requisite EPAs requires value judgments by trainers and trainees alike on what represent core units of work. EPAs can contribute directly and more meaningfully to ARCP progression decisions.RecommendationsInclusion of the required level of supervision as part of SLE feedback enables future decisions on meeting performance standards.Trainee/trainerInteraction in this educational process.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

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Choi, Sung-Ho. "A study on human rights impact assessment for educational facilities in Seoul." korea soc pub des 5 (June 30, 2022): 33–43. http://dx.doi.org/10.54545/kspd.2022.5.33.

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As part of a long-term road map for the development and operation of the human rights impact assessment system in Seoul, this study was conducted for field assessments of human rights impact assessments on educational facilities among architectural facility assets owned by Seoul city government. In order to derive operational conditions and problems based on the Human Rights Impact Assessment Checklist of Seoul, 11 educational facilities among the assets owned by Seoul city government were pre-invested, and finally, Gocheoc Public Library, Seoul Institute of Technology and Education, Seoul Open City University Headquater, Yongsan Public Library, on-site evaluation was conducted for 4 facilities. As a result of this study, educational facilities were generally highly evaluated in terms of the right to access and the right to move. In terms of the right of mobility, it was confirmed that the efforts of individual institutions to strengthen the right of mobility while reinforcing functions such as remodeling had a greater impact than the early time of building construction. In terms of the right of access to information other than the right of access and mobility, the characteristics of educational facilities were relatively good. In terms of environmental rights, there was a large gap between facilities, and it was confirmed that they were greatly affected by the year of establishment and the initial design. The right to participate was transferred to the entrusted institution in a state where it was hardly reflected in the initial design stage and was evaluated low. Overall, the most serious human rights field was the right to rest, and both facility users and employees were vulnerable.

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Sluijsmans, Dominique M. A., Frans J. Prins, and Rob L. Martens. "The Design of Competency-Based Performance Assessment in E-Learning." Learning Environments Research 9, no. 1 (March 7, 2006): 45–66. http://dx.doi.org/10.1007/s10984-005-9003-3.

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Roskos, Kathleen, and Karen Burstein. "Assessment of the Design Efficacy of a Preschool Vocabulary Instruction Technique." Journal of Research in Childhood Education 25, no. 3 (July 2011): 268–87. http://dx.doi.org/10.1080/02568543.2011.580041.

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Berg, Valeska. "A Game-Based Online Tool to Measure Cognitive Functions in Students." International Journal of Serious Games 8, no. 1 (March 9, 2021): 71–87. http://dx.doi.org/10.17083/ijsg.v8i1.410.

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Cognitive assessments can be expensive, lengthy and fatiguing for students and are often conducted in an artificial clinical context. In an effort to make the assessments more fun, researchers have started to introduce game elements to traditional cognitive tasks and training. This comes with a number of challenges. The main challenge is to develop an engaging tool that at the same time reliably assesses cognitive constructs in students. To address these challenges, this research aims to improve cognitive assessment with a new game-based assessment app that has been designed and developed in collaboration with researchers, teachers, students, and software engineers based on established cognitive theories, and subsequently validated through iterative testing in real world settings. The iterative development process is based on design-based research and includes cycles of design explorations, testing, analyses, redesign, and evaluation with students in authentic educational settings. The knowledge gained from the iterative process of designing a valid cognitive function app can inform other researchers who are aiming to develop cognitive assessment tools in an educational context.

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Hammid, Nacera, Lynda Haddadi, and Farida Bouarab-Dahmani. "Collaborative MOOC Content Design and Automatic Assessment Based on ODALA Approach." Journal of Information Technology Research 10, no. 2 (April 2017): 19–39. http://dx.doi.org/10.4018/jitr.2017040102.

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Since the fall of 2011, the Massive Open Online Course (MOOC) phenomenon is still being qualified as the most attractive and discussed subject by educational communities and public. In the literature, there are many researches about this recent e-learning generation that vary as the goals vary from raising pedagogical issues to economics ones. Several case studies state that MOOCs are challenging the use of technologies to enhance learning; others think that MOOCs can induce to disruptive in education and educational institutions. In this paper, we propose an instructional design for a kind of MOOC platforms where mainly the use of disciplines specifications and automated evaluation of MOOC learners are possible to settle the source of these problems. Our proposition is based on ODALA (Ontology-Driven Auto-evaluation Learning Approach) principles and on the disciplines' knowledge capitalization using a meta-model represented as domain ontology for disciplines modeling inspired by this approach.

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Robinson, Peter. "Practical Chip Design for Undergraduate Computer Scientists." International Journal of Electrical Engineering & Education 26, no. 1-2 (January 1989): 70–75. http://dx.doi.org/10.1177/002072098902600111.

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A new course in practical electronic CAD has recently been introduced to the Computer Science Tripos in Cambridge. This note describes the way that the course was organised, discusses the sort of chip that was designed and concludes with an assessment of the educational benefits.

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Klatsky, Gary J. "User Centered Design of Human Factors Class Projects." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 7 (October 1998): 611–15. http://dx.doi.org/10.1177/154193129804200703.

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Teaching introductory Human Factors at a small liberal arts college poses a number of unique problems in the development of projects that provide appropriate hands-on activities for students. Students may not have an understanding of what the course entails, and may not have the technological skills needed to conduct a human factors project. Selecting a project that involves the students personally is essential to a successful educational experience. Student access to the services and information located in the campus administration building was identified by the students as one of the critical problems on campus. Three groups of students from a human factors psychology course conducted assessments including a needs assessment, anthropometric evaluations, environment assessment, and task analysis leading to a design proposal. The proposals included furniture design, static displays and human computer interfaces. The students enthusiastically participated in the hands-on activity that provided a full range of human factors experience

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Hooper, Simon, Charles Miller, Susan Rose, and Michael M. Rook. "Exploring Instructor and Student use of an American Sign Language E-Assessment System." International Journal of Cyber Behavior, Psychology and Learning 3, no. 1 (January 2013): 19–28. http://dx.doi.org/10.4018/ijcbpl.2013010103.

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In this paper, the authors examine how instructors used an online assessment environment designed to evaluate the performance of undergraduate students enrolled in American Sign Language (ASL) courses. 640 undergraduate ASL students at a large Midwestern university participated in this study. The findings suggest that instructors varied greatly in the manner in which they used the e-assessment system both in terms of the amount of time spent evaluating student assessments and in the proportion of total assessments scored. Furthermore, students’ responses to an open-ended survey on their experiences with the system generated useful insight to guide future design. Finally, implications for the design and integration of world language e-assessment environments are discussed.

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Morze, Natalia V., and Viktoriia O. Kucherovska. "Ways to design a digital educational environment for K-12 education." CTE Workshop Proceedings 8 (March 19, 2021): 200–211. http://dx.doi.org/10.55056/cte.232.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.

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