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Добірка наукової літератури з теми "Students' assessments"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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Статті в журналах з теми "Students' assessments"

Magdalena, Ina, Melia Gita Andreani, Silvia Nurhasanah, and Zahwa Muflihah Ushaybiah. "DAMPAK PENILAIAN UNTUK PEMBELAJARAN TERHADAP MOTIVASI DAN KETERLIBATAN SISWA." JURNAL RISET PENDIDIKAN DAN PENGAJARAN 2, no. 1 (2023): 104–11. http://dx.doi.org/10.55047/jrpp.v2i1.450.

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Assessment in the context of learning has an important role in influencing student motivation and engagement. Effective assessment can have a significant positive impact on student's motivation to learn and their level of engagement in the learning process. Through formative assessments that provide constructive and informative feedback, students can correct their shortcomings and see their progress first-hand, which directly influences their motivation to continuously strive to improve achievement. Assessments that reward and recognize students' achievements can also increase their motivation

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Cohen, Ira S., and Joan V. Fowler. "Assessment: Create Assessments That Do It All." Mathematics Teaching in the Middle School 4, no. 1 (1998): 44–47. http://dx.doi.org/10.5951/mtms.4.1.0044.

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How would you like to hear such comments about your mathematics tests from students? In this article, ideas for an assessment system that reflects NCTM's Curriculum Standards (NCTM 1989) are presented. In this system, assessment tasks are created to support instruction that values a mastery of the “basics,” mental mathematics, mathematics vocabulaty, problem solving and writing in mathematics, calculator mathematics, and mathematics understanding. The motivation behind each task is the need to measure both a student's knowledge and his or her depth of understanding. In addition, as the student

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Bobby, Z., R. Muthukathan, and Z. Zayapragassarazan. "Utility of Online Assessments for Postgraduate Students in Medical Biochemistry: Perspectives of Students and Teachers." South-East Asian Journal of Medical Education 18, no. 2 (2025): 49–61. https://doi.org/10.4038/seajme.v18i2.583.

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Background: During COVID-19 pandemic, online written theory exams were found to be essential for internal assessments. The aim of the study was to evaluate the influence of online exams on the following: (i) ability to motivate students to study for their upcoming summative exams, (ii) adoption of online mode of assessment by the students and (iii) educational outcomes with respect to the confidence that may be attached to the judgements. Methods: We conducted online assessments for two batches of postgraduate Medical Biochemistry students: nine second-year and eight third-year Master of Scien

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Annamma Kunjukunju, Aini Ahmad, and Nurul Fariza. "The effectiveness and challenges of online assessment using Interactive Teaching and Learning (ITEL) Platform in Nursing Education: A cross-sectional study." International Journal of Scholarly Research and Reviews 3, no. 1 (2023): 008–15. http://dx.doi.org/10.56781/ijsrr.2023.3.1.0060.

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Background: Assessment is a crucial aspect of teaching and learning. Due to COVID-19, most assessments were changed to online mode. This sudden transition from traditional face-to-face to online assessment presented numerous challenges for nursing students. As such, this study determined student's perception of online assessment usage for their final semester exam using Interactive Teaching and Learning (ITEL) as their learning management system. Methods: This study used a cross-sectional survey design, with the questionnaire administered via Google Forms. A purposive sampling method was emplo

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Meher, Arati, Dipti Mohapatra, Ellora Devi, Manasi Behera, and Tapaswini Mishra. "Effectiveness of implementation of formative assessments as a part of competency-based medical education on summative assessment: A pilot study." National Journal of Physiology, Pharmacy and Pharmacology 13, no. 10 (2023): 1. http://dx.doi.org/10.5455/njppp.2023.13.02107202303032023.

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Background: Assessment is an essential part of each and every education, which represents the learning of a student. If the assessments are performed regularly, it inspires active study habits and inevitably enhance learning. Aim and Objectives: Formative assessments, which are performed regularly, increase the effectiveness of the learning. Hence, we aimed to observe the effectiveness of spaced formative assessments on the performance of students in summative assessments. Materials and Methods: We selected 250 first-year medical students from the 22 to 23 batch. The students were categorized

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Andhani, Apriliana Puspa, Undang Rosidin, and Muhammad Mona Adha. "Jumping task-oriented e-assessment: How does it assess students' soft and hard skills competency? A needs analysis." Asian Journal of Educational Technology 1, no. 2 (2022): 102–7. http://dx.doi.org/10.53402/ajet.v1i2.37.

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This study aimed to analyze the needs of students for jumping task-oriented electronic assessments that can be used to measure students' soft skills and hard skills competencies. Jumping task-oriented electronic assessments can help students improve students' critical thinking skills, in addition to electronic assessments that can make it easier for students to access these assessments anywhere and anytime. This research was conducted at SDN Berundung, Ketapang District, South Lampung with a sample of 5th grade students consisting of 52 students. The data were analyzed descriptively to determi

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Othman, Mohd Izani, Mohd Nadzri Mohd Najib, and Suraya Sulaiman. "FORCED TRANSITION INTO ONLINE ASSESSMENTS: EXPLORING PERCEPTIONS AND CHALLENGES AMONGST PHARMACY STUDENTS." International Journal of Modern Education 5, no. 17 (2023): 228–43. http://dx.doi.org/10.35631/ijmoe.517019.

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In the wake of COVID-19 pandemic, most educational activities have been forced to resumed through online and distance learning. As part of the curriculum objectives, online assessments are carried out to assess students' comprehension and to evaluate the effectiveness and quality of the teaching and learning process. Many students were heavily affected by these sudden transformations from traditional face-to-face (F2F) to forced online assessments. Thus, making it intriguing for academics to explore students' experiences of online assessment at the higher education level. Our study investigate

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Setiawati, Ni Luh Eka, Ni Putu Era Marsakawati, and Dewa Putu Ramendra. "AUTHENTIC ASSESSMENT IN ACTION: ENGLISH TEACHERS’ PERCEPTION AND PRACTICES FOR ASSESSING STUDENTS’ PRODUCTIVE SKILLS AT SENIOR HIGH SCHOOL." Indonesian Journal of Educational Development (IJED) 5, no. 3 (2024): 366–75. https://doi.org/10.59672/ijed.v5i3.4219.

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This study explores how English teachers’ perceptions and practices of authentic assessment for assessing students’ productive skills at Senior High School 2 Kuta. Using Qualitative research aims to explore in-depth information on various responses. This research is the result of expressing a person's various thoughts about a topic (McCarthy, 2017). The result revealed teachers believe that the design and implementation of authentic assessments are critical for effectively improving students' productive skills and that these assessments should fit with the Merdeka Curriculum's learning objecti

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Azam, Fahad, Khurram Irshad, Abida Shaheen, Hira Moin, Nismat Javed, and Hania Ahmer. "Online versus Conventional Paper Based Formative Assessment: Do They Predict Summative Scores?" Pakistan Journal of Physiology 17, no. 1 (2021): 46–50. http://dx.doi.org/10.69656/pjp.v17i1.1312.

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Background: Different mechanisms and methods to conduct formative assessments may influence the learning environment and the learning outcomes. Present study aims to compare the effect of online formative assessments with conventional paper-based formative assessments on summative scores of medical students. Methods: This prospective-observational study was conducted from Oct to Dec 2018 at Shifa College of Medicine, Islamabad. A total of 93 undergraduate students were included. Students were assigned two online formative assessments before the summative assessment of one module and two paper-

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J Shim, Sung. "Peer Assessment of In-Class Presentations: A Cross-Cultural Comparison of American and Chinese Students in Information Systems Courses." Issues in Informing Science and Information Technology 22 (2025): 005. https://doi.org/10.28945/5507.

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Aim/Purpose This study investigates the reliability of peer assessments for information systems (IS) case study presentations and examines differences between American and Chinese graduate students in evaluating such presentations. Background Peer assessments provide diverse perspectives in evaluating student work, but cultural differences may influence assessment patterns. This study explores how American and Chinese students differ in their assessment of IS case study presentations using real-world cases. Methodology Data were collected from 89 graduate students across four course sections -

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Дисертації з теми "Students' assessments"

Wright, Terra. "Middle School Teachers' Perceptions of Incorporating Alternative Assessments to Accommodate Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1354.

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A suburban middle school located in the southeastern United States included differentiated instruction and technology in all aspects of the curriculum. Teachers at this school received professional development on differentiated strategies; however, many teachers did not apply the strategies to assessments and continued to use traditional assessments despite the poor performance of their students on class evaluations. This qualitative case study, rooted in constructivist theories, examined middle school teachers' perceptions and use of alternative assessments. All 6th Language Arts teachers wer

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Taylor, Deborah. "Special Education Students and Standardized Assessments." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249256.

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<p> Special education students with many different disabilities are taught in today’s classrooms, and since the passing of the No Child Left Behind Act in 2001, they are required to take the same standardized assessments as their regular education peers (Resmovits, 2013). Within this study, data were analyzed to determine the perceptions of two groups, which included third-grade regular education teachers and special education teachers of special education students who took the same standardized assessments as their regular education peers. In addition, data were also examined to determi

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Caldwell, Jennifer E. "Self-assessments skills of occupational therapy students." Thesis, Robert Gordon University, 1997. http://hdl.handle.net/10059/610.

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Increasingly health workers are expected to self-evaluate within the work-place thus raising the question as to how they develop such skills. To date there has been very little research on self-assessment in higher education courses which prepare health professionals for their future careers. The project aimed to investigate occupational therapy students' self-evaluation skills during their professional education and within their first work-place. This practice based investigation was conducted by a member of academic staff in one of the two centres in Scotland offering a BSc in Occupational T

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Kwan, Kam-Por. "How university students rate their teachers : a study of the attitudes and rating behaviours of university students in teaching evaluations." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1606/.

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Wright, Kimberly Dawn. "Authenticated writing assessments of agricultural education graduate students." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1255.

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Lindner, Murphy, and Wingenbach (2002), noted that agricultural education's core is communication because it is the component that spreads a variety of ideas to a large group of people and is the essential form of education needed for scholarship. Research is needed to ensure that agricultural education students are taught to write, effectively and efficiently, an argument paper that establishes the following components: coherence, audience awareness, argument, summary, sources, and grammar. The purpose of this descriptive study was to determine if the writing competencies of the Doc@Distanc

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Kidner, Cindy L. (Cindy Lee). "Increasing Differentiation on Vocational Assessments among Gifted High School Students." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278958/.

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Multipotentiality makes career counseling with gifted students difficult. High-flat vocational profiles give the impression that gifted students can develop a wide range of abilities to an equally high level. High-flat vocational profiles may be due to assessments that consider abilities and disregard interests and values, and ceiling effects from the use of age-appropriate, rather than cognitively-appropriate measures. Subjects included 170 gifted students from a residential, early college entrance program (M=15.9 yrs., SD=.361). Subjects completed the Scholastic Aptitude Test, Self-Directed

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Chan, Tina Kim. "Assessing online assessments: A comparison study of math assessment tools for third-grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3074.

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The study reported here examined the move towards online assessments and addressed the question of whether or not different assessment tools affect student scores and student learning. The research activities covered a three-week period, from June 5, 2006 to June 23, 2006. During this time, seventeen third grade students served as their own control group by taking several math tests online and several math tests with paper and pencil. Results were compared to see if performance on computer-based tests would be more successful than pencil-and-paper tests. A follow-up survey to evaluate and inte

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Jung, Eunju. "Methods in creating alternate assessments : calibrating a mathematics alternate assessment designed for students with disabilities using general education student data /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9221.

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Thesis (Ph. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 112-116). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Jung, Eunju 1974. "Methods in creating alternate assessments: Calibrating a mathematics alternate assessment designed for students with disabilities using general education student data." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9221.

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xvi, 116 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>A significant challenge in developing alternate assessments is obtaining suitable sample sizes. This study investigated whether psychometric characteristics of mathematic alternate assessment items created for 2% students in grade 8 can be meaningfully estimated with data obtained from general education students in lower grades. Participants included 23 2% students in grade 8 and 235 general education students in grades 6-8. Twenty three 2% students we

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Francis, Nalda J. "ESL College Students' Perspectives on Classroom Content Delivery and Assessments." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7139.

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The purpose of this qualitative case study was to gather the perspectives of English as a Second Language (ESL) students to determine their views regarding content delivery and assessments in their content’ specific classes. This case study is based on the concept that students’ perspectives should be considered when planning content delivery and assessments for ESL students at Constitution College (pseudonym), a 4-year college in South Florida. ESL college students receive content and assessments in the same manner as native English - speaking students at Constitution College after completing

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Книги з теми "Students' assessments"

J, Thompson Sandra, and Council for Exceptional Children, eds. Alternate assessments for students with disabilities. Corwin Press, 2001.

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Educational Resources Information Center (U.S.), ed. Alternate assessments for students with disabilities. National Center on Educational Outcomes, the College of Education, University of Minnesota, 1996.

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L, Thurlow Martha, and Educational Resources Information Center (U.S.), eds. Resources, students with disabilities in national and statewide assessments: Minnesota Assessment Project. Minnesota Children, Minn. Dept. of Children, Families & Learning, 1996.

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Swanson, James M. School-based assessments and interventions for ADD students. K.C. Publishing, 1992.

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L, Thurlow Martha, and Educational Resources Information Center (U.S.), eds. State alternate assessments: Status as IDEA alternate assessment requirements take effect. National Center on Educational Outcomes in collaboration with Council of Chief State School Officers, 2000.

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R, Olsen Kenneth, and Educational Resources Information Center (U.S.), eds. Alternate alternates: A medley of alternate assessments. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Kristin, Liu, and Educational Resources Information Center (U.S.), eds. Resources, limited English proficient students in national and statewide assessments: Minnesota Assessment Project. Minnesota Children, Minn. Dept. of Children, Families & Learning, 1996.

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National Center for Education Statistics., ed. Understanding the performance of U.S. students on international assessments. National Center for Education Statistics, 1994.

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National Center for Education Statistics, ed. Understanding the performance of U.S. students on international assessments. National Center for Education Statistics, 1994.

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Hutchinson, Nancy L. Performance assessments of career development: ERIC digest. ERIC Clearinghouse on Counseling and Student Services, 1995.

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Частини книг з теми "Students' assessments"

Johnsen, Susan K. "Portfolio Assessment of Gifted Students." In Alternative Assessments. Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-12.

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Bracken, Bruce A. "Nontraditional Strategies for Identifying Nontraditional Gifted and Talented Students." In Alternative Assessments. Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-2.

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Olszewski-Kubilius, Paula, and Marilynn J. Kulieke. "Using Off-Level Testing and Assessment for Gifted and Talented Students." In Alternative Assessments. Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-5.

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Nadarajah, Devika. "Online assessments for university students." In COVID-19, Education, and Literacy in Malaysia. Routledge, 2021. http://dx.doi.org/10.4324/9781003182733-04.

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Robinson, Nancy M. "The Value of Traditional Assessments as Approaches to Identifying Academically Gifted Students." In Alternative Assessments. Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-9.

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VanTassel-Baska, Joyce. "Epilogue: What Do We Know About Identifying and Assessing the Learning of Gifted Students?" In Alternative Assessments. Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-15.

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Doyle, Terry. "Presentations and Performance Assessments." In Helping Students Learn in a Learner-Centered Environment. Routledge, 2023. http://dx.doi.org/10.4324/9781003445067-9.

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Feng, Annie Xuemei, and Joyce VanTassel-Baska. "Identifying Low-Income and Minority Students for Gifted Programs: Academic and Affective Impact of Performance-Based Assessment." In Alternative Assessments. Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-7.

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Brown, Elissa F. "Performance-Based Assessments for Secondary Gifted Students." In Handbook on Assessments for Gifted Learners. Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-14.

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Tunsill, Buruuj. "Assessments and RELD Students in Special Education." In How to Better Serve Racially, Ethnically, and Linguistically Diverse (RELD) Students in Special Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032648965-2.

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Тези доповідей конференцій з теми "Students' assessments"

Szabo, Katalin, and Bela Szabo. "NATIONAL ABILITY TESTS IN ROMANIA." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/60.

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This study investigates the evolution of national standardized tests in Romania, contextualizing these developments within international educational practices. Employing an exploratory, descriptive research methodology, the research is based on desk research and document analysis of relevant laws, regulations, and methodological guides. The primary objective is to provide a comprehensive overview of the regulatory changes and their impacts on assessment processes over the past decade and a half. The findings reveal that the Romanian education system has undergone significant transformations, p

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J Shim, Sung. "Peer Assessment of In-Class Presentations: A Cross-Cultural Comparison of American and Chinese Students in Information Systems Courses." In InSITE 2025: Informing Science + IT Education Conferences: Hiroshima. Informing Science Institute, 2025. https://doi.org/10.28945/5531.

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Earley, Mark. "Comprehensive writing assessments in introductory statistics." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07602.

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Creating assessments for introductory statistics courses is not easy, particularly when the goal is to evaluate students’ conceptual understanding of statistical concepts. “Understanding” is difficult to measure, but we do know it involves more than just memorization of facts or blindly carrying out mechanical data analysis procedures. This paper presents a framework for developing an assessment system in introductory statistics culminating in a series of comprehensive writing assessments that evaluate students’ understandings of larger statistical concepts such as distribution and variability

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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of

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Iskra, Andrej, Tara Tkalec, and Helena Gabrijelčič Tomc. "INTRODUCTION OF PEER EVALUATION IN THE STUDY OF COMPUTER GRAPHICS - OBSERVATIONS ON THE POSSIBILITY OF INVOLVING STUDENTS IN THE EVALUATION PROCESS OF 3D VISUALISATIONS." In INTERNATIONAL SYMPOSIUM ON GRAPHIC ENGINEERING AND DESIGN. UNIVERSITY OF NOVI SAD FACULTY OF TECHNICAL SCIENCES DEPARTMENT OF GRAPHIC ENGINEERING AND DESIGN 21000 Novi Sad, Trg Dositeja Obradovića 6, 2024. http://dx.doi.org/10.24867/grid-2024-p83.

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This study examines the impact of incorporating ICT-enhanced peer evaluation throughout the course of 3D modelling, including midterm and final assessments. Rubrics for peer evaluation were developed to ensure structured and consistent assessment of student work, focusing on criteria such as clarity, objectivity, feedback and overall effectiveness. The practical component involved designing peer assessment forms, implementing these assessments in the classroom and comparing teacher and student assessments. As part of the study, students were required to create 10 landscape-themed visualization

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Honnor, Thomas, Niloufar Abourashchi, and Matina Rassias. "Empowering Non-specialists to Interpret and Disseminate Statistics Through Structured Assessments." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t13a1.

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Assessment is an important tool for quantifying each student’s relative ability but when carefully designed can also be used to educate and empower students. Because the importance of statistical understanding is becoming increasingly recognised, there is a subsequent growth in non-specialist students taking statistics service courses. The assessments for such courses can define students’ personal course aims and level of engagement and set the tone for their future interactions with the subject. We have designed and implemented a modernised assessment pattern, with assessments structured to b

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Zhang, Han, Shanshan Ai, and Lingyu Zhang. "Students’ perception on online formative assessment in English as a foreign language class." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-53.

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In the context of economic globalization and the advancement of science and technology, English has emerged as the predominant language for international communication. In 2020, the Chinese Ministry of Education issued “College English Teaching Guide” and emphasized the role of modern educational technology in assessing students’ learning and enhancing their outcomes. It advocated for the creation of online interactive learning platforms by universities to facilitate teaching, tutoring, practice, feedback, assessment, and other educational aspects, enabling students to learn anytime and anywhe

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Dickinson, Wendy, Anthony Onwuegbuzie, Constance Hines, and Bruce Hall. "Summative assessment strategies for statistical learning: development, administration, and scoring of authentic and performance assessments." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07302.

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This paper describes three original assessments developed for use in undergraduate- and graduate-level mathematics and statistics courses: (a) the context-dependent item set (undergraduate); (b) the visual data display project (undergraduate); and (c) the statistics notebook (graduate). The goal of each assessment was to measure student learning of statistical concepts and methodology, gauge the student’s ability to apply those concepts in context, and provide an opportunity for students to appreciate statistics as a way to investigate, summarize, and explain phenomena of interest. Examples of

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Marino, Leandro, Denise Britz do Nascimento Silva, and Ruben Klein. "A study about test performances of rio de janeiro county students in 2012 and 2011 based on longitudinal data." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15503.

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The aim of this paper is to identify school, parents’ and students’ characteristics associated with educational achievement of students in the third, fourth, seventh and eighth years measured by a large assessment test. We analyze individual and school level factors that can affect the student achievement and, in addition, the work looks for factors influencing performance gains between two consecutive evaluation rounds. The analysis is conducted based on a two-level hierarchical linear model. The primary data source was an educational assessment procedure conducted by Rio de Janeiro City Coun

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Karim, Azharul, Sharon Altena, Henk Huijser, and Sabrina Fawzia. "Relationship between deep learning and authentic assessment in undergraduate engineering education." In International Conference on Advancements in Engineering Education. Science Technology and Management Crescent Australia, 2024. https://doi.org/10.71427/icaeed2025/21.

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This study aims to explore the relationship between deep learning and authentic assessment in Australian undergraduate engineering education. The hypothesis posits that students will adopt deep learning approaches when engaging with authentic assessment tasks. Drawing from existing literature on student learning approaches, assessment influences, and disciplinary differences, this study aimed to identify the dimensions influencing deep learning, examine student perceptions of authentic assessment, and establish the relationship between assessment types and deep learning factors. After carefull

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Звіти організацій з теми "Students' assessments"

Wilson, Chris. Better Preparing Students for Assessment: Marking Criteria, Mock Assessments and Peer-Feedback. The Economics Network, 2015. http://dx.doi.org/10.53593/n2785a.

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Badrinarayan, Aneesha. Performance assessments in college admission: Designing an effective and equitable process. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/150.937.

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At the same time that many colleges and universities are seeking new ways to more equitably admit and support students, a growing number of schools and districts are using performance assessments to prepare for and monitor deeper learning in high school. Performance assessments measure students’ knowledge, skills, and abilities by asking students to use them in the real-world contexts in which they are required. Student performance on well-designed assessments provides a reflection of deeper learning practices and offers rigorous and equitable ways to surface important academic and nonacademic

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Fusco, Judi, Sarah DiMaria, Beverly Yeadon, Janet Kolodner, and Alison Shell. Assessment During Collaborative Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/252.

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This primer explores assessment during collaborative learning, shifting the focus from traditional summative evaluation to ongoing formative assessment for learning. It addresses key questions regarding what should be assessed, individual knowledge, group dynamics, collaborative skills, or both; and how assessments can be designed to align with learning objectives. The document outlines effective practices for incorporating self- and peer-assessment to empower students and provides guidance on delivering meaningful feedback. It discusses the importance of balancing individual and group assessm

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Green, Crystal, Clara Garcia-Millan, and Alicia Lucendo-Noriega. Formative Assessment: Improving Learning for Every Child. HundrED, 2022. http://dx.doi.org/10.58261/qfyv1635.

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Formative assessment is a powerful way to enhance student learning. All types of assessments form important aspects of the learning process. However, formative assessment provides a particular way of evaluating student learning as part of the learning process. The aim of formative assessment is to evaluate students’ learning in a way that promotes the developmental aspects of learning and teaching. In this report we take a look at the research behind formative assessment and highlight 14 innovations working to promote it globally.

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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, Eleanor J. Sterling, and Julia Watkins. Classroom Assessment Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0130.

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Assessments are the primary feedback mechanism in the educational process. They provide feedback to students on how well they are meeting expectations, to teachers on how well the students are learning, and to administrators on the effectiveness of their programs. This feedback, in turn, stimulates changes and improvements and promotes continuous learning. Assessments in a conservation biology course occur before, during, and after an activity, and aim to empower both teachers and students to improve the quality of learning. This module offers an introduction to classroom assessment, describin

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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, & Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities

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Willoughby, Michael T., Timothy Slade, Pooja Gaur, Amanda Wylie, and Carmen Strigel. Using Thermal Imaging to Measure Mental Effort: Does the Nose Know? RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.rb.0041.2503.

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A ubiquitous assumption in educational and psychological assessments is that student performance reflects ability or knowledge of what is being tested. Despite this assumption, in practice, student test performance reflects a mix of ability (knowledge) and effort. “Effort” refers to a range of motivational, dispositional, and energetic factors that contribute to student performance and that are distinct from ability (knowledge). Difficulties in operationally defining and measuring the degree of effort that students put forth in any assessment undermine the optimal use of assessment data. In th

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Vescio, Talia, Courtney Walshe, and Rachel Blance-Palmer. A Wellbeing Specialist Case Management Service Providing Support to Students in a University Setting. Journal of the Australian and New Zealand Student Services Association, 2023. http://dx.doi.org/10.30688/janzssa.2023-1-04.

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Development of the Student Wellbeing Connect (SWBC) service was a response to increased student support needs in the initial stages of the COVID-19 pandemic in 2020. Due to the government-imposed restrictions during the COVID-19 pandemic, students often faced complex psychosocial and wellbeing issues (Dodd et al., 2021). Two years on from its inception, the case management service has become a core component of La Trobe University’s Student Health, Wellbeing and Inclusion services responding to the complex and compounding factors that can impact the wellbeing and success of university students

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the

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Ishikawa, Lynn, Kelley Hall, and Burr Settles. The Duolingo English Test and Academic English. Duolingo, 2016. http://dx.doi.org/10.46999/hzgw1059.

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We describe a two-year study of the relationship between the Duolingo English Test (DET) and the academic English ability of non-native international students at DePauw University. We found DET scores to be significantly correlated with on-campus faculty assessments of English ability for incoming international students (r = 0.62*** for written ability and r = 0.49*** for oral comprehensibility). We also found that DET scores significantly predict the faculty’s decisions to place certain students into academic English support classes. Furthermore, the DET was more strongly associated with facu

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