Zeitschriftenartikel: „Assessment“

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Li, Tilo, Tilo Li, Tilo Li und Tilo Li. „How formative are assessments for learning activities towards summative assessment?“ International Journal of Teaching and Education 9, Nr. 2 (20.10.2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution.

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Omarov, Sahib. „On agro-industrial assessment of territorial lands of Tartar region“. International Journal of Agricultural Biotechnology and Food Sciences 1, Nr. 1 (2020): 1. http://dx.doi.org/10.5455/ijabfs.agro-industrial-assessment-tartar.

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Hassanpour, Badiossadat, Nangkula Utaberta, N. Abdullah, Spalie und M. Tahir. „Authentic Assessments or Standardized Assessment New Attitude to Architecture Assessment“. Procedia - Social and Behavioral Sciences 15 (2011): 3590–95. http://dx.doi.org/10.1016/j.sbspro.2011.04.340.

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Lawler, D. M., und M. A, Wilkes. „Towards Improved Fluvial Sediment Impact Assessment (FSIA) approaches within Environmental Impact Assessments“. Hrvatski geografski glasnik/Croatian Geographical Bulletin 77, Nr. 02 (08.02.2016): 7–31. http://dx.doi.org/10.21861/hgg.2015.77.02.01.

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Fitrisia, Tamara Carolin, und Primardiana Hermilia Wijayati. „SELF-ASSESSMENT AND PEER-ASSESSMENT FOR STUDENTS’ ESSAY ASSESSMENT IN THE AUFSATZ II COURSE“. RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 14, Nr. 1 (19.04.2021): 82. http://dx.doi.org/10.26858/retorika.v14i1.14523.

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Self-assessment and peer assessment is an essential alternative assessment in this 5.0 era and in this pandemic time. Thus, this study objectives are to examine differences between self-assessment and peer assessment, as well as to describe students' perceptions of the application of self-assessment and peer assessment in the Aufsatz II course. This study uses a correlational research design. From the results of the study, it is known that the self-assessment and peer assessment of Aufsatz's writing ability has some differences in the aspects of content and coherence, while self assessement and peer assessments for the aspects of vocabulary, orthography, and grammar have no significant differences. Students still find some difficulties in making self-assessment and peer assessments, and they prefer teacher assessments to self-assessment and peer assessments.

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Grosse, MS, Susan J. „Assessment in aquatics“. American Journal of Recreation Therapy 11, Nr. 2 (01.04.2012): 16–22. http://dx.doi.org/10.5055/ajrt.2012.0018.

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For assessments performed on land, there are a wide variety of assessment protocols available. However, for assessments performed in aquatics, the selection of assessments is much more limited. This article will provide a brief overview of the available assessments appropriate for the aquatic setting. Assessments discussed will include formally published assessment protocols as well as representative examples of authentic assessments that can be designed by aquatic professionals to meet individual participant needs. Directions will be given for how to design rubrics and examples of how this type of assessment can produce information results that can contribute to progress documentation and goal setting.

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Haliq, Abdul, und Sakaria Sakaria. „Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools“. Tamaddun 18, Nr. 2 (31.12.2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.

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Adinda, Ade Hera, Hossiana Ekklesia Siahaan, Inas Fawaz Raihani, Naurah Aprida, Niken Fitri und Ade Suryanda. „Summative Assessment and Formative Assessment of Online Learning“. Report of Biological Education 2, Nr. 1 (30.06.2021): 1–10. http://dx.doi.org/10.37150/rebion.v2i1.1024.

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Assessment is an essential part of offline and online learning, especially when determining student learning results. Each learning process requires an assessment to ensure the learning objectives are achieved. Assessment is also needed as a form of teacher accountability. The assessments that can be done in the learning process are formative and summative. This assessment uses a literature research method where the data obtained comes from literature or literature that examines summative assessment and formative assessment of online learning. In online learning environments, formative and summative assessment methods require more consideration. Formative and summative assessments are used to assess students' views on online learning. Making an assessment for online education, whether formative or summative, also requires the function of related principles and objectives. Formative assessment is carried out while the technique of learning and teaching activities of a particular unit/competency is underway. Formative assessment has the purpose of knowing the development of learner mastery of the unit/competency that is being studied. Summative assessment is accessible in online learning classes because it can efficiently determine the value of student learning outcomes. Summative assessment is usually done at the end of the learning process. The purpose of summative assessments is to understand how much the student's achievement of the studies has been completed. This article will provide an overview of formative and summative assessment methods suitable for online learning environments.

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Satpathy, Anjana, und Roger Kneebone. „Work place based Surgical Assessments: Assessment for Learning or Assessment of Learning?“ International Journal of Surgery 8, Nr. 7 (2010): 572. http://dx.doi.org/10.1016/j.ijsu.2010.07.258.

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Balboni, M. J. „A Theological Assessment of Spiritual Assessments“. Christian Bioethics 19, Nr. 3 (01.12.2013): 313–31. http://dx.doi.org/10.1093/cb/cbt023.

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Husain, Farhat N. „Digital Assessment Literacy: The Need of Online Assessment Literacy and Online Assessment Literate Educators“. International Education Studies 14, Nr. 10 (18.09.2021): 65. http://dx.doi.org/10.5539/ies.v14n10p65.

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Creation of reliable online assessments have always been a concern by educators, this research article provides an idea for providing professionals training development for creating online assessments for the inexperienced assessment literate teachers. The research has placed the importance on the training of the educators in the assessment literacy with a proposed model of utilization of Educational framework to create digital online assignments using IT integrated tools. This paper uses mixed method research and examines the need of training for the creation of reliable assessments and assessment literate educators which will caters to the different students’ abilities. To further explore and understand the training needs of the assessment literacy, this research provides an insight of the year 2020 result analysis, as it might add a new dimension towards the professional development for the online assessment literacy skills. The collected data was used as descriptive, inferential data which was further analyzed and compared to the pretest and the current collected primary data. The purpose of this study shows the importance of the online assessment literacy and the need of assessment literate trained educators who might support in identifying the training needs of online assessment with help of Bloom’s Model in connection with the digital Bloom’s taxonomy. As some experienced educators lack the need of literacy training skills in the online assessments, this proposed model would be beneficial for the educators, and could prepare them as future trainers.

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Grégoire, Jacques. „Diagnostic Assessment of Learning Disabilities: From Assessment of Performance To Assessment of Competence“. European Journal of Psychological Assessment 13, Nr. 1 (Januar 1997): 10–20. http://dx.doi.org/10.1027/1015-5759.13.1.10.

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Models underlying diagnostic assessment of learning disabilities are seldom explained and discussed. More often too, those assessments are offered without empirical support. The goal of the current paper is to reflect on the diagnostic assessment of learning disabilities. A distinction can be made between assessments which focus on performance and those which focus on competence. Competence-based diagnostic assessments provide more useful information to practitioners to understand learning disabilities and to organize special education. Historically, the Piagetian theory opened the way to assessments of competence. But the assessments based on Piagetian theory suffer from methodological shortcomings. In this paper, significant changes for diagnostic assessments which are due to the recent development of cognitive psychology are emphasized.

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Kim. „Performance Assessment for Rockfall Protection Systems II: Performance Assessment“. Journal of the Korean Society of Civil Engineers 35, Nr. 1 (2015): 49. http://dx.doi.org/10.12652/ksce.2015.35.1.0049.

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International Monetary Fund. „Indonesia: Financial Sector Assessment Programâ€”Basel Core Principles Assessmentâ€”Detailed Assessment of Compliance“. IMF Staff Country Reports 12, Nr. 335 (2012): 1. http://dx.doi.org/10.5089/9781475561685.002.

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Firkola, Peter. „Review of Career Assessment Tools“. Archives of Business Research 9, Nr. 11 (04.12.2021): 131–40. http://dx.doi.org/10.14738/abr.911.11299.

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This paper provides an overview of career assessment tools. Background on key career concepts is first introduced. A number of career assessment tools are then examined. These assessment tools included reviewing personal history, interest inventories, values assessments, personality assessments, and aptitude tests. The importance and limitations of these career assessment tools are then discussed.

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Kim. „Performance Assessment for Rockfall Protection Systems I: Performance Assessment Criteria“. Journal of the Korean Society of Civil Engineers 35, Nr. 1 (2015): 63. http://dx.doi.org/10.12652/ksce.2015.35.1.0063.

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Kim, Soojin, und Kwangsoon Jeong. „Discussions on ‘Assessment as Learning’ through Student Voice on Assessment“. Korean Association For Learner-Centered Curriculum And Instruction 23, Nr. 9 (15.05.2023): 123–35. http://dx.doi.org/10.22251/jlcci.2023.23.9.123.

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Objectives This paper explores the possibility of Assessment as Learning (AaL) and its practice in classrooms. Methods For this, a case study was conducted through Student Voice of Gangyoon, a 6th grade elementary school student who spoke about his experience with classroom assessments. Results The results show that (1) Gangyoon understands the main purpose of assessment as monitoring his learning or growth based on his own intentions. This implies students use assessments to monitor themselves related to their own objectives. (2) Gangyoon assesses his learning with reference to the amount of time his studying and the degree of his understanding. This means students set their own criteria to assess their learning. (3) Gangyoon assesses his learning as a key assessor who makes final judgements on his own learning with consideration of self-assessment and teacher-assessment at the same time. Conclusions It is concluded that AaL is implemented as self-assessment in practice. Furthermore, the possibility of AaL as Learned Curriculum’s major assessment method and as one of its key elements is confirmed by Student Voice on the practice of classroom assessments.

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Starr, Paul, John H. Annala und Ray Hilborn. „Contested stock assessment: two case studies“. Canadian Journal of Fisheries and Aquatic Sciences 55, Nr. 2 (01.02.1998): 529–37. http://dx.doi.org/10.1139/f97-230.

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We describe two case studies where scientists representing alternative interest groups worked together to attempt to resolve scientific issues of fisheries assessments. In several fisheries in New Zealand, commercial fishing interests hired consultants to review governmental assessments. In some of these fisheries, the two sides provided alternative competing assessments; in other fisheries, there was a cooperative agreed-upon assessment. In the analysis of chinook salmon (Oncorhynchus tshawytscha) within the Pacific Salmon Treaty, scientists representing all parties agreed upon an assessment procedure and developed it over a number of years. Such contested assessments provide a number of benefits including (i) intense peer review, (ii) the ability to bring data from all parties into the assessment process, and (iii) better understanding and trust of the assessments by the different interest groups. Effective peer review requires repeating the calculations associated with data sources and assessment models. We suggest that contested assessments, despite the extra cost, are highly valuable, as they provide a substantially improved standard of assessment. Contested assessments will evolve towards cooperative analysis unless participating parties feel that the cooperative assessment is counter to their perceived interests.

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Cohen, Ira S., und Joan V. Fowler. „Assessment: Create Assessments That Do It All“. Mathematics Teaching in the Middle School 4, Nr. 1 (September 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 students have said in their own words, these assessment are intended to be a learning experience. The assessment presented also adhere to the principle that “if it is important, assess it.”

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Riggan, Matthew, und Leslie Nabors Oláh. „Locating Interim Assessments Within Teachers' Assessment Practice“. Educational Assessment 16, Nr. 1 (28.02.2011): 1–14. http://dx.doi.org/10.1080/10627197.2011.551085.

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Mendes da Costa, T. „Procedure-based assessments: an appropriate assessment tool?“ Bulletin of the Royal College of Surgeons of England 96, Nr. 7 (Juli 2014): 236–38. http://dx.doi.org/10.1308/147363514x13990346756409.

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The Joint Committee on Surgical Training (JCST), an advisory body to the four surgical royal colleges of the UK and Ireland for all matters relating to surgical training, has identified eight quality indicators specific to orthopaedics and trauma. 1 The sixth indicator is that a minimum of 40 workplace-based assessments (WBAs) be completed per year of training, with some deaneries advocating up to 80 per year.

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Rosana, Dadan, Eko Widodo, Wita Setianingsih und Didik Setyawarno. „Pelatihan Implementasi Assessment Of Learning, Assessment For Learning Dan Assessment As Learning Pada Pembelajaran IPA SMP di MGMP Kabupaten Magelang“. Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA 4, Nr. 1 (25.08.2020): 71–78. http://dx.doi.org/10.21831/jpmmp.v4i1.34080.

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AbstrakKegiatan pelatihan ini bertujuan untuk meningkatkan kualitas penilaian peserta didik sehingga dapat menerapkan otentik asesmen sebagaimana di minta di Kurikulum 2013. Penilaian konvensional cenderung dilakukan untuk mengukur hasil belajar peserta didik. Dalam konteks ini, penilaian diposisikan seolah-olah sebagai kegiatan yang terpisah dari proses pembelajaran. Pemanfaatan penilaian bukan sekadar mengetahui pencapaian hasil belajar, justru yang lebih penting adalah bagaimana penilaian mampu meningkatkan kemampuan peserta didik dalam proses belajar.Penilaian seharusnya dilaksanakan melalui tiga pendekatan, yaitu assessment of learning (penilaian akhir pembelajaran), assessment for learning (penilaian untuk pembelajaran), dan assessment as learning (penilaian sebagai pembelajaran). Dengan kegiatan pelatihan ini diharapkan kompetensi guru dalam bidang penilaian dapat meningkat.Kegiatan pengabdian ini dilakukan dalam rancangan workshop dan pendampingan mulai dari penjelasan tentang pemanfaatan Assessment of Learning, Assessment for Learning dan Assessment as Learning Pada Pembelajaran IPA SMP, melakukan validasi dan uji coba asessment di kelas pembelajaran, dan menerapkan asesmen tersebut dalam seluruh penbelajaran IPA di SMP. Evaluasi kegiatan dilaksanakan baik dari aspek proses (workshop dan pendampingan) maupun aspek produk (melakukan tes kemampuan guru menerapkan asesmen di kelas pembelajaran). Pada tahap implementasi di lapangan akan dilaksanakan dengan cara melakukan kemitraan kolaboratif dengan MGMP IPA SMP di Kabupaten Magelang, Provinsi Jawa Tengah. Kata kunci: Pelatihan guru, Assessment of Learning, Assessment for Learning, Assessment as Learning. Assessment Of Learning, Assessment For Learning And As Learning Assessment Training In Smp Learning Learning In MGMP, Magelang DistrictAbstractThis training activity aims to improve the quality of student assessment so that they can apply authentic assessments as requested in the 2013 Curriculum. Conventional assessments tend to be carried out to measure student learning outcomes. In this context, assessment is positioned as if the activity is separate from the learning process. Utilization of assessment is not just knowing the achievement of learning outcomes, rather what is more important is how assessment can improve the ability of students in the learning process. Assessment should be carried out through three approaches, namely assessment of learning (assessment of learning), assessment for learning (assessment for learning) , and assessment as learning (assessment as learning). With this training activity it is expected that teacher competency in the field of assessment can increase.These service activities are carried out in the design of workshops and mentoring starting from the explanation of the use of Assessment of Learning, Assessment for Learning and Assessment as Learning in Junior High School Science Learning, validating and testing assessments in learning classes, and implementing these assessments in all Natural Sciences learning in SMP . Evaluation of activities carried out both from the aspect of the process (workshops and mentoring) and product aspects (testing the ability of teachers to apply assessments in learning classes). At the implementation stage in the field, it will be carried out by collaborative partnership with MGMP IPA SMP in Magelang Regency, Central Java Province.Key words: Teacher training, Assessment of Learning, Assessment for Learning, Assessment as Learning

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Rahman, Nur Fuadi, Muhammad Ihsanuddin Masdar, Aulia Mustika Ilmiani, Faizal Habibie und Soukaina Samdouni. „Transformation of Arabic Assessment in Indonesia: Conventional Assessment Toward Digital Assessment“. Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 10, Nr. 2 (20.10.2022): 199–212. http://dx.doi.org/10.23971/altarib.v10i2.4510.

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Since 1960, digital assessment has been developed and implemented in foreign language assessments, but there are still few studies that discuss Arabic digital assessment because most of them follow a traditional paper and pencil assessment. The study investigates the transformation of Arabic assessment in Indonesia from conventional to digital. It further describes the factors influencing the transformation. This study employs a qualitative-case study involving Indonesian Islamic State Universities. Data collection techniques used are interviews and observations. Then the data is analyzed interactively with data reduction, data display and conclusion. The results show that the transformation of the Arabic language assessment has begun in 2016 at UIN Maliki Malang but it faced constraints regarding its TOAFL implementation. Implementing the digital Arabic assessment is comprehensively done during the online learning policy. Two factors influence the shift in Arabic assessment culture: the rapid development of the 4.0 Industrial Revolution and the COVID-19 pandemic. There are two models of digital assessment: web-based assessment and mobile-based assessment

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Almahdi Ibrahim Basha, Nouraldin. „Environmental Impact Assessment“. International Journal of Science and Research (IJSR) 12, Nr. 1 (05.01.2023): 561–66. http://dx.doi.org/10.21275/sr23110205654.

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Gunjal, Prof S. P., Vedant Kharatmal, Jay Rane, Ritesh Deo und Aditi Mahamuni. „Competency Assessment“. International Journal for Research in Applied Science and Engineering Technology 11, Nr. 11 (30.11.2023): 358–61. http://dx.doi.org/10.22214/ijraset.2023.56515.

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Abstract: In an era of diverse educational and career opportunities, the process of guiding students toward well-informed decisions is increasingly complex. Competency assessment projects, driven by computer-based assessments and machine learning algorithms, have emerged as a promising solution. This research paper explores the intricate synergy of technology and education in competency assessment. It delves into the design of comprehensive assessments that transcend conventional knowledge-based tests, focusing on students' problem-solving skills, critical thinking abilities, and personal interests. Leveraging machine learning algorithms, these projects dissect assessment results to reveal latent competencies, and subsequently, recommendation systems provide personalized guidance, aligning students with fields of study and career paths that harmonize with their proficiencies and passions. Nevertheless, the paper also addresses the ethical, privacy, and continuous improvement considerations that underscore the journey toward transforming career and educational guidance. Ultimately, this research underscores the potential of competency assessment projects to reshape the educational and career landscape, empowering students to navigate their future with competence and conviction.

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Wang, Xiaocan, und Jie Huang. „Department-specific collection assessment“. Collection and Curation 39, Nr. 1 (23.08.2019): 22–30. http://dx.doi.org/10.1108/cc-02-2019-0005.

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Purpose The purpose of this paper is to introduce the pilot project of collection assessment performed by an academic library for the Computer Information Science (CIS) Department specifically and share the experience involved in this assessment. Design/methodology/approach In this descriptive research, the library gathered and analyzed a set of evaluation reports for CIS-related print and electronic materials. This assessment includes analyses of physical items, periodicals, electronic resources, peers’ databases, faculty syllabi, as well as departmental allocation fund. Findings This project shows the importance of collaboration between the library and academic departments on collection evaluation and assessment. It demonstrates that the assessments of a department-specific collection can provide the library with insights into the quality of the collection and help librarians better understand the information requirements of the faculty and students in the department. By analyzing the data collected in the assessment, the library can spend the tight budget on the most needed core materials related to the curriculum and research of the department. This project provides a good example for future routine assessments. Practical implications The procedure, results and future work of this assessment provide other academic libraries with insights into and practical solutions to department-specific collection assessments. Originality/value The study describes a set of collection assessment activities specific to a disciplinary department undertaken by Spiva Library. Few studies have been conducted to study department-specific collection assessments. This type of study can assist a university library to develop a core collection in support of teaching, learning and research for individual academic departments.

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Dabhi, Dr Leena, und Dr Jayesh Dutt. „ASSESSMENT OF NUTRITIONAL STATUS OF PATIENTS WITH COPDBYSUBJECTIVE GLOBAL ASSESSMENT(SGA)“. International Journal of Scientific Research 3, Nr. 3 (01.06.2012): 247–48. http://dx.doi.org/10.15373/22778179/march2014/83.

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Amirreza, Karami, Moser Olivia, Dagnan Elexa, Halverson Annie, McQueen Emma, Robinson Hannah und Shaw Heaven. „Differentiated instruction and assessment“. i-manager’s Journal on English Language Teaching 13, Nr. 3 (2023): 50. http://dx.doi.org/10.26634/jelt.13.3.19950.

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The focus of this review paper is on the assessment of English Language Learners (ELLs) and the ways in which the language gap negatively influences ELLs in classroom assessments. The research body provides an outline of differentiated instruction and assessment highlighting the primary obstacles that hinder ELLs from achieving success in various classroom assessments. It explains the importance of addressing the language gap due to its wide-reaching impact. Additionally, it underscores the significance of differentiating instruction and scaffolding assessment to accommodate language, culture, and previous educational experience. This consideration is especially crucial as assessment results may be biased or inaccurate if these factors are not taken into account. Finally, the paper discusses several strategies that teachers can implement to enhance their instruction and assessment methods.

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Reardon, Sean Fitzpatrick, Kate Scott und John Verre. „Symposium: Equity in Educational Assessment“. Harvard Educational Review 64, Nr. 1 (01.04.1994): 1–5. http://dx.doi.org/10.17763/haer.64.1.30t3h163v1327230.

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Testing and assessment are increasingly the levers of choice for educational reform in the United States today. The last two decades have seen an enormous rise in the attention and money devoted to testing and assessing students, and current proposals for a system of national standards and assessments, such as the Clinton administration's Goals 2000 legislation, promise more of the same. In this symposium, "Equity in Educational Assessment," the Harvard Educational Review examines the relationship between new assessment policies and issues of educational equity. Two assumptions about assessment dominate current policy debates. First is the assumption that changes in assessment policies can be used as a powerful lever for reforming schools. Second is the assumption that new, "authentic" forms of assessment, such as performance assessment and portfolio assessment, are inherently superior to traditional standardized, multiple-choice tests. Both assumptions, however, have gone largely unchallenged in the public discourse about assessment and school reform, despite the fact that there is yet little empirical evidence to indicate whether or not they are valid. In fact, as each contributor to this symposium points out, it is doubtful that merely changing the form of assessments from standardized, multiple-choice tests to open-ended performance and portfolio assessments will improve schools and reduce educational inequities in the United States.

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Hidayat, Rahmad, Imam Sujadi, Siswanto und Budi Usodo. „Description of Assessment: Assessment for Learning and Assessment as Learning on Teacher Learning Assessment“. Journal of Education Research and Evaluation 7, Nr. 4 (23.12.2023): 653–61. http://dx.doi.org/10.23887/jere.v7i4.59950.

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Assessment becomes a self-developing learning instruction and requires a broader focus on feedback interventions, especially learners' responses to feedback and the learning environment in which feedback works. Study of the ability of teachers to reflect on the application of assessment in the learning process in the classroom. The purpose of this study is to analyze Assessment for Learning (AfL) and Assessment as Learning (AaL) in the learning process in the classroom. The research method used is a qualitative research method using an in-depth, focused interview. Data collection techniques in the form of reflective are analyzed using reduction analysis, presentation, and drawing conclusions from the data. The results of the interviews show that assessment is often used as a measure of learning success alone, without regard to the application of constructive feedback to help students improve their achievement competencies in mathematics learning. Assessment is still focused on giving grades or rankings that can result in competition between students, so they have not focused on improving the learning process. It gives stakeholders a clear and unified picture of how educational assessments relate to learning and can help educators assist and design assessment practices. The construct of Assessment for Learning (AfL) and Assessment as Learning (AaL) must be looked at consistently with each other to build an assessment culture that maximizes student learning.

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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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Hemsley, Svetlana, Rebecca McKnight, Aneeba Anwar, Sarah Jones und Lola Martos. „New patient assessment in old age psychiatry: the importance of risk assessment“. BJPsych Bulletin 39, Nr. 5 (Oktober 2015): 227–32. http://dx.doi.org/10.1192/pb.bp.113.046342.

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Aims and methodIn recent years, the role of non-medical community mental health team (CMHT) clinicians has widened to include new patient assessments. It is unclear whether all professionals have the skills and confidence to undertake these to a high quality. This project investigated which professionals are doing new assessments, evaluated their quality and explored the assessors' unmet training needs. The study was based on the data extracted from electronic notes and a complete audit cycle in South Oxfordshire Older Adults CMHT; this was a cross-sectional study across Oxfordshire older adults services.ResultsMost new assessments (72.4%) were done by non-medical clinicians; the majority were missing important information, especially relating to medications and risk assessment. Only 75% of assessors felt at least ‘partially confident’ to do assessments and found them stressful, with 86% keen to undertake further training.Clinical implicationsSimple measures such as an assessment form, a programme of training seminars and adequate supervision, delivered to all CMHT clinicians, can ensure high-quality assessment in diverse clinical environments.

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Estaji, Masoomeh, und Amir Kardoust. „EFL Teachers’ Use of Classroom-Based Assessment Strategies: Assessment Purposes and Practices“. Electronic Journal of Foreign Language Teaching 18, Nr. 2 (2021): 172–84. http://dx.doi.org/10.56040/etek1825.

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Classroom-Based Assessment plays a fundamental role in any standards-based system of education. Unlike large-scale assessments which focus on measurement, classroom-based assessment, as the foundation for all other types of assessments, aims learning. Despite this prominence, different aspects of it have not received the due attention specifically in EFL context of Iran. To this end, this descriptive survey study sought to examine the purposes, strategies, and procedures lied behind Iranian EFL teachers’ use of classroom assessment. In this study, the data were collected by involving 187 Iranian EFL teachers who completed a questionnaire (adopted from Cheng, Roger, & Hu, 2004). The results revealed that Iranian EFL teachers used assessment with mainly student-centered purposes. In assessing different skills, the teachers’ use of student-administered strategies was more prominent. Finally, varying patterns were reported in their assessment procedures. They also devoted more than 20% of their class time to assessment. Such findings would raise the teachers’ awareness regarding their classroom-based assessment practices as they compare teachers’ assessment strategies and practices across various educational setting.

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Algermissen, S. T. „Techniques and parameters for earthquake risk assessment“. Bulletin of the New Zealand Society for Earthquake Engineering 22, Nr. 4 (31.12.1989): 202–18. http://dx.doi.org/10.5459/bnzsee.22.4.202-218.

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The principal elements of seismic risk assessment are outlined. An approach to seismic risk assessment is developed that provides quite satisfactory risk assessments on a scale of a single structure to regional assessments of risk. An example of a contemporary risk assessment is discussed and the development of a data base for routine risk assessments is advocated.

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Murwantini, Sri. „OPTIMALISASI ASESMEN UNTUK SEKOLAH MENENGAH KEJURUAN PADA KURIKULUM MERDEKA“. Steam Engineering 4, Nr. 2 (21.03.2023): 105–13. http://dx.doi.org/10.37304/jptm.v4i2.8396.

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This research aims to study the optimization of assessments for vocational high schools (SMK) in the Kurikulum Merdeka. The assessment in the Kurikulum Merdeka includes formative and summative assessments In SMK there is a form of assessment or assessment that distinguishes it from other levels, namely: fieldwork practice assessment, Vocational competency test and Competency Unit Examination. Optimization of assessments is done by making good assessment planning including the formation of assessment objectives, formulation of achievement criteria, selection of appropriate assessment instruments and applying high order thinking skills (HOTS). Assessment planning must be clearly illustrated in the RPP or Teaching Module developed, as well as the implementation of the assessment according to planning in the learning process.

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Samuels, Marilyn. „Guest Editorial: Assessment of Postsecondary Students: Why We Should be Using Dynamic Assessment“. Journal of Cognitive Education and Psychology 5, Nr. 1 (Januar 2005): 17–24. http://dx.doi.org/10.1891/194589505787382595.

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Over the past decade, the number of students with learning disabilities and attention disorders attending postsecondary institutions has increased dramatically. This has given rise to an increase in assessments for documentation and support purposes. This article discusses some of the problems with the assessments done on this population, including the lack of specific training of psychologists in assessment of adult students, differences between assessment of children and adults, and validity issues. The benefits of using dynamic assessment as part of a more formal assessment are discussed. Dynamic Assessment is particularly helpful when scores on standardized tests are lower than expected, the student is from a non-Western European culture, has a first language other than English and/or has an unusual school history, the student is performing poorly in a particular skill area, or when students appear unaware of what they are doing/not doing that is impeding their performance. Dynamic assessments are also helpful for providing data-based recommendations for accommodations, strategies, and assistive technologies. The need for the development of new dynamic tools and research for this population is addressed.

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Walser, Tamara M. „Evaluability Assessment in Higher Education: Supporting Continuous Improvement, Accountability, and a Culture of Assessment“. Journal of Assessment and Institutional Effectiveness 5, Nr. 1 (01.04.2015): 58–77. http://dx.doi.org/10.5325/jasseinsteffe.5.1.58.

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Abstract The purpose of this article is to describe the use of evaluability assessment, an approach to program evaluation, to inform continuous improvement efforts, support accountability requirements, and facilitate a culture of assessment in higher education. Examples of two evaluability assessments conducted in a college of education are discussed, including the key activities carried out for each component of the evaluability assessments, findings and recommendations from each evaluability assessment, and how results of the evaluation work have been used. The examples demonstrate the utility of evaluability assessment as part of a higher education assessment system. They further highlight the value of stakeholder involvement, initiation of assessment by leadership based on need, and use of results in supporting a culture of assessment in higher education. Future research is needed to better understand the utility of evaluability assessment in other program evaluation approaches in diverse higher education contexts.

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Meher, Arati, Dipti Mohapatra, Ellora Devi, Manasi Behera und 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, Nr. 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 into three groups on the basis of formative assessment performance. Group I did not appear in the formative assessment, Group II scored <50% in the formative assessment, and Group III scored more than 50% in the formative assessment. Multiple comparisons of scores of summative assessments between different groups were done using ANOVA. Scores of formative assessment and summative assessments were correlated using Pearson correlation. Results: We got a statistically significant difference (P < 0.05) in mean summative assessment scores in different groups. Again, the analysis showed formative assessments had a significant (P < 0.05) relationship with summative assessment performance. Conclusion: The performance of formative assessments is predictive of summative examination scores. Academically poor medical students will be benefited from formative assessments.

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Dolja-Gore, Xenia, Meredith Tavener, Tazeen Majeed, Balakrishnan R. Nair und Julie E. Byles. „Uptake, prevalence and predictors of first-time use for the 75+ Health Assessment Scheme“. Australian Journal of Primary Health 23, Nr. 5 (2017): 476. http://dx.doi.org/10.1071/py16108.

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In 1999, the Australian Federal Government introduced Medicare items for Health Assessments for people aged 75 years and older (75+ health assessments). This research examined uptake of these assessments and identified predictors of use by women from the Australian Longitudinal Study on Women’s Health (ALSWH). Assessments were identified for each year from 1999 to 2013 using linked Medicare data. Time to first assessment was examined, as well as social and health factors associated with having an assessment. From 1999 to 2013, 61.8% of women had at least one assessment. Almost one-third had an assessment within 2 years of their introduction, 25% of women died before having an assessment and 13% survived but did not have an assessment. Factors associated with assessment included being widowed, private health insurance, marital status, education, having arthritis and urinary incontinence, and less difficulty managing on income. Many women never received an assessment, and many only received one. Promotion of the 75+ health assessments is necessary among older women to increase uptake.

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Apley, AG. „An assessment of assessment“. Journal of Bone and Joint Surgery. British volume 72-B, Nr. 6 (November 1990): 957–58. http://dx.doi.org/10.1302/0301-620x.72b6.2246297.

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Gorin, Joanna. „Assessment as Evidential Reasoning“. Teachers College Record: The Voice of Scholarship in Education 116, Nr. 11 (November 2014): 1–26. http://dx.doi.org/10.1177/016146811411601101.

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Background/Context Principles of evidential reasoning have often been discussed in the context of educational and psychological measurement with respect to construct validity and validity arguments. More recently, Mislevy proposed the metaphor of assessment as an evidentiary argument about students’ learning and abilities given their behavior in particular circumstances. An assessment argument consists of a claim one wants to make, typically about student learning, and evidence that supports that claim. From this perspective, the quality of our assessments are a function of both whether we have built our arguments about the right types of claims and whether we have collected sufficient persuasive evidence to support our claims. Purpose This paper examines limitations of the dominant practice in educational assessment of the 20th century, which focuses on relatively simple claims and often rely on a single piece of evidence. This paper considers future educational assessment in terms of principles of evidential reasoning, focusing the discussion on the changes to the claims our assessments must support, the types of evidence needed to support these claims, and the statistical tools available to evaluate our evidence vis-à-vis the claims. An expanded view of assessment is advanced in which assessments based on multiple evidence sources from contextually rich situated learning environments, including unconventional data regarding human competencies, improve our ability to make valid inferences and decisions about all education stakeholders. Conclusions For educational assessment to have the positive impact we intend on educational outcomes, future assessments must leverage technological and computational developments, as well as more contemporary models of human cognition, to build robust complex evidential arguments about the critical competencies that are likely to determine individuals’ success in 21st century society.

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Perry, Marcia, Andrew Linn, Brendan W. Munzer, Laura Hopson, Ambrosya Amlong, Michael Cole und Sally A. Santen. „Programmatic Assessment in Emergency Medicine: Implementation of Best Practices“. Journal of Graduate Medical Education 10, Nr. 1 (01.02.2018): 84–90. http://dx.doi.org/10.4300/jgme-d-17-00094.1.

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ABSTRACT Background Programmatic assessment is the intentional collection of key data from multiple sources for both assessment of learning and assessment for learning. Objective We developed a system of programmatic assessment (PA) to identify competency progression (summative) and assessment for learning to assist residents in their formative development. Methods The programmatic assessment was designed iteratively from 2014 through 2016. All assessments were first categorized by competency domain and source of assessment. The number of assessment modalities for each competency domain was collected. These multisource assessments were then mapped by program leadership to the milestones to develop a master PA blueprint. A resident learning management system provided the platform for aggregating formative and summative data, allowing residents and faculty ongoing access to guide learning and assessment. A key component of programmatic assessment was to support resident integration of assessment information through feedback by faculty after shifts and during monthly formal assessments, semiannual resident reviews, and summative judgments by the Clinical Competency Committee. Results Through the PA, the 6 competency domains are assessed through multiple modalities: patient care (22 different assessments), professionalism (18), systems-based practice (17), interprofessional and communication skills (16), medical knowledge (11), and practice-based learning and improvement (6). Each assessment provides feedback to the resident in various formats. Our programmatic assessment has been utilized for more than 2 years with iterative improvements. Conclusions The implementation of programmatic assessment allowed our program to organize diverse, multisourced feedback to drive both formative and summative assessments.

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Zaitun, Zaitun, Rochmiyati Rochmiyati und Pargito Pargito. „Assessment Online Learning At Elementary School“. Edunesia : Jurnal Ilmiah Pendidikan 2, Nr. 3 (28.08.2021): 663–67. http://dx.doi.org/10.51276/edu.v2i3.186.

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This study aims to determine the assessment model for online-based elementary school teachers during the Covid-19 pandemic. This research was carried out at SDN 2, Palas District, South Lampung Regency. The research method used in this study is a qualitative research method with a descriptive study approach. The data collection techniques used are through questionnaires and interviews. The results showed that the online assessment in elementary schools during the Covid-19 pandemic was carried out through: assignments, daily exercises (oral tests), written tests and portfolios. From the various types of assessments carried out, it turns out that there are several obstacles, from the results of interviews that have been conducted, the obstacles experienced in online assessments are skills and attitude assessments to overcome the obstacles regarding online assessment, it still needs to be developed again, namely self-assessment and parental assessment to help solve problems regarding attitude and skill assessment.

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Symonds, Ria, und Lisa Mott. „Creating authentic assessment in mathematics“. MSOR Connections 22, Nr. 2 (04.04.2024): 37–46. http://dx.doi.org/10.21100/msor.v22i2.1484.

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Assessment of students’ mathematics knowledge within higher education (HE) has normally taken a very traditional approach. Closed-book assessments have long been the favoured mode of assessment (Iannone Simpson, 2011) which often requires students to recall facts, formulae, and methods. One could argue that this type of assessment is limited in its ability to effectively assess how well a student’s ability to authentically use mathematics has developed. Due to the recent pandemic, many institutions were forced to rethink their assessment methods so that they could be delivered online and remotely. As such, there has been a renewed sense of need for more ‘authentic’ assessments for mathematics-based programmes.In this paper, we will discuss our journey of creating more authentic assessments for apprentices enrolled on a new Data Science Degree Apprenticeship, particularly in mathematics/statistics. We will compare two years of delivery of the course; the first year of delivery which comprised of traditional assessment methods (coursework/exam) and the second year of delivery that used more authentic assessment methods. We will discuss the pros and cons of each model by reflecting on our practice and drawing on apprentices’ feedback.

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Eko Handoyo, Ali Masyhar, Kamaludin, Joko Widodo,. „Performance of Educational Assessments: Integrated Assessment as an Assessment Innovation during the Covid-19 Pandemic“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 6 (05.04.2021): 2708–18. http://dx.doi.org/10.17762/turcomat.v12i6.5777.

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This research aims to find a theoretical concept of assessment for students during the Covid-19 pandemic as a follow-up step for assessment activities in obtaining the validity of assessment results. The research method used is qualitative research methods and conducted on ten Public Elementary School Principals with at least 5 years of teaching experience. The purposive sampling method was used to determine the informants. Here focuses on Analyzing the assessment process and the student learning outcomes process through online learning process during the Covid-19 pandemic. Data collection techniques, in this study, are observation, interviews, and documentation. To obtain data validity, this study uses triangulation of data collection techniques. The result of this study is an integrated assessment theory concept towards the students during the Covid-19 pandemic. The impact of this study provides a new breakthrough, because it provides a different perspective of assessment by integrating 3 perspectives in assessing student academic performance as well as collaborating their own function, namely the teacher's as an assessor of student cognitive competence, the student's as assessors of their own affective competence (self assessment), and the parents’ as assessors of students' psychomotor competencies. The further research can be carried out when the Covid-19 pandemic has ended so that it can provide a different view of the effectiveness of using integrated assessment as an assessment method which can be used sustainably in the future.

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Burke, Lynsey A., und Joanne M. Williams. „Two thinking skills assessment approaches: “Assessment of Pupils’ Thinking Skills” and “Individual Thinking Skills Assessments”“. Thinking Skills and Creativity 7, Nr. 1 (April 2012): 62–68. http://dx.doi.org/10.1016/j.tsc.2011.11.002.

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DeLuca, Christopher. „The Capacity of Assessment in Arts Education“. Encounters in Theory and History of Education 11 (06.09.2010): 3–12. http://dx.doi.org/10.24908/eoe-ese-rse.v11i0.2526.

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Assessments play a dominant role in teaching and learning within current accountability frameworks of education. In such contexts, assessments may be perceived as barriers to promoting creativity within arts education. In this article, I examine emerging research that pushes educators to reframe assessment as a pedagogical structure that supports the development of creativity in students. I begin by justifying the integration of newer forms of assessment (i.e., assessment for and as learning) within traditional assessment of learning structures and in relation to our aim of developing students’ creative capacities. I then consider the practice of constructing performance assessments that maintain criteria that encourage creative development rather than limit it. Thus my purpose in writing this article is to provide both a theoretical rationale for assessment integration in the arts as well as a practical approach to arts assessment that works within the current structures of assessment in schools.

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Gyamfi, Abraham, Saranraj Loganathan und Rosemary Acquaye. „Improving teachers' classroom assessment practices: perceptions of teachers in the Ellembelle District of Ghana“. e-mentor 101, Nr. 4 (2023): 56–62. http://dx.doi.org/10.15219/em101.1625.

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This study looks at how teachers can improve their in-class assessment practice in the Ellembelle District in Ghana, and aims to identify the challenges confronted by teachers in classroom assessments, as well as ways to improve the classroom assessments themselves. A quantitative research method was adopted using a simple random sampling technique. The study was conducted among 207 professional teachers using a mailed questionnaire (primary data), which was analyses using statistical tools. The study found that teachers face many challenges in their classroom assessments, and thus proposed performance-based assessments, rubrics, peer assessment, portfolio assessment and self-assessment as strategies for improving classroom assessments. It is recommended that the Ghana Education Service ensure a decrease in strength in classrooms in the district, incorporate peer assessment, and conduct in-service training, self-assessment, and performance evaluation to improve effective classroom assessments.

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Schulman, Linda. „New Assessment Practices in Mathematics“. Journal of Education 178, Nr. 1 (Januar 1996): 61–71. http://dx.doi.org/10.1177/002205749617800105.

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Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.

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Nur Budiono, Arifin, und Mochammad Hatip. „Asesmen Pembelajaran Pada Kurikulum Merdeka“. Jurnal Axioma : Jurnal Matematika dan Pembelajaran 8, Nr. 1 (13.04.2023): 109–23. http://dx.doi.org/10.56013/axi.v8i1.2044.

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The independent curriculum is an improvement of the 2013 curriculum. This curriculum is designed to optimize learning outcomes according to student needs. Learning is designed according to the results of the assessment both at the beginning, middle and end of learning. The purpose of this study is to describe the assessment that is commonly used in the independent curriculum. The research method used is a qualitative descriptive method by collecting library data, reading and recording and processing research materials. The results of the study stated that there are types of assessments used in the independent curriculum, namely assessment at the beginning of learning or diagnostic assessment, formative assessment and summative assessment. There are two types of diagnostic assessments, namely cognitive and non-cognitive diagnostic assessments. Keywords: Diagnostic assessment, formative assessment, summative assessment, independent curriculum

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