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1
Edge, Karen. "Educational assessment, evaluation and accountability." Educational Assessment, Evaluation and Accountability 24, no. 3 (August 2012): 173–74. http://dx.doi.org/10.1007/s11092-012-9151-9.
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Kuehn, Kate. "ASSESSMENT STRATEGIES FOR EDUCATIONAL WARGAMES." Journal of Advanced Military Studies 12, no. 2 (September 7, 2021): 139–53. http://dx.doi.org/10.21140/mcuj.20211202005.
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Purposeful integration of assessment within educational wargame design is increasingly essential as military education expands those activities within its curriculum. This multimethod case study examines key challenges and strategies for assessment within educational wargaming practice. Drawing insights from faculty interviews, academic documents, and faculty meeting observations, the study identifies six key assessment challenges: gamesmanship, lack of control, multiple faculty roles, receptiveness to feedback, evaluation of individuals in teams, and fairness of evaluation. It then discusses how experienced faculty mitigate these challenges throughout the assessment design process from identifying outcomes to ensuring the quality of evaluation.
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Sanders, William L., and Sandra P. Horn. "Educational Assessment Reassessed." education policy analysis archives 3 (March 3, 1995): 6. http://dx.doi.org/10.14507/epaa.v3n6.1995.
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For decades, the assessment of educational entities--school systems, individual schools, and teachers--has evoked strong and sometimes violent emotions from the educational community, the general public, and their legislative representatives. In spite of attempts to codify standards for the evaluation of these entities, assessment experts remain denominationalized--often religiously so. Methods of assessment based on the use of standardized tests have come under intense fire in recent years with some critics going so far as to call for their complete elimination. Those who advocate alternative methods of assessment have become increasingly outspoken in establishing exclusive rights to the legitimate assessment paradigm. However, some of the most respected advocates of alternative assessment have taken a more moderate view, warning against an "either-or" mentality (Brandt, 1992, p. 35). Reflecting this more moderate perspective, this paper strongly advocates the use of multiple indicators of student learning, including those provided by standardized tests.
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Woodbury, Jean. "Advising with a Strong Assessment Component Helps Students Achieve their Educational Goals." NACADA Journal 19, no. 2 (September 1, 1999): 10–17. http://dx.doi.org/10.12930/0271-9517-19.2.10.
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Advising is a form of teaching that is inherently student centered and works well with a facilitated learning approach. Traditional methods for educational evaluation, such as Ralph W. Tyler's goal-based evaluation, Michael Scriven's goal-free evaluation, and Robert Stake's responsive evaluation, can be employed to determine how well students are achieving their goals. Formative and summative evaluations relying on ongoing communication and campus-wide collaboration are essential components of educational evaluation in advising. This article presents guidelines for evaluation that can be used in a variety of settings and illustrates the process by examining advising in an academic support program at a small New England college.
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Boytsov, B. V., G. S. Zhetesova, and O. V. Pantyukhin. "Methodology for Assessing Competence-Based Educational Programs." Quality and life 29, no. 1 (March 15, 2021): 9–14. http://dx.doi.org/10.34214/2312-5209-2021-29-1-9-14.
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A methodology for evaluating educational programs has been developed. The role of the educational program assessment system in the ESM quality strategy and the implementation of the assessment process of competence-based educational programs in this system are described. Key user roles and functions are indicated. The main evaluation criteria are presented.
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Wilson, Robert J., and Ruth Rees. "The Ecology of Assessment: Evaluation in Educational Settings." Canadian Journal of Education / Revue canadienne de l'éducation 15, no. 3 (1990): 215. http://dx.doi.org/10.2307/1495143.
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Glas, Cees A. W. "Item response theory in educational assessment and evaluation." Mesure et évaluation en éducation 31, no. 2 (May 13, 2014): 19–34. http://dx.doi.org/10.7202/1025005ar.
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Item response theory provides a useful and theoretically well-founded framework for educational measurement. It supports such activities as the construction of measurement instruments, linking and equating measurements, and evaluation of test bias and differential item functioning. It further provides underpinnings for item banking and flexible test administration designs, such as multiple matrix sampling, flexi-level testing, and computerized adaptive testing. First, a concise introduction to the principles of IRT models is given. The models discussed pertain to dichotomous items (items that are scored as either correct or incorrect) and polytomous items (items with partial credit scoring, such as most types of openended questions and performance assessments). Second, it is shown how an IRT measurement model can be enhanced with a structural model, such as, for instance, an analysis of variance model, to relate data from achievement and ability tests to students’ background variables, such as socio-economic status, intelligence or cultural capital, to school variables, and to features of the schooling system. Two applications are presented. The first one pertains to equating and linking of assessments, and the second one to a combination of an IRT measurement model and a multilevel linear model useful in school effectiveness research.
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Stronge, James H. "Educational Assessment, Evaluation, and Accountability: special issue introduction." Educational Assessment, Evaluation and Accountability 25, no. 3 (June 1, 2013): 155–58. http://dx.doi.org/10.1007/s11092-013-9172-z.
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Zemlyаnskaya, E. N. "Formative assessment (assessment for learning) educational achievements of students." Современная зарубежная психология 5, no. 3 (2016): 50–58. http://dx.doi.org/10.17759/jmfp.2016050305.
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We present definition of the concept of formative assessment and its significance for modern education. Displaying developmental approach in foreign studies, the further development, the risks and the possibility of their reduction. We discuss some of the techniques and examples of formative assessment. We investigate the relationship between formative and final evaluation, including the national curriculum levels
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Vladimirova, Larisa M. "Development of teacher assessment competence as a pedagogical problem." Science and School, no. 3, 2020 (2020): 93–99. http://dx.doi.org/10.31862/1819-463x-2020-3-93-99.
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The article refers to the use of a system for assessing educational achievements of students as an important component of the evaluative competence of a teacher. The use of different methods of formative and summative assessment in the teacher’s evaluating activity is very important for the objectivity of evaluating all planned results, which leads to an increase in the quality of students’ learning. The article considers the comparison of the content of formative and summative assessment Modern quality of education focuses on teachers’ readiness to solve professional tasks of both teaching activities and tasks related to the assessment of educational achievements, which undoubtedly contributes to the development of evaluation competence of the teacher himself. In order for the educational activity to be effective, it is important to constantly monitor and evaluate the educational results of students in accordance with the set learning objectives. It is important in the implementation of the evaluation system to apply modern approaches that allow to meet all the requirements of the organization of educational activities.
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Choi, Jaehwa, HeeKyoung Kim, and Seohong Pak. "Evaluation of Automatic Item Generation Utilities in Formative Assessment Application for Korean High School Students." Journal of Educational Issues 4, no. 1 (March 19, 2018): 68. http://dx.doi.org/10.5296/jei.v4i1.12630.
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The recent interests in research in the assessment field have been rapidly shifting from decision-maker-centered assessments to learner-centered assessments (i.e., diagnostic and/or formative assessments). In particular, it is a very important research topic in this field to analyze how these learner-centered assessments are developed more practical and valid by combining information (or intelligent) and communication technologies (ICT) and psychometric advances, and how these systems contribute to learning. Automatic Item Generation (AIG), which is in the spotlight recently, is a representative example of building a next-generation assessment theory and practice by integrating ICT into psychometrics.AIG has very broad and promising features in mass production, intelligent item calibration and management, especially learner-centered assessment, and so on. However, these claims have not yet been fully validated in real education settings, and it is in dire need of evaluating the utilities of AIG applications in practical educational settings. Based on these needs, the purposes of this research are, firstly, to introduce the benefits and challenges of AIG to properly assess AIG’s utilities. And, secondly, this study provides empirical evaluation results of AIG’s utilities within a formative assessment system for Korean high school students and teachers.The results of this study have important implications in that it is the first empirical study to evaluate the usefulness of AIG in the formation evaluation application of the actual educational environment, Korean high school setting. The results of the theoretical and empirical evaluation of the AIG will also be useful to researchers and practitioners who wish to evaluate the benefits and issues of future AIG-based educational services or theory development.
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Wothke, Werner, George Burket, Li-Sue Chen, Furong Gao, Lianghua Shu, and Mike Chia. "Multimodal Likelihoods in Educational Assessment." Journal of Educational and Behavioral Statistics 36, no. 6 (December 2011): 736–54. http://dx.doi.org/10.3102/1076998610381400.
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It has been known for some time that item response theory (IRT) models may exhibit a likelihood function of a respondent’s ability which may have multiple modes, flat modes, or both. These conditions, often associated with guessing of multiple-choice (MC) questions, can introduce uncertainty and bias to ability estimation by maximum likelihood (ML) when standard Newton solutions are used. This article evaluates the performance of several maximization methods, including initial (grid) searches probing the function slopes, simulated annealing, exhaustive likelihood evaluation, and the standard Newton algorithm. In extensive studies, involving several million records of both generated and real data, the algorithms were evaluated with respect to precision and speed. Two methods, exhaustive search and grid search, followed by Newton steps, all yielded ML estimates at the required precision. At today’s computer speeds, either of these algorithms may be considered for high-volume response pattern scoring.
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Junanto, Subar. "Evaluation Model of Expertise Practice Programs for Early Childhood Educator Teachers." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 128–42. http://dx.doi.org/10.21009/10.21009/jpud.131.10.
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This study aims to create a model for developing expertise evaluation programs at the IAIN Surakarta PIAUD Department. The research method used is development research (Research and Development). The results showed that the EPPK model produced had two-dimensional constructs, namely processes and products. The dimensions of the process of publishing instrument planning, implementation and output. The product dimensions are complete instruments of dance ability, musical ability, storytelling ability and artistic ability. This EPPPK model has approved the feasibility of criteria: a. has a good format (average 79.7%), b. has approved the substance of a good evaluation model (average 79.2%), c. has a good evaluation procedure (average 80%). The EPPK model has a very good success rate, it is proven that expertise program lecturers can use the EPPK model easily. The results of the evaluation using the EPPK model can provide a complete and comprehensive description of the program for conducting expertise in the Surakarta IAIN PIAUD Department.
Key Words: Early Childhood Education (PIAUD), Evaluation Model, Expertise Practice Programs for Early Childhood (EPPK)
References
Amrein-Beardsley, A., Polasky, S., & Holloway-Libell, J. (2016). Validating Bvalue added^ in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability. Educational Assessment, Evaluation and Accountability.
Borg, W. R., & Gall, M. D. (1989). Educational research. New York: Longman.
Briggs, D. C., & Dadey, N. (2017). Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability.
Cizek, B. J. (2000). Pockets of resistance ini the assessment revolution. Educational measurement issues and practice journal, 192.
Elliot, R. B. (2018). Understanding Faculty Engagement in Assessment through Feedback and Dialogues: A Mixed Methods Approach. International Journal of Evaluation and Research in Education, 7(2).
Eseryel, D. (2002). Approaches to evaluation of training: Theory & Practice. Educational Technology & Society, 5(2).
Hallinger, P., Heck, R., & Murphy, J. (2014). Teacher evaluation and school improvement: an analysis of the evidence. Educational Assessment, Evaluation and Accountability.
Hasan, H. (2009). Evaluasi Kurikulum (II). Bandung: PT Remaja Rosdakarya.
Herpich, S., & Pratoreus, K. A. (2018). Teachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teaching and Teacher Education.
Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability.
Ovretveit, J. (2002). Evaluation of quality improvement programmes. Quality and Safety in Health Care, 11(3), 270–275. https://doi.org/10.1136/qhc.11.3.270
Roegman, R., Goodwin, A. L., & Reed, R. (2016). Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program. Educational Assessment, Evaluation and Accountability.
Seng, K.-H., Diez, C. R., Lou, S.-J., Tsai, H.-L., & Tsai, T.-S. (2010). Using the Context, Input, Process and Product model to assess an engineering curriculum. World Transactions on Engineering and Technology Education, 8(3).
Skedsmo, G., & Huber, S. G. (2016). Teacher evaluation—accountability and improving teaching practices. Teacher evaluation—accountability and improving teaching practices.
Skedsmo, G., & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5. https://doi.org/10.1007/s11092-018-9273-9
Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From Programme Design To Curriculum Change. Medical Education.
Stufflebeam, D. L. (2003). The CIPP model for evaluation. Oregon Program Evaluators Network.
Uerz, D., Vorman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education.
Vrasidas, C. (2000). Constructivism Versus Objectivism: Implications for interaction, Course Design, And Evaluation In Distance Educatio. International Journal of Educational Telecommunications, 6(4).
Wahyuni, A., & Kartawagirun, B. (2018). Developing Assessment Instrument Of Qirāatul Kutub At Islamic Boarding School. Jurnal Penelitian dan Evaluasi Pendidikan, 22(2).
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Copado, Ana. "Learning Assessment. A century of distance education in México." Revista Innova Educación 4, no. 4 (May 3, 2022): 7–19. http://dx.doi.org/10.35622/j.rie.2022.04.001.en.
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This research article rescues the origin and evolution of the learning evaluation process in distance education programs that have been offered in the Mexican educational system for a century. First, the historical and current context of evaluating distance education in Mexico is addressed. The method for the analysis of the information corresponds to the cycle of hermeneutic interpretation that allows triggering historical-social elements to discuss the findings found. The results are presented in the following sections: a) educational programs offered at a distance, b) elements of the formal curriculum and pedagogical approaches and c) principles of evaluation-feedback-digital technologies used in times of the covid-19 pandemic. Finally, it concludes with a reflection on the controversies in evaluating learning in the evaluation process in times of the covid-19 pandemic.
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Al-Husseini, Khansaa Azeez Obayes, Ali Hamzah Obaid, and Ola Najah Kadhim. "Evaluating the Effectiveness of E-learning: Based on Academic Staff Evaluation." Webology 19, no. 1 (January 20, 2022): 367–79. http://dx.doi.org/10.14704/web/v19i1/web19027.
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E-learning has become a popular learning method used in many local and international universities and in many educational institutions. The initial achievements of e-learning platforms and the online learning environment demonstrated outstanding advantages in distance education. However, it is necessary to conduct an evaluation of the educational process, and in particular an effective assessment of the learning environment via online-based e-learning platforms. Where this study aimed to identify the evaluation of the effectiveness of e-learning from the point of view of the teaching staff in the Technical Institute of Babel and the Technical Institute Al-Mussaib. To achieve the objectives of the study, the researchers prepared a questionnaire containing (32) questions, after verifying the tools of reliability and validity. The results of the study revealed that the evaluation of the effectiveness of e-learning was average and above average in some paragraphs of the questionnaire. The percentage (84,070) of faculty members use computers and smart phones to publish academic content through the use of the home internet, at a rate of (95,575) in the form of creating educational content in several forms, including video, audio and text at the same time.
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Borges, Ana Paula Nogueira Rocha, Shirley Patrícia Nogueira de Castro e. Almeida, and Kátia Lima. "Educational Assessment: Saeb, its objectives, purposes and repercussions." Revista Internacional de Pesquisa em Educação Matemática 12, no. 4 (September 29, 2022): 1–19. http://dx.doi.org/10.37001/ripem.v12i4.3218.
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The article deals with the Basic Education Evaluation System (Saeb), considered the forerunner of external exams to measure the performance of students and educational networks. By discussing the official documents that deal with the Saeb Public Education Policy, we seek to understand the sociopolitical and pedagogical aspects of External Evaluation in Basic Education, as well as the role of Saeb in the Brazilian educational system, through documentary analysis. of the reference points — Version 1.0 (Brazil, 2018), accompanied by a review of the literature. The results indicate that the Saeb brings with it nuances of neoliberal ideology by establishing a standard of competence to be achieved by students, in addition to being subject to the logic of productivity, with the consequent classification of participating schools. It is concluded that the External Evaluation is a possibility to collect information about the reality of Education to guarantee the teaching of social quality to the students.
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Efremova, Nadezhda, and Timur Tabishev. "International criteria for assessment of accreditation of educational activities." E3S Web of Conferences 210 (2020): 18070. http://dx.doi.org/10.1051/e3sconf/202021018070.
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The article gives a comparative and analytical review of the national systems of accreditation of educational programs according to European, Asia-Pacific and Russian standards of quality assurance in higher education. The emphasis is on the structuring of the main provisions and features of foreign and domestic accreditation systems in the field of education. The main universal blocks of educational activity assessed at accreditation are identified: management of educational process, resources and provision of educational activity, competence and qualification model of a graduate. In accordance with the principles of international and national standards, the requirements to the accreditation procedures of educational activity are set out in the main (universal) diagnostic blocks. For the evaluation of educational activity during the accreditation of higher education institutions the criteria of achievements are given. It is noted that the most important criterion of quality of education at accreditation is the evaluation of educational achievements of students. Difficulties of evaluation of educational results and ensuring their comparability at the international level for understanding the quality of training of specialists in different educational systems are noted. The lack of reliable evaluation tools creates certain difficulties in accreditation. The most problematic is the development and application of evaluation materials with planned activities to identify the levels of competence of students and graduates.
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Zhao, Fuming. "Research on Educational Evaluation, Promote the Development of Teachers and Students." Science Insights Education Frontiers 10, S1 (September 13, 2021): 9. http://dx.doi.org/10.15354/sief.21.s1.ab039.
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Evaluation is a cognitive activity. Educational evaluation is to judge students’ learning process and results, which are always conducted by course teachers. The traditional evaluation model often follows the single and mechanical standards, and the teachers will evaluate the learning results within the same class or the same grade. In this way, the evaluators basically have no connection with the students, hence the assessment results are more of subjective consciousness. The assessment that emphasizes the results while overlooks the process made students lost their sense of identity, which will easily upset the students. Multiple evaluations will be more effective, because teachers, students, and parents are all the participants, which contribute to the multi-subject, multi-dimension, and diversified methods, so as to better motivate the students. With the implementation of multiple evaluations, teachers will no longer only focused on the students’ achievement but more on the overall improvement of students’ morality, intelligence, physique, and aesthetics. It is conducive to changing teachers’ education concepts and methods, making it easier for teachers and students to get closer to each other which is good for the common development.
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Sri-ngan, Krapan, and Suchart Homjan. "Development of Teachers’ Potential and Educational Personnel in Term of Authentic Assessment." Journal of Educational Issues 8, no. 1 (March 27, 2022): 122. http://dx.doi.org/10.5296/jei.v8i1.19474.
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The objective of this research was to develop teachers’ potential and educational personnel in term of authentic assessment under the Buriram Primary Educational Service Area Office 2 by using 2 cycles of action research. Each cycle included planning, action, observation and reflection. The research group consisted of 10 people, the target group was 36 people, and the group of additional information providers was 25 people. The research instruments were test, observation form, interview form, and record form (Triangulation) and presented the results of descriptive studies. The results showed that in the development of teachers and educational personnel in the first cycle used brainstorming strategies by a way of sharing opinions on the process of finding ideas and ways to solve the similar problem together, strategies for training workshops by using a lecture method to provide knowledge based on the content framework, practical training, consulting advice, questioning and participatory supervision strategies by observing teaching methods. This enabled personnel to have more knowledge and understanding of principles, procedures, and methods of measurement and evaluation based on authentic assessment. They were able to create authentic measurement and evaluation instruments and had the ability to measure and evaluate results based on authentic assessment by using a variety of measurement and evaluation methods. Most of the students cooperated in the activities but there were still some steps that the target group was unable to complete, that was the students had few activities and some target groups gave students less opportunity for self-report and self-assessment. Therefore, the development was carried out in the second cycle by using participatory supervision strategies by observing teaching methods. This enabled all personnel to have knowledge and understanding of the measurement and evaluation process, determined methods for measuring and evaluating according to authentic assessment, selected the correct evaluation methods according to the content. Measurement and evaluation with emphasizing on practicality and being able to measure and evaluate according to authentic assessment for teaching and learning. Most of the students participated in more activities and the measurement and evaluation based on authentic assessment.
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�������� and A. Yakushkina. "Information Analysis in Educational Results Management." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 57–61. http://dx.doi.org/10.12737/17284.
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The article lays out the approaches to optimization of educational results management by means of information analysis. The author unveils the content
and orientation of information analysis activities and reveals its organizational aspects within evaluation and assessment procedures. The article
indicates the value of information analysis at diff erent stages of working with evaluation and assessment data, introduces the concept of information
analysis product and shows translational channels for information analysis products.
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Čajlaković, Mirsada, and Nermina Okić. "EVALUATION IN THE EDUCATIONAL PROCESS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 301–5. http://dx.doi.org/10.35120/kij3002301c.
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The necessity for evaluation occurs in relativly recent time, in order to determine the effectiveness of educational process in pupils. The evaluation in teaching process is carried out through assessment of written assigments, objective tasks and oral answers. The most common type of evaluation is summative form and in this type pupils learn only for grade, adjusting their learning to the criteria of individual teachers. The only motive for learning represents number (grade). Formative evaluation is not common or is present in a very small number of teachers. Summative grade does not provide students with feedback on how they are progressing, and in what way they could make progress. A grade does not have a prognostic, motivational and a diagnostic role,and various types of evaluation are not used. Reproductive knowledge which is not in function of education for life is not valued. The existing concept of education does not adjust teaching content to the need and abilities of pupils, therefore a functional knowledge which is a criteria for a qualitative education of pupils is not developed.
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Vashchenko, Lidiia. "THE VIEWS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS ON THE STUDENTS’ SELF-EVALUATION OF THE RESULTS OF EDUCATIONAL ACTIVITIES." Continuing Professional Education: Theory and Practice, no. 3 (2022): 46–52. http://dx.doi.org/10.28925/1609-8595.2022.3.6.
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The article examines the significance of the formation of schoolchildren’s ability to self-assess the results of educational activities. Self-assessment is an important component of the educational process, which determines the child’s personality. According to the results of the survey of research participants, it is shown that teachers support the use of self-assessment of learning outcomes by schoolchildren. If the evaluation system is limited only to checking knowledge and skills in the subject, it does not provide an opportunity to develop critical thinking skills, form motivation for learning, and develop the ability of students to objectively evaluate their results. Regarding the negative results of using the student self-assessment method in the educational process, teachers say that students may have difficulties in self-assessment of their learning results and may not be ready for self-determination and self-recognition of their assessment. Attention was paid to students’ understanding of the importance of self-assessment of educational activities. The results of the survey indicate a difference in the views of teachers and students on the formation of the ability to self- assess. Further research can be aimed at developing the internal system of quality assurance in educational institutions, evaluating its effectiveness, using methods of self-assessment of educational and management processes.
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MYRONOVA, Ruslana. "ASSESSMENT AND EVALUATION IN HIGHER EDUCATION QUALITY MANAGEMENT." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 2 (2022) (August 31, 2022): 60–67. http://dx.doi.org/10.54891/2786-6998-2022-1-10.
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The process of education quality management in combination with evaluation and analytical activity is considered in this research as an activity to implement the goals and coordinate the activities of all components of the educational system, its subjects and achievement of the planned results based on management decisions, the validity and predictability of which enhance the evaluation and analytical activity. Objective assessments of learning outcomes based on the theory of pedagogical measurements have a priority role in providing information base for evaluation and analytical activities in education quality management. These measurements should be the basis for recognition, analysis, functioning, development, forecasting and improvement of education quality management systems. A systematic and prioritised approach to quality management should be developed at different levels, from the macro level to the quality management of the individual educational organisation. A sound use of information in education quality management requires the construction of a hierarchy and interconnection of information flows. This systematic approach should be comprehensive, combining dynamic, comparative, differentiating and predictive analysis of assessment-analytical data. When carrying out assessment-analytical activities based on measurement results in education quality management, a set of scientific requirements for information base characteristics should be taken into account, contextual factors in the analysis and interpretation of measurement data should be taken into account. The requirements primarily include the use of measurement models and design, high reliability and validity of the results of assessment and evaluation activities, extensive use of dynamic approach to assessment of learning quality and ensuring compatibility of assessment and evaluation results, the use of balanced indicators of educational quality, operable in measurement. A system of balanced indicators of the quality of learning achievements, structured according to the levels of education quality management, is presented.
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Ukashatu, Abubakar. "EMERGING ISSUES IN EDUCATIONAL MEASUREMENT: AUTHENTIC ASSESSMENT." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 2 (October 24, 2021): 73–80. http://dx.doi.org/10.21009/jisae.v7i2.23056.
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Authentic assessment is a tool of evaluating students learning applicable to real world situation. It is unavoidable tools for modern assessment of learning outcomes. It can be apply as formative or summative assessments or for both assessment types. This paper attempted to examined the concept of assessment and its types, the concept of authentic assessment and its categories, the forms of authentic assessment, the tools used for authentic assessment, methods used in authentic assessment, steps involved in authentic assessment, advantages of authentic assessment, challenges of authentic assessment among others. The paper concludes that it is a high time for authentic assessment to replace traditional methods of assessment in all level of learning. The paper also recommended that the Curriculum Planners should design a curriculum based on types of authentic assessment for all levels of learning, the application of authentic assessment at all levels of learning, time has comes to move from traditional method of assessment to authentic assessment form and required competencies must be possessed by the teacher in order to carry out authentic assessments through proper training.
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Бабкин and A. Babkin. "Analysis of Assessment Methods for Students’ Educational Achievements." Socio-Humanitarian Research and Technology 4, no. 2 (June 17, 2015): 30–33. http://dx.doi.org/10.12737/11934.
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This article considers the evaluation of educational
achievements of students and the issue of formative assessment.
Portfolio and a record book are Reviewedas ways to record educational
achievements of students.
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Stepanova, Ekaterina Sergeevna, and Ekaterina Aleksandrovna Makarova. "The organization of current control of the educational results among pedagogical university students." Samara Journal of Science 9, no. 4 (November 30, 2020): 343–46. http://dx.doi.org/10.17816/snv202094314.
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The paper is devoted to the problem of evaluating the educational results of pedagogical university students. It describes the notions assessment, control and measurement of educational results. The purpose of the paper is to analyze the system of educational results evaluation, the type of control among students of Faculty of Natural Sciences and Geography at Samara State University of Social Sciences and Education, as well as to describe the means of evaluating the quality of professional training, in particular, pedagogical testing. The authors analyzed the main professional educational programs of higher education implemented at Faculty of Natural Sciences and Geography, syllabuses, point-rating maps and evaluation funds in order to determine the system for evaluating the educational results of pedagogical university students. The paper presents the results of a survey of teachers in order to identify methodological approaches to monitoring and evaluating the results of students professional training. The authors showed the role of testing in the evaluation of educational results in distance learning, and described the experience of using the educational platform Online Test Pad in the organization of control. They also described the results of a survey of students, during which they established the attitude of students to modern means of evaluating learning outcomes. The use of modern assessment tools in professional education makes it possible to determine the correspondence of the content, level and quality of students training, and systematic monitoring and evaluation allows to determine the level and quality of students educational results, as well as the quality of their professional training.
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Broadfoot, Patricia. "The role of educational assessment in England and France." Tocqueville Review 20, no. 2 (January 1999): 9–24. http://dx.doi.org/10.3138/ttr.20.2.9.
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The title of this conference Evaluation et concurrence dans les systèmes scolaires européens is very much a reflection of current developments in education policy. Even 20 years ago it would have been hard to conceive of such a topic. Its choice as a focus for this collection of papers reflects the now key role of evaluation in the governance of education systems. In order to understand the significance of this development, it is pertinent to examine the factors which had led up to the current situation.
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Stanojević, Dragana, Zoran Stanković, and Jelena Maksimović. "ELECTRONIC EVALUATION IN TEACHING CLASS: ASSESSMENT VALUE OF EDUCATIONAL SOFTWARE." Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, no. 2 (February 27, 2018): 185. http://dx.doi.org/10.22190/futlte1702185s.
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As a result of the expansion of informatics era, in the last decade is a noticeable focus on the development and application of ICT in education, which, thanks to its rapid development marks the era of electronic education. The goal of electronic education is actually a modernization of the teaching process, which will enable teachers the reduction of teaching duties, simplify preparation and teaching and testing students' knowledge, which with the electronic platform is becoming an important component of a multimedia approach to teaching. The main objective of this work is to draw attention to the general pedagogical expert and scientific public and to point to a wider range of options provided by this type of evaluation in the educational process, and it is already at the level of teaching classroom. In this sense, in the paper, in addition to theoretical considerations are presented and acquired experience from practice, resulting from implementation assessments potential of created educational software, as well as the experience of using modern educational technology.
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Noell, Jay, and Alan Ginsburg. "Evaluation of the National Assessment of Educational Progress: Next Steps." Applied Measurement in Education 22, no. 4 (September 30, 2009): 409–14. http://dx.doi.org/10.1080/08957340903221691.
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Oyuna M., Damdinzhapova. "The Problems of Meta-Subject Outcomes Assessment in General Education." Scholarly Notes of Transbaikal State University 16, no. 1 (March 2021): 6–12. http://dx.doi.org/10.21209/2658-7114-2021-16-1-6-12.
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The article is devoted to the problem of meta-subject outcomes evaluation in general education. The need to consider this issue is justified by the contradictions between the existing approaches to evaluating new results and the lack of approved, accepted diagnostic tools. In addition, there are clear gaps between the activity-based learning framework of the Federal State Educational Standard and the traditional (knowledge-information) system for evaluating educational results. In the course of comparative and problem analysis, a number of benchmarks is identified. This allows to distinguish between approaches, concepts and their bases. Thus, the reference points are the educational system itself and the methods of teaching in which the school and the teacher work (developmental training, Pedagogy of mental and action approach, competence-based approach, etc.). For example, the basis for evaluating the meta-subject results of education in the activity-based approach are the stages of forming mental actions from simple to complex. The criteria basis for evaluating the meta-subject results of education are the concepts of “thinking”, “activity” and “result”, as the indicators of personal development level. The assessment of meta-subject skills in the competence-based approach is focused on “outcome results”. The description of theoretical approaches to the assessment of meta-subject results of education gives grounds for proper selection and application of the necessary assessment tools, thereby contributing to the improvement of general education quality. Keywords: evaluation, diagnostics, activity approach, meta-subject outcomes, educational outcomes
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Sainov, Mikhail P. "A methodology for evaluating student learning outcomes." Stroitel'stvo: nauka i obrazovanie [Construction: Science and Education] 11, no. 1 (March 30, 2021): 85–103. http://dx.doi.org/10.22227/2305-5502.2021.1.7.
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Introduction. Currently, there is no uniform methodology for assessing student competencies and learning outcomes in Russia. Educational organizations develop these methodologies independently. There are no uniform grade allocation criteria, and there is confusion about the concepts of “indicators” and “evaluation criteria” that challenges the assessment of the quality of educational activities and triggers complaints about biased assessments. In this regard, there is a need to set reasonable rules for evaluating learning outcomes. Materials and methods. The author made a contribution in the development of a methodology for evaluating learning outcomes at NRU MGSU. A comparative analysis of the assessment methods described in the publications made by different authors was carried out to identify the strengths and weaknesses of this methodology. The proposed methodology is compared with Bloom’s taxonomy. Results. The analysis has shown that currently used assessment methods are far from being perfect, and a number of problems of their development have been identified. Principles of selecting indicators and evaluation criteria are proposed on the basis of the analysis performed by the author. It is advisable to use such learning outcomes, as knowledge and skills, as assessment indicators. A system of knowledge and skills assessment criteria characterizing their amount and quality is proposed. Conclusions. The proposed assessment method has advantages and disadvantages. Its advantages include clarity and flexibility of the criteria that ensure a comprehensive assessment of knowledge and skills. The disadvantages of the methodology are the complexity of the criterial system and disregard for any personal features of a student in the process of evaluation.
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Prizovskaya, Victoria. "Identifying New Jersey Teachers’ Assessment Literacy as Precondition for Implementing Student Growth Objectives." Journal of Education and Learning 7, no. 1 (November 1, 2017): 184. http://dx.doi.org/10.5539/jel.v7n1p184.
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The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students’ scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher’s effectiveness. The high amplitude of the requirements in teacher evaluation raised a concern of whether New Jersey public school teachers were competent in assessment theory to effectively utilize the state mandated tests. The purpose of this quantitative study was to identify New Jersey teachers’ competence in student educational assessments. The researcher measured teachers’ assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers’ overall scores of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods. The lowest overall score of 39% was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades.
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Valdez, Christine R., Jenny Richardson, and Jennifer Schrader. "Evaluation of an Interdisciplinary Educational Program." Clinical Nurse Specialist 24, no. 2 (March 2010): 95. http://dx.doi.org/10.1097/01.nur.0000348932.96542.2a.
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Breazu, Macarie, Radu G. Creţulescu, and Daniel I. Morariu. "Online assessment solution without in-person proctoring." International Journal of Advanced Statistics and IT&C for Economics and Life Sciences 11, no. 1 (December 1, 2021): 62–69. http://dx.doi.org/10.2478/ijasitels-2021-0003.
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Abstract Online assessment became an important part of the assessment of students after March 2020 in the COVID-Time. Traditional face-to-face evaluations were no more possible, therefore the use of solutions like Google Suite Educational became mandatory. In this paper we explore the strengths and weaknesses of some applications for student evaluation. Also, we will present a Web-based evaluation software that we have developed and which allows to schedule questions at random with a given time for students to answer the question and without the possibility to come back to a previous question.
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Rodenhiser, Roy W., Victoria V. Buchan, Grafton H. Hull, Marshall Smith, Cathy Pike, and John Rogers. "Assessment of Social Work Program Outcomes: The Baccalaureate Educational Assessment Project." Journal of Baccalaureate Social Work 13, no. 1 (September 1, 2007): 100–114. http://dx.doi.org/10.18084/1084-7219.13.1.100.
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This article describes the use of the Baccalaureate Educational Assessment Project (BEAP) to assist programs and faculty in meeting the challenging tasks of assessing program outcomes. The BEAP is a package of evaluation instruments that help social work programs assess student outcomes, as required by Council on Social Work Education accreditation standards. The article discusses the evolution of the BEAP model and considers its relevance in helping social work programs assess student outcomes. An overview of some of the data available to programs is provided along with a description of how these may be used for program assessment. The article concludes by describing how programs can become involved in using the BEAP and discussing future considerations.
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Aguiar, Raymunda Viana, and Silvia Helena De Bortoli Cassiani. "Development and evaluation of a virtual learning environment in professional nursing courses." Revista Latino-Americana de Enfermagem 15, no. 6 (December 2007): 1086–91. http://dx.doi.org/10.1590/s0104-11692007000600005.
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This study aimed to: develop and evaluate a Virtual Learning Environment in the theme administering medications in a professional nursing course in Curitiba/PR, Brazil. The program's elaboration was divided in three phases: 1- Virtual Learning Environment development Guide. Phase 2, corresponded to implementation and assessment of its use. Phase 3, learning Evaluation. The program evaluations demonstrate that it is in accordance to the educational goals intended to develop and implement an educational technology. The assessment on learning showed that the students answered correctly 85% of the questions discussed. The possibility of elaborating new educational technologies can be helpful in the teaching/learning process, as well as in the development of future nursing professionals.
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���������, I. Burlakova, ��������, and G. Chugarova. "Education Quality Assessment by Students." Standards and Monitoring in Education 4, no. 5 (October 17, 2016): 13–17. http://dx.doi.org/10.12737/22510.
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Questions of education quality have the key positions on the educational services market. The problem of education quality assessment and the problem
of education compliance with the requirements of the state and society remain relevant today. Education quality assessment is conducted to ensure quality
control and provide objective information to all stakeholders. The tasks of the education quality assessment are: objective monitoring and evaluation
of educational achievements of students; conducting of systematic and comparative analysis of educational service quality; informing of educational
service consumers; determination of the eff ectiveness of the educational process and the eff ectiveness of training programs. Assessment of the education
quality involves: assessment of students individual achievements; quality assessment activities of educational organizations; assessment of the education
system quality as a whole.
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Nalyvaiko, O., and K. Kutsyna. "Features of evaluation during distance learning." 49, no. 49 (December 30, 2021): 35–41. http://dx.doi.org/10.26565/2074-8167-2021-49-04.
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In the context of the COVID-19 pandemic, distance learning has become the main way to get an education. This gave impetus to the development and involvement of innovative information technologies in the management of the educational process. It, like other forms, has both advantages and disadvantages. One of the main components of the educational process is the verification and evaluation of educational achievements, which should be carried out at a distance. Control over the assimilation of material in this way of acquiring knowledge has its difficulties. Analysis of the literature of foreign sources only confirms that the topic of distance learning assessment is becoming increasingly important and needs to be developed and improved. The article considers the problem of knowledge assessment during distance learning and searches for the optimal model of control and ways to increase the effectiveness of control of educational achievements with the involvement of new forms and innovative technologies. Obviously, assessment during distance learning requires systematization and standardization and has prospects for further development in the field of control of knowledge acquisition. This direction of distance education development is a priority today and requires close attention of modern pedagogy.
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Щапов, А., and A. Schapov. "Score-Rating and Academic Assessment." Standards and Monitoring in Education 6, no. 5 (October 24, 2018): 15–19. http://dx.doi.org/10.12737/article_5bb60c92687b42.88586971.
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A signifi cant contrast between the academic evaluation of the students’ knowledge in marks and in higher educational institutions of the Russian Federation using a score-rating system is noted. It is emphasized that the readiness of higher educational institutions to accept the score-rating system depends on the level of implanting the rating technologies in the formation of the total subject assessment.
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Pak, Nikolai I., and Margarita M. Klunnikova. "Cluster approach to criteria evaluation of the quality of a student’s educational outcome." RUDN Journal of Informatization in Education 19, no. 3 (December 15, 2022): 196–207. http://dx.doi.org/10.22363/2312-8631-2022-19-3-196-207.
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Problem and goal . The issues of criteria-based evaluation of the student's educational results remain relevant for the modern theory and practice of education. As a rule, measures to monitor educational results and resources in educational institutions are carried out by expert, manual, non-automated methods. In accordance with the directions of digital transformation of education, it is necessary to create a technological assessment system that meets the requirements of modern society, subject to automation and intellectualization. The purpose of the work is to substantiate a new model of criteria-based assessment of the quality of the educational result, based on the mathematical methods of the theory of clustering and pattern recognition and allowing to automate the procedures for assessing the quality of educational objects, resources, educational and personal achievements of students. Methodology. The quality of an educational result or resource is determined by criteria indicators, which can be represented as features of the evaluated object using the information vector. By clustering the set of acceptable objects into three classes - with low, medium and high quality - it is possible to evaluate an object by its belonging to one of these classes. Clustering is carried out on the basis of a mining algorithm, the metric of city blocks is taken as a measure of the similarity of objects. Results. A program has been developed that consists of a source data module, a clustering module, and a recognition and training module. The model results of the program correlate with traditional rating assessments, in which the quality of the object is determined by a point scale. The obtained test results confirm the validity of the recognition algorithm and the correctness of the software product. Conclusion. Thus, the proposed model based on clustering and the recognition method showed the possibility of automated assessment of the quality of educational results of trainees and educational resources.
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Iqbal, Zafar, Muhammad Anees, Rahim Khan, Abdul Wadood, and Shakila Malik. "A COMPARATIVE ANALYSIS OF THE EFFICACY OF THREE PROGRAM-EVALUATION MODELS –A REVIEW ON THEIR IMPLICATION IN EDUCATIONAL PROGRAMS." Humanities & Social Sciences Reviews 9, no. 3 (May 12, 2021): 326–36. http://dx.doi.org/10.18510/hssr.2021.9333.
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Purpose of the study: This article reviews the comparative efficacy, theoretical and practical background of three program evaluation models (Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models) and their implications in educational programs. The article discusses the strengths and limitations of the three evaluation models.
Methodology: Peer-reviewed and scholarly journals were searched for articles related to program evaluation models and their importance. Keywords included program evaluation’, ‘assessment’, ‘CIPP model’, ‘evaluation of educational programs, ‘outcome-based model, and ‘planning’. Articles on Stufflebeam’s CIPP model, Kirkpatrick’s model, and outcome-based evaluation models were particularlyfocused because the review aimed at analysing these three models. The strengths and inadequacies of the three models were weighed and presented.
Main Findings: The three models –outcome-based evaluation model, the Kirkpatric model, and the CIPP evaluation model –discussed in this review, have some strengths and weaknesses. Among the compared models, the CIPP model seems more appropriate for its implantation in evaluating educational programs because it is broader, comprehensive, flexible, cost-effective, and feasible.
Applications of this study: Like other programs and projects, evaluation of educational programs is necessary to achieve high standards, better outcomes, and meet the objectives. Evaluation is employed before designing a particular educational program or during the already designed program. This review concludes that among different evaluation models, the CIPP evaluation model is more appropriate in evaluating educational programs because it is more comprehensive, efficient, and feasible.Employment of the CIPP model for evaluating educational programs can achieve plausible results about the overall progress of the educational programs.
Novelty/Originality of this study: This review highlights the importance of different program evaluation models. It concludes that the CIPP evaluation model offers an excellent mechanism to evaluate educational programs at different stages.
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Zemlyаnskaya, E. N. "New assessment forms of educational outcomes of students." Psychological-Educational Studies 7, no. 4 (2015): 103–14. http://dx.doi.org/10.17759/psyedu.2015070410.
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In the context of practice-oriented training assessment system applies not only to quality control in vocational education, but becomes one of the control elements of the teacher education system. The article discusses so called assessment for learning. The author believes that the purpose of assessment for learning is to provide research and reflexive independence of students which provides the opportunity to adjust the educational outcomes, forms of students training and evaluation tools. The basic features of assessment for learning are considered from this point of view. The article discusses use of internet-services in assessment for learning , risks and provides procedure of assessment for learning and describes in detail such specific procedures as criteria-based assessment, construction of tests and mindmaps, cumulative assessment.
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Khablieva, vetlana R., and Zamirat K. Kargieva. "Control and evaluation activity of primary schoolchildren and its formation in mathematics lessons." Vestnik of North-Ossetian State University, no. 3(2021) (September 25, 2021): 124–33. http://dx.doi.org/10.29025/1994-7720-2021-3-124-133.
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The article actualizes the problem of the formation of control and evaluation activities of junior schoolchildren in mathematics lessons, reveals the essence of the basic concepts of the study. Various aspects of control and evaluation activities are described. The problem of readiness to use modern means of assessment is considered. Methods and means of forming control and evaluative independence of primary schoolchildren are systematized. The problems that are encountered when using innovative assessment tools are identified, as well as the advantages of modern assessment tools in comparison with the traditional system. The stages of the formation of control and evaluative activity in younger schoolchildren, implying the development of evaluative independence, have been determined. Control and evaluation activities should be considered as an element of formative assessment, containing control and evaluation activities of the teacher and the student. The federal state educational standard of primary general education is focused on achieving the planned results: personal, metasubject and subject. When considering metasubject results, universal educational actions are distinguished, consisting of regulatory universal educational actions, including elements of control and assessment. During the formation of control and assessment, junior schoolchildren develop control and assessment independence. Until now, the assessment system was built within the framework of a subject-oriented approach, therefore it reflects only the result of mastering knowledge in each subject, and not educational and cognitive activities or, moreover, the assessment of personal and metasubject educational achievements of students. In the new assessment system, criteria are developed jointly by the teacher and students and are aimed at ensuring that students participate in assessment and assessment activities, thereby developing the skills of control, mutual control and self-assessment. The development of pedagogical science, the experience of Russia’s participation in international procedures for assessing the quality of education, the introduction and implementation of the Federal State Educational Standard and the resulting changes in the system for assessing learning outcomes determined the relevance of the topic under consideration.
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Surendro, Kridanto, and Olivia Olivia. "Academic Cloud ERP Quality Assessment Model." International Journal of Electrical and Computer Engineering (IJECE) 6, no. 3 (June 1, 2016): 1038. http://dx.doi.org/10.11591/ijece.v6i3.9836.
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In the past few decades, educational institutions have been using conventional academic ERP system to integrate and optimize their business process. In this delivery model, each educational institutions are responsible of their own data, installation, and also maintenance. For some institutions, it might cause not only waste of resources, but also problems in management and financial aspects. Cloud-based Academic ERP, a SaaS-based ERP system, begin to come as a solution with is virtualization technology. It allows institutions to use only the needed ERP resources, without any specific installation, integration, or maintenance needs. As the implementation of Cloud ERP increases, problems arise on how to evaluate this system. Current evaluation approaches are either only evaluating the cloud computing aspects or only evaluating the software quality aspects. This paper proposes an assessment model for Cloud ERP system, considering both software quality characteristics and cloud computing attributes to help strategic decision makers evaluate academic Cloud ERP system.
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Surendro, Kridanto, and Olivia Olivia. "Academic Cloud ERP Quality Assessment Model." International Journal of Electrical and Computer Engineering (IJECE) 6, no. 3 (June 1, 2016): 1038. http://dx.doi.org/10.11591/ijece.v6i3.pp1038-1047.
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In the past few decades, educational institutions have been using conventional academic ERP system to integrate and optimize their business process. In this delivery model, each educational institutions are responsible of their own data, installation, and also maintenance. For some institutions, it might cause not only waste of resources, but also problems in management and financial aspects. Cloud-based Academic ERP, a SaaS-based ERP system, begin to come as a solution with is virtualization technology. It allows institutions to use only the needed ERP resources, without any specific installation, integration, or maintenance needs. As the implementation of Cloud ERP increases, problems arise on how to evaluate this system. Current evaluation approaches are either only evaluating the cloud computing aspects or only evaluating the software quality aspects. This paper proposes an assessment model for Cloud ERP system, considering both software quality characteristics and cloud computing attributes to help strategic decision makers evaluate academic Cloud ERP system.
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Еремина, Ольга, and Olga Yeryemina. "Performance Efficiency of an Educational Establishment: Criteria, Indicators, Forecasts." Journal of Russian Law 3, no. 10 (October 5, 2015): 0. http://dx.doi.org/10.12737/13254.
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Legal basis of the assessment system efficiency of the educational institutions founded by the Federal Law “On Education in the Russian Federation” and the Federal Law “On Amendments to Certain Legislative Acts of the Russian Federation on an Independent Assessment of the Quality of Service Delivery Organizations in the Sphere of Culture, Social Services, Health and Education”. It has developed an extensive practice of regional, municipal and local regulatory evaluation of the effectiveness of educational organizations. As a result, educational institutions are closely monitored both by the founder — the state authorities at federal, regional and municipal levels, and by society — consumers of educational services. Approved by the extensive list of criteria, the performance indicators of educational organizations. In addition, it introduced several types of evaluation procedures: assessment of the effectiveness of the educational organization, carried out by the founder, independent evaluation of the quality of education, self-examination, monitoring the effectiveness of educational organizations. Each of these assessment procedures contains a certain number of performance indicators of the educational organization. The author analyzes the figures approved for the purpose of determining an effective way of educational organization on the basis of existing regulatory reality.
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Khalima, Sartayeva, Galiya Rysbayeva, Baibolat Tasbolat, Roza Abildaeva, and Bissenova Shynar. "The development of teacher evaluation activities in updated educational contexts." Cypriot Journal of Educational Sciences 17, no. 3 (March 31, 2022): 812–27. http://dx.doi.org/10.18844/cjes.v17i3.6951.
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This research aims to reveal the opinions of teachers about the development of assessment activities in updated educational conditions. The study was conducted with the phenomenology pattern, one of the qualitative research designs. Study data were collected with semi-structured interview forms applied to primary, secondary, and high school teachers. The participants of the study consisted of 20 primary school teachers, 20 secondary school teachers, and 20 high school teachers who were working in various schools in Kazakhstan in the 2021-2022 academic year, who agreed to participate voluntarily in the research. As a result of the research, among the answers given to the question about the advantages of online education, the majority of the participants believed the advantages include financial advantages, time advantages, and transportation advantages. Among the answers given to the question about the disadvantages of online education, the majority of the participants believed the disadvantages include adaptation problems, problems in social relations, and connection problems.
Keywords: Assessment; development of assessment; online education; training.
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Namara, Kathy Mc, and Constance Hollinger. "Intervention-Based Assessment: Evaluation Rates and Eligibility Findings." Exceptional Children 69, no. 2 (January 2003): 181–93. http://dx.doi.org/10.1177/001440290306900204.
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A statewide sample of Ohio schools employing Intervention-Based Assessment (IBA) reported rates of multifactored evaluation for special education, eligibility findings, and the proportion of children receiving interventions outside of general education classroom settings. Results were compared with data reported for an earlier version of prereferral intervention, Intervention Assistance Teams (IATs). Unlike IAT, IBA required documentation and analysis of interventions in the process of determining special education eligibility. Results favored IBA over IAT in proportions of children on team caseloads who underwent multifactored evaluation and were found eligible for special education, but not for proportion of children receiving interventions in general education settings. Implications of these findings for school-based problem-solving efforts are discussed.
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Baranovskaya, Tatiana, and Valentina Shaforostova. "Assessment and Evaluation Techniques." Journal of Language and Education 3, no. 2 (June 30, 2017): 30–38. http://dx.doi.org/10.17323/2411-7390-2017-3-2-30-38.
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Assessment and evaluation have always been important; they are linked to language teaching methodology, program outcomes, language teacher competencies, language standards and second language acquisition training. They can serve many different policies and can come in different forms. Assessment and evaluation have always been seen as the responsibility of the specialists, but they have rarely been included as a component in English language teacher (ELT) training. However, the ELT field has been experiencing a major shift in assessment and evaluation with effects on teachers, and learners around the world. It has also been influenced by a major questioning of traditional forms of testing and the underlying psychometric principles of measurement in ELT. Recent studies reveal that the reconceptualization of English language assessment and evaluation provides systematic information about student learning in relation to their performance and contributes to better understanding of their strengths and weaknesses. In many ways ELT has lagged behind the rest of education in the exploration of new theories and assessment and evaluation tools, including self-assessment. This research gap was generated partly because of the lack of integration with mainstream educational theory and practice in many areas of ELT, and partly because of powerful positions of traditional English language tests. The attempt to bridge this gap has lead to the research carried out. The aim of this article is to elaborate different assessment techniques that may better address student learning needs, improve student learning and engage students in self-assessment, including the sequence of steps that could lead to self-assessment. The study shows that the techniques implemented to develop self-assessment enable students to perform well.
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Shyian, Nadiia, Alina Kryvoruchko, and Svitlana Stryzhak. "METHODS OF FORMATIVE EVALUATION OF STUDENTS ACHIEVEMENTS IN CHEMISTRY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 324–27. http://dx.doi.org/10.24144/2524-0609.2022.50.324-327.
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The relevance of the study is due to the need of school practice in the introduction of a new approach to the assessment of student achievement - formative assessment. Assessment of students 'academic achievements in chemistry has its own characteristics, which requires a variety of techniques for formative assessment of students' academic achievements. The purpose of the study is theoretically substantiate the methodology of formative assessment of students' academic achievements in chemistry in general secondary education. The following methods were used in the research: theoretical (analysis of normative documents, psychological, didactic and methodological literature to study the problem of formative assessment of students 'achievements in chemistry in the theory and practice of chemistry; analysis of techniques of formative assessment of students' achievements in chemistry and digital instruments their implementation); empirical (generalization and systematization of pedagogical experience of teachers of secondary schools, surveys, observations, interviews, questionnaires). The article presents a method of formative assessment of students' achievement in chemistry, which is based on a complex combination of teaching methods with tools of formative assessment and involves the relationship of the following organizational components of its implementation: motivational, substantive, reflective. The didactic bases of definition of tools of formative estimation - the purposes of employment, the purposes of educational activity, individual features and educational needs of studentsare outlined. Techniques of formative assessment of students' academic achievements in chemistry according to the method of their use (visual, schematic-graphic, combined), forms of formative assessment that reflect their place in the educational process (reflection of emotional state, reflection on activity, reflection on content of activity), techniques of formative assessment , which are based on the focus on developing students' skills of self-evaluation and mutual evaluation. Methods for determining the educational needs of students, determining the goals of activities are identified. Digital tools have been identified that contribute to the development of methodological support for the formative assessment of students' academic achievements in chemistry. The proposed methodology allows for holistic and systematic feedback during classroom, blended or distance learning.