Relevant bibliographies by topics / Student assessment

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 February 2023

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Journal articles on the topic "Student assessment"

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Waluconis, Carl. "Student self-assessment: Students making connections." Assessment Update 3, no. 4 (July 1991): 1–6. http://dx.doi.org/10.1002/au.3650030402.

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Dryden, Lisa. "Student assessment." Nursing Standard 27, no. 37 (May 15, 2013): 59. http://dx.doi.org/10.7748/ns2013.05.27.37.59.s51.

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Mennin, S. P., and S. Kalishman. "Student assessment." Academic Medicine 73, no. 9 (September 1998): S46–54. http://dx.doi.org/10.1097/00001888-199809000-00035.

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Mennin, Stewart P., and Summers Kalishman. "Student Assessment." Academic Medicine 73, Supplement (September 1998): S46—S54. http://dx.doi.org/10.1097/00001888-199809001-00009.

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Poland, Susan, and Linda Plevyak. "US STUDENT PERFORMANCE IN SCIENCE: A REVIEW OF THE FOUR MAJOR SCIENCE ASSESSMENTS." Problems of Education in the 21st Century 64, no. 1 (April 25, 2015): 53–65. http://dx.doi.org/10.33225/pec/15.64.53.

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The purpose of this research is to review the nature of four major science assessments administered in the United States: the ACT, PISA, TIMSS, and NAEP. Each assessment provides a very different view into US student performance in science. The TIMSS and PISA are international assessments of student performance and are often cited as evidence that US students are underperforming in comparison to their international peers. The NAEP is used to assess student knowledge of science across multiple age ranges in the United States. Finally, the ACT is administered to college-bound students who elect to take the exam. The underlying philosophies and basic structures of each assessment are explored, and comparisons and contrasts between the assessments are drawn. Historical student performance on each assessment is also analyzed. Analysis of these assessments suggests that US students struggle to apply scientific skills at the high school level, while US middle and elementary students understand scientific content knowledge well. Key words: student performance; science assessment; STEM education; standardized testing.
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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 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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Carter, Claudia R. "Assessment." Journal of Secondary Gifted Education 9, no. 2 (November 1997): 68–75. http://dx.doi.org/10.1177/1932202x9700900205.

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Test Analysis, a new alternative assessment method, successfully shifts the responsibility for learning and grading to the student. The method provides enough immediate feedback to satisfy basic student needs yet withholds the final gratification of a grade assignment until the student completes a thorough analysis of his or her performance on the test. The results have effect beyond the immediate student test grade. Students develop the ability to edit future tests, seem to demonstrate increased retention of knowledge as evidenced by performance on semester and final exams, and develop better attitudes about test taking and learning.
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Gu, Chenhua. "Student Peer Assessment." Review of Educational Theory 3, no. 2 (May 27, 2020): 74. http://dx.doi.org/10.30564/ret.v3i2.1762.

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This paper mainly focuses on advantages and challenges of student peer assessment, which is an effective approach for students to increase the confidence and curriculum engagement as well as formative assessment.
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Iv, Edward Hilton, Muath A. Aldosari, Rahen P. Kakadia, Luis Lopez, Aram Kim, and Sang E. Park. "Developing Self-Assessment Skills in Objective Structured Clinical Examinations." Journal of Education and Training Studies 10, no. 4 (August 1, 2022): 70. http://dx.doi.org/10.11114/jets.v10i4.5537.

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Introduction: The purpose of the study was to describe the integration of self-assessments into the Objective Structured Clinical Examination (OSCE) as a part of reflective practice in clinical education. An emphasis was placed on the process of student learning to complement the existing comprehensive patient care assessment model.Methods: Student self-assessment data was captured three times throughout patient care experiences during the clinical education period and measured against corresponding faculty assessments of students at these times in the predoctoral dental program.Results: Analysis revealed that there were some disciplines in which faculty and student assessments were moderately reliable; however, as students progressed through the clinical program, their overall self-assessments did not have a higher correlation with faculty assessments.Conclusion: The OSCE can be designed as a useful tool in measuring non-traditional competencies and provide an opportunity for students to self-assess their learning. However, further emphasis on self-assessment skills for students needs to be incorporated as they progress through clinical programs.
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Hudson, Joanne, and Ann‐Marie Latham. "Student Assessment is Quality Assessment?" Mentoring & Tutoring: Partnership in Learning 4, no. 1 (June 1996): 47–52. http://dx.doi.org/10.1080/0968465960040106.

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Dissertations / Theses on the topic "Student assessment"

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Chester, Simon David. "Electronic assessment systems & generic models of student assessment." Thesis, University of Portsmouth, 2009. https://researchportal.port.ac.uk/portal/en/theses/electronic-assessment-systems--generic-models-of-student-assessment(0855c511-8be7-46f5-85ae-2d1580c5b22f).html.

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This dissertation describes the creation of new and novel electronic assessment systems and the creation of a new generic model of assessment. The electronic assessment systems can be used by more than one teacher or student at any one time. Audio, visual and data recordings (including teachers comments) are immediately stored with student records so they are instantly available anywhere as a resource for monitoring progress and assisting student learning. Research work began by selecting a leading assessment system called ESAAMS Version 2. Although it was possible for that software to be installed on many computers, each instance of the software required its own separate database. New assessment practises in schools required this information to be shared between teachers and students and so it was necessary to investigate the underlying assessment models being used. ESAAMS Version 2 was tested by the author and by teachers, and questionnaires and interviews with teachers were also conducted and used to identify areas that could be improved or expanded. From that, a first new model of assessment was created. A new prototype electronic system called Kumquat was created to implement the first model. Kumquat allowed students to assess their own work and students could also build a portfolio of work. Kumquat was tested by several schools and results were collected and analysed to identify areas of the electronic assessment system that could be further improved or expanded. A second prototype electronic assessment system called Guava was then created from an analysis of feedback from Kumquat users. Further questionnaires were used and other assessment systems were reviewed to create a prototype generic assessment model. Guided by the results from testing the two new electronic assessment systems (Kumquat and Guava), a more focussed literature review was conducted and, from that, a new and final generic model of assessment was created. A third new electronic assessment system called Kiwi was described using the results from the literature searches, the new ideas and results from the two new electronic systems (Kumquat and Guava) and the final generic model of assessment created during the research. Kiwi would allow peer-assessment and more fluid sharing of student assessment information between teachers. Future research work was suggested.
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Brennan, Kate. "Student-led assessment in the primary classroom : facilitating student ownership and motivations towards assessment." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30986/.

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By allowing students to play an active role in the assessment of their work, can their perceptions and motivations be changed? This dissertation considers the impact of working collaboratively with primary school teachers and students to develop the skills needed to integrate student-led assessment into their daily practice, with the objective of analysing how this affects the students’ motivations and attitudes towards their work. Three teachers and the researcher, the Head of Primary, concertedly trained in how to develop student-led assessment across a 13-week trial that involved Year 4 students in an English curriculum international school in Malaysia. An experimental group comprising of 28 student participants engaged in three rounds of focus groups, while the three teacher participants engaged in weekly working focus groups as well as three interviews over the trial period. The findings suggest that students benefited from their involvement in student-led assessment since, at the end of the study, they could more accurately understand and explain their progress and predict their grades, as well as explain the uses and importance of assessment as learning. The teachers observed successes, such as increased student motivation, enhanced student understanding, more advanced autonomy, and challenges, such as timing and consistency with student-led assessment across the three Year 4 classes. The research leads to suggestions with regards to implications for practice of teachers, schools and policy makers, as well as directions for future research.
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Wong, Chan Pik-Yuen. "Human factors in performance assessment : the assessment of practicum performance in social work." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369110.

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Ringenbach, Michael. "Collecting Student Data for Accreditation Assessment." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31209.

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This paper seeks to identify one of the key problems faced by academic institutions seeking accreditation. The accreditation process requires academic institutions to conduct a self-study analyzing how well a given program is meeting the learning outcomes the accreditation board uses in its assessment. This self-study by schools often contains qualitative or subjective data and does not directly correlate the learning outcomes being measured to student performance. The lack of quantitative measurements at a granular level means that it is difficult for the academic institution to prove that it was effective in meeting a particular outcome. I propose in this paper a tool that is both efficient and effective in capturing quantitative data at the student level. The tool maps specific coursework to learning outcomes and shows how students performed towards that outcome over the duration of a particular course or program. Additionally, the data collected by the tool can be used to assess course and program design.
Master of Science
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Koop, Gabrielle A., of Western Sydney Nepean University, and Faculty of Education. "Assessment and undergraduate learning." THESIS_FE_XXX_Koop_G.xml, 1998. http://handle.uws.edu.au:8081/1959.7/825.

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This study is an investigation of the relationship between assessment, teaching and learning from the perspective of undergraduate students. It consisted of three stages which were developmental in nature with each stage informing the next and providing overall focus and direction. Students participating had completed at least five semesters of their undergraduate porogram.Findings from the literature, the interviews and the survey confirmed the central role the assessment process plays in shaping student learning. Ways feedback was used to inform learning as well as the types of assessment strategies employed emerged as key factors associated with students' motivations to learn. Nine practice related recommendations are made and four issues requiring further research are identified
Doctor of Philosophy (PhD)
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Roe, John Wilford. "Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/704.

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This study involved administering two rating forms (student self-rating on commitment and student rating of teacher rapport) to approximately 1,400 secondary students taught by 12 different teachers at two different high school Latter-day Saint (LDS) released time seminaries along the Wasatch Front in Utah. Seminaries and Institutes of Religion (S&I) function within the Church Educational System (CES) of the LDS Church, providing religious education for secondary students between the ages of 14-18. The purpose of this study was to explore relationships between student, teacher, and course characteristics on student ratings of teacher rapport and to explore a possible relationship between student self-assessments on their own commitment to learning with student ratings on their rapport with their teacher. Evidence suggests that teacher characteristics such as the teacher's age and experience have little to no impact on student ratings of teacher rapport. Female students tended to rate their teacher more favorably on rapport than male students, although practical significance was minimal. Younger students reported greater interest in seminary and higher-grade expectancy. They also tended to rate themselves higher on commitment. A statistically significant difference was found for teacher rapport scores between two groups based on the order of test administration. Group 1--self-first (student self-rating before student rating of teacher rapport) reported higher levels of rapport than group 2--comparison (student rating of teacher rapport prior to student self-rating). Students tended to rate their teacher more favorably after completing a self-rating on commitment. Practical significance between study groups was minimal because findings were small. Further research is suggested based on these findings to seek more understanding regarding the relationship between student self-evaluations and student ratings of their teacher.
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Kay, Alison Elizabeth. "Student-generated content : investigating student use of PeerWise." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22840.

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In recent years an increasing focus has been placed on the development of students’ skills of critical thinking, problem solving and independent learning, throughout their time at university. There is an increasing shift towards incorporating activities which promote students’ active engagement with course materials – with the intention of promoting a deeper understanding of their chosen subject. Many tools and techniques are available that facilitate students’ transition from the passive recipient of knowledge, to a central, active actor in the learning process. One such tool, PeerWise, is an online, free to use application where students are encouraged to write multiple choice questions for their peers to answer, resulting in a bank of questions for students to test their knowledge and understanding. Students are given opportunities to give feedback to question authors on the quality of the question, in the form of a numerical rating or a qualitative comment, which provides further scope for students to engage in discussion about the question. It is hypothesised that actively engaging with course material will promote a deeper understanding of its content and will develop students’ skills of problem solving and critical thinking. The research in this thesis explores the relationship between engagement with PeerWise and performance in end of course examinations in six courses (physics, chemistry and biology), across three academic years within three research intensive UK universities. This work aims to unpick the nature of student interactions on PeerWise, and the extent to which engagement with each activity on the system is associated with attainment, when controlling for a student’s prior ability and other relevant factors such as their gender. Student views on engaging with the system have also been gathered to understand the degree to which students find PeerWise useful to their learning, and the ways in which they interact with the platform. Although the results paint a complex picture of the relationship between PeerWise use and attainment, in most courses, and for most ability levels, students who engage to a higher level with PeerWise achieve a higher exam score than their lower engaging peers. There is also often a significant, positive correlation between engaging with PeerWise and end of course exam score which persists, even when controlling for a student’s prior ability. Although it would seem to be that answering questions and writing high quality feedback is more often associated with attainment than writing questions and receiving feedback, the results suggest that engagement across all activities is most beneficial to students – indicating that overall engagement with the task is key to student learning.
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Saranchuk, Ron. "The assessment-curriculum relationship, consequences for teacher instruction and student assessment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35310.pdf.

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Wallace, William. "Formative Assessment: Benefit For All." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5884.

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This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student self-assessment. Data were collected through individual student and focus group interviews, self-assessment sheets, and teacher reflections. Formative assessment is a low stakes classroom assessment that is an assessment for learning. This study used a student response system to convey feedback from the formative assessment to both students and teacher during instruction. The student self-assessment sheet was implemented to provide a more dynamic level of feedback for students than what could be provided through the student response system alone.
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Mathematics and Science Education
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Bauer, Christine, Kathrin Figl, Michael Derntl, Peter Paul Beran, and Sonja Kabicher. "The Student View on Online Peer Reviews." Association for Computing Machinery (ACM), 2009. http://dx.doi.org/10.1145/1595496.1562892.

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Peer review is used as an effective quality assurance measure in many contexts, including science, business, programming or education. In education, several studies confirmed the positive effects of peer reviewing on student learning. Based on recent research concerning the role of media in the peer review process this study investigates how students perceive the process, content and effects of peer reviews. We also analyze students' opinions on different modes of peer reviewing activities, e.g. online vs. face-to-face reviewing. In the context of a computer science course on scientific writing, these research questions were addressed by administering an online questionnaire (n=38) and analysis using quantitative and qualitative methods. Results indicate that students value the peer review activity, take peer reviews seriously and provide comprehensive and constructive reviews. Findings also show that students prefer written online reviews with the possibility of oral follow-up questions to reviewers.
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Books on the topic "Student assessment"

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Ellington, Henry. Student assessment. (Dundee): CICED, 1987.

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Student-centeredclassroom assessment. 2nd ed. Upper Saddle River, N.J: Merrill, 1997.

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Webber, Charles F., and Judy L. Lupart, eds. Leading Student Assessment. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-1727-5.

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Wong, Hwei Ming, and Maddalena Taras. Student Self-Assessment. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003140634.

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Vito, Perrone, ed. Expanding student assessment. Alexandria, Va: Association for Supervision and Curriculum Development, 1991.

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Mowl, Graham. Innovative student assessment. Newcastle upon Tyne: University of Northumbria at Newcastle, 1994.

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Gronlund, Norman Edward. Assessment of student achievement. 9th ed. Upper Saddle River, N.J: Pearson, 2009.

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1957-, Morgan Chris, ed. The student assessment handbook. London: RoutledgeFalmer, 2004.

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1920-, Gronlund Norman Edward, ed. Assessment of student achievement. Boston: Pearson, 2013.

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Harlen, Wynne. Student Assessment and Testing. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2008. http://dx.doi.org/10.4135/9781446263549.

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Book chapters on the topic "Student assessment"

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Reinders, Hayo, Nick Moore, and Marilyn Lewis. "Assessment." In The International Student Handbook, 139–60. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-06000-6_10.

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Taras, Maddalena. "Student Self-Assessment." In Student Self-Assessment, 3–18. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003140634-2.

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O’Donnell, Kayleigh, and Amy L. Reschly. "Assessment of Student Engagement." In Student Engagement, 55–76. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37285-9_3.

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Valle, Christopher, and Heidi Andrade. "Student Self-Assessment." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_142-4.

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Lui, Angela, and Heidi Andrade. "Student Peer Assessment." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_461-3.

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Crawley, Edward F., Johan Malmqvist, Sören Östlund, Doris R. Brodeur, and Kristina Edström. "Student Learning Assessment." In Rethinking Engineering Education, 165–80. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05561-9_7.

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Valle, Christopher, and Heidi Andrade. "Student Self-Assessment." In Encyclopedia of Science Education, 1005–8. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_142.

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Lui, Angela, and Heidi Andrade. "Student Peer Assessment." In Encyclopedia of Science Education, 1003–5. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_461.

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Beck, Clive, and Clare Kosnik. "Enhancing Student Assessment." In Growing as a Teacher, 31–42. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-560-1_3.

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Rinn, Anne N., and April Walker. "Student Self-Assessment." In Handbook on Assessments for Gifted Learners, 212–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003285991-17.

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Conference papers on the topic "Student assessment"

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Harlow, Samantha, and Karen Stanley Grigg. "Collaborative Assessment for Student Success: Analyzing Nontraditional Students’ Library Perceptions and Usage." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.63.

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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers better support the students who were tested. In contrast, formative assessments provide actionable grounds to improve the quality of instruction on the basis of both the granularity and specificity of their content and their timing. Unfortunately, the psychometric qualities of formative assessments are often unknown. I describe an innovative approach to assessment that aims to blend the productive characteristics of both summative and formative assessment. The resulting assessment system is accountable to students and teachers by providing actionable information for improving classroom instruction, and at the same time, it addresses the demands of psychometric quality for purposes of system accountability as it is currently practiced (in the US). The innovative assessment system relies on partnership with teachers to generate (1) a shared conceptual frame for describing instructional goals and valued forms of teaching and learning; (2) a set of electronic tools to help teachers detect, share, analyse, and interpret student learning data; and (3) classroom and school-level community professional development structures to support and sustain a widespread practice of assessing to guide instruction. These features are coupled with new psychometric models, developed by the Berkeley Evaluation and Research Center, that provide more robust estimates of student learning by linking information from multiple sources, including student classroom work, student responses to formative assessments, and summative evaluations. (Mark Wilson will address the psychometric modeling during this conference.) Here I describe challenges and prospects for this innovation with a case study of its implementation in a K–5 elementary school that is seeking to improve the quality of instruction and students’ understandings of measure and rational number arithmetic.
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Dickinson, Wendy, Anthony Onwuegbuzie, Constance Hines, and Bruce Hall. "Summative assessment strategies for statistical learning: development, administration, and scoring of authentic and performance assessments." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07302.

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This paper describes three original assessments developed for use in undergraduate- and graduate-level mathematics and statistics courses: (a) the context-dependent item set (undergraduate); (b) the visual data display project (undergraduate); and (c) the statistics notebook (graduate). The goal of each assessment was to measure student learning of statistical concepts and methodology, gauge the student’s ability to apply those concepts in context, and provide an opportunity for students to appreciate statistics as a way to investigate, summarize, and explain phenomena of interest. Examples of all three assessments and rubrics are available for presentation.
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Koudelka, Jan. "Transient Stability Assessment For Unbalanced Faults." In STUDENT EEICT 2021. Brno: Fakulta elektrotechniky a komunikacnich technologii VUT v Brne, 2021. http://dx.doi.org/10.13164/eeict.2021.219.

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Edwards, Elizabeth, and Rebecca Starkey. "Using Student Survey Data to Build Campus Collaborations." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.7.

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Daly, Emily, Joyce Chapman, Arianne Hartsell-Gundy, and Brenda Yang. "1G Needs Are Student Needs: A Mixed-Methods Approach to Understanding the Experiences of First-Generation College Students." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.61.

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Jollifffe, Flavia. "The changing brave new world of statistics assessment." In Assessing Student Learning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07102.

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There have been many changes over the last thirty to forty years in the way that statistics is taught and assessed. From hand calculations and assessment tasks that tested whether students had learnt how to answer questions of a type they had seen before correctly, we have moved to assessments that use computers and resources available on the internet and to examinations where sheets with formulae are provided or that are open-book. These newer forms of assessment present their own challenges. Examples of tasks are given in this paper, with discussion of their implementation and appropriate references to publications in statistical education.
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Bradley, Doreen R., and Jo Angela Oehrli. "Assessing Student Learning in Library Instruction: A Faculty Perspective." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.73.

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Peck, Roxy, and Beth Chance. "Assessment at the program level: using assessment to improve undergraduate statistics programs." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07402.

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With the growing focus on assessment and accountability, programs at many universities are now expected to define learning goals and objectives at the program level (as opposed to the course level) and to devise strategies for assessing whether these goals and objectives are being met. This paper will look at the role of assessment at the program level and how the resulting information about student learning can be used to make informed decisions about curriculum.
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Petocz, Peter, and Anna Reid. "Learning and assessment in statistics." In Assessing Student Learning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.070103.

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The main role of assessment is to support learning, and any view of assessment implies a corresponding view of learning. Research on students’ conceptions of statistics, learning in statistics and assessment, suggests that there is a clear variation from narrow to broad views. Another dimension is students’ perceptions of their future professional roles and how that impacts on their present studies. In order to support the learning process, assessment should be structured in such a way as to make apparent to students the full range of variation in conceptions and to encourage them towards the broadest and most inclusive ideas. Further, it is important that the approach to assessment has coherence with the overall pedagogical approach.
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Reports on the topic "Student assessment"

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Sutcliffe, Mark, and John Sloman. Using the Virtual Economy in Student Assessment. Bristol, UK: The Economics Network, January 2002. http://dx.doi.org/10.53593/n610a.

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Ra, Sungsup, Sungsook Kim, and Kijong Rhee. Developing National Student Assessment Systems for Quality Education:. Manila, Philippines: Asian Development Bank, December 2019. http://dx.doi.org/10.22617/tcs190597-2.

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Jacob, Brian, and Jesse Rothstein. The Measurement of Student Ability in Modern Assessment Systems. Cambridge, MA: National Bureau of Economic Research, July 2016. http://dx.doi.org/10.3386/w22434.

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Mitova, Mariana A., and Barbara Frazier. Using ITAA Meta-Goals for Assessment of Student Preparation. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-365.

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Clotfelter, Charles, Helen Ladd, and Jacob Vigdor. Teacher-Student Matching and the Assessment of Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11936.

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Lopez, K., L. Blair, S. Clark, J. LoConte, and L. Smalley. Assessment of MathQuest, Summer 1991. A precollege student program. Office of Scientific and Technical Information (OSTI), December 1991. http://dx.doi.org/10.2172/10124843.

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Emmons, Molly. An Assessment of the Needs of International Students for Student Services at Southern Oregon State College. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6950.

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Sadachar, Amrut, Sara Jablon, Linda Niehm, and Jessica Hurst. Student Attitudes toward Educational Approaches and Assessment Techniques: A Retail Merchandising Course Outcomes Assessment. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-90.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Freeman, Charles, Sara Marcketti, and Elena Karpova. Evaluating Student Creativity: A Modified Electronic Consensual Assessment Tool for Classroom Use. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-892.

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