Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0420-8.ch050
Hélène de Burgh-Woodman
This research adopts a case study approach to interrogate key questions regarding how curriculum design, assessment and delivery impacts on student perceptions of overall value relative to their job readiness. The initial research question to be answered in this study is how can shifts in curriculum design and assessment affect student perceptions of value? The method uses a case study and adapts Brookfield's multiple source approach, which enables the examination of the case study from multiple perspectives. The objective of the case study is to draw out the implications for understandings of student perceptions of value and how curriculum design can enhance this sense of value.
{"title":"Student Perceptions of Value and the Impact on Curriculum Design","authors":"Hélène de Burgh-Woodman","doi":"10.4018/978-1-7998-0420-8.ch050","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch050","url":null,"abstract":"This research adopts a case study approach to interrogate key questions regarding how curriculum design, assessment and delivery impacts on student perceptions of overall value relative to their job readiness. The initial research question to be answered in this study is how can shifts in curriculum design and assessment affect student perceptions of value? The method uses a case study and adapts Brookfield's multiple source approach, which enables the examination of the case study from multiple perspectives. The objective of the case study is to draw out the implications for understandings of student perceptions of value and how curriculum design can enhance this sense of value.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126967431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0420-8.ch059
M. Emira, Pat Craven, Sharon F. Frazer, Z. Rahman
This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.
{"title":"Assessment in the Modern Age","authors":"M. Emira, Pat Craven, Sharon F. Frazer, Z. Rahman","doi":"10.4018/978-1-7998-0420-8.ch059","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch059","url":null,"abstract":"This chapter aims to address assessment in the modern age in terms of its importance, challenges and solutions by examining the views of 1,423 users at UK test centres following their recent experience of using two systems which employ computer-based assessment (CBA) and computer-assisted assessment (CAA). Generally speaking, based on the research, which informs the findings presented in this chapter, both systems face similar challenges but there are challenges which are specific to the CAA system. Similarly, both systems may require common solutions to improve user's future experience, but there are solutions which are more relevant to the CAA system. The chapter concludes with a discussion around the UK apprenticeship and a case study of a pilot apprenticeship programme in which CBA and CAA are also integrated.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124861454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-2520-2.CH018
Brittany L. Hott, Rebecca Dibbs, Demarquis M Hayes, Lesli P. Raymond
Assessment is one of the most controversial and challenging aspects of education. While increasing emphasis has been placed on student progress and accountability, effective assessment processes are often overlooked as a critical component of quality instruction. This chapter aims to provide practitioners, educators, and policymakers with an overview of assessment practices that provide information at the classroom and individual levels to drive instructional decision making. A multi-level system of support model is emphasized to illustrate types and administration of assessments needed to make instructional decisions.
{"title":"Assessment in Inclusive Settings","authors":"Brittany L. Hott, Rebecca Dibbs, Demarquis M Hayes, Lesli P. Raymond","doi":"10.4018/978-1-5225-2520-2.CH018","DOIUrl":"https://doi.org/10.4018/978-1-5225-2520-2.CH018","url":null,"abstract":"Assessment is one of the most controversial and challenging aspects of education. While increasing emphasis has been placed on student progress and accountability, effective assessment processes are often overlooked as a critical component of quality instruction. This chapter aims to provide practitioners, educators, and policymakers with an overview of assessment practices that provide information at the classroom and individual levels to drive instructional decision making. A multi-level system of support model is emphasized to illustrate types and administration of assessments needed to make instructional decisions.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129790936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-2026-9.CH020
Stephen Broughton, Paul Hernandez-Martinez, C. Robinson
Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students in their mathematics courses in higher education. This article examines six lecturers' practices of using CAA on their mathematics courses. The interviews with these lecturers revealed that the CAA system did provide many of the benefits that were promised; however, there were some important aims not satisfied by the system, which limited the scope of its effectiveness. Using a model for effective assessment, which draws upon ideas from the assessment literature and cultural-historical activity theory, the lecturer interviews give an insight into what stops this assessment tool from remaining effective. This study shows that the CAA system was reasonably effective to an extent, and lecturers had achieved a relatively stable practice that they were satisfied to maintain; however, there were shortcomings with the existing system that limited the scope of its effectiveness, which led to diverse practices and a desire to change system.
{"title":"The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer","authors":"Stephen Broughton, Paul Hernandez-Martinez, C. Robinson","doi":"10.4018/978-1-5225-2026-9.CH020","DOIUrl":"https://doi.org/10.4018/978-1-5225-2026-9.CH020","url":null,"abstract":"Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students in their mathematics courses in higher education. This article examines six lecturers' practices of using CAA on their mathematics courses. The interviews with these lecturers revealed that the CAA system did provide many of the benefits that were promised; however, there were some important aims not satisfied by the system, which limited the scope of its effectiveness. Using a model for effective assessment, which draws upon ideas from the assessment literature and cultural-historical activity theory, the lecturer interviews give an insight into what stops this assessment tool from remaining effective. This study shows that the CAA system was reasonably effective to an extent, and lecturers had achieved a relatively stable practice that they were satisfied to maintain; however, there were shortcomings with the existing system that limited the scope of its effectiveness, which led to diverse practices and a desire to change system.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126663839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0420-8.ch075
R. Williams, Daniel Woods
This chapter begins with a consideration of the state of school-based assessments as an unavoidable consequence of the contemporary societal emphasis on accountability and curricular prescriptions at the state and national level in the United States of America. Additionally, the authors comment upon the potential inaccuracies inescapable in large scale, high-stakes, standardized assessment instruments, especially when such instruments are turned to the task of evaluation—whether norm- or criterion-referenced—in a teaching and learning engagement. Likewise, the chapter concludes with suggestions and templates (elaborately configured with specific activities and assessment rubrics included) to support teachers who want to develop their own, rigorous, valid, and reliable assessments instruments embedded seamlessly in student-centered learning activities, and that accommodate the reality of literacy as a culturally situated behavior that, for contemporary learners, includes all manner of meaning-making in all manner of modalities from the pencil and paper to the purely electronic (and potentially wordless, at times) video- or audio-based.
{"title":"Assessment Shouldn't Be a Pay-Per-View Activity","authors":"R. Williams, Daniel Woods","doi":"10.4018/978-1-7998-0420-8.ch075","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch075","url":null,"abstract":"This chapter begins with a consideration of the state of school-based assessments as an unavoidable consequence of the contemporary societal emphasis on accountability and curricular prescriptions at the state and national level in the United States of America. Additionally, the authors comment upon the potential inaccuracies inescapable in large scale, high-stakes, standardized assessment instruments, especially when such instruments are turned to the task of evaluation—whether norm- or criterion-referenced—in a teaching and learning engagement. Likewise, the chapter concludes with suggestions and templates (elaborately configured with specific activities and assessment rubrics included) to support teachers who want to develop their own, rigorous, valid, and reliable assessments instruments embedded seamlessly in student-centered learning activities, and that accommodate the reality of literacy as a culturally situated behavior that, for contemporary learners, includes all manner of meaning-making in all manner of modalities from the pencil and paper to the purely electronic (and potentially wordless, at times) video- or audio-based.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117328207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-0531-0.CH003
L. Guàrdia, G. Crisp, Ivan Alsina
This chapter provides an overview of current e-assessment activity in Higher Education (HE) for those interested in improving their assessment practices. Despite substantial changes in HE teaching and learning strategies with the introduction of Information and Communication Technologies (ICT), little effort has been made in the area of assessment, where traditional methods are still commonly used. ICT and computers are seen as a medium for supporting and guiding the whole learning process, but these options have not yet been fully explored. In view of this, we would like to review the trends and challenges of e-assessment to enhance student learning in future scenarios, taking into consideration several publications, cases and contributions from both the practice and research perspective.
{"title":"Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education","authors":"L. Guàrdia, G. Crisp, Ivan Alsina","doi":"10.4018/978-1-5225-0531-0.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-0531-0.CH003","url":null,"abstract":"This chapter provides an overview of current e-assessment activity in Higher Education (HE) for those interested in improving their assessment practices. Despite substantial changes in HE teaching and learning strategies with the introduction of Information and Communication Technologies (ICT), little effort has been made in the area of assessment, where traditional methods are still commonly used. ICT and computers are seen as a medium for supporting and guiding the whole learning process, but these options have not yet been fully explored. In view of this, we would like to review the trends and challenges of e-assessment to enhance student learning in future scenarios, taking into consideration several publications, cases and contributions from both the practice and research perspective.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131453376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0420-8.ch051
Zineb Djoub
To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.
{"title":"Assessment for Learning","authors":"Zineb Djoub","doi":"10.4018/978-1-7998-0420-8.ch051","DOIUrl":"https://doi.org/10.4018/978-1-7998-0420-8.ch051","url":null,"abstract":"To support students, make effective use of feedback to improve their learning, this chapter provides practical tips and strategies for teachers to stimulate their students' interest in feedback, assimilate its significant role and get involved in interpreting, reflecting and acting upon feedback comments. The author focuses on both summative and formative feedback. For summative feedback, one's concern is to encourage students to interpret grades/marks, reflect upon them and transform them into plans and actions. This is through using reflective worksheets and other post-exam tasks in class which are designed by the author. Feedback within self, peer and group assessment approaches is also concerned in this chapter. Other kinds of reflective worksheets are suggested to be used to reflect on the student learning process as part of the student portfolio, journal or set separately, in addition to the use of technology, i.e., class blogs to enhance such reflection.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114192727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-0531-0.CH017
P. Baughan
The purpose of this chapter is to examine the role that professional development programmes for higher education lecturers and teachers can play in promoting positive, learner-centred assessment practice. Whilst they vary in their coverage, these programmes address a broad range of teaching, learning and other pedagogical issues, and almost all include assessment and good assessment practice as a key component of their curriculum. Therefore, this chapter is used to explain and argue that professional development programmes can and should have a key and distinctive role in developing and sharing innovative assessment practice. The argument is supported by drawing on series of seven principles and ideas, as well as a single-institution case study. Points and arguments are also supported with a range of theory, literature and examples, as well as the experience of the author in working on one programme of this type.
{"title":"Demonstrating Positive, Learner-Centred Assessment Practice in Professional Development Programmes","authors":"P. Baughan","doi":"10.4018/978-1-5225-0531-0.CH017","DOIUrl":"https://doi.org/10.4018/978-1-5225-0531-0.CH017","url":null,"abstract":"The purpose of this chapter is to examine the role that professional development programmes for higher education lecturers and teachers can play in promoting positive, learner-centred assessment practice. Whilst they vary in their coverage, these programmes address a broad range of teaching, learning and other pedagogical issues, and almost all include assessment and good assessment practice as a key component of their curriculum. Therefore, this chapter is used to explain and argue that professional development programmes can and should have a key and distinctive role in developing and sharing innovative assessment practice. The argument is supported by drawing on series of seven principles and ideas, as well as a single-institution case study. Points and arguments are also supported with a range of theory, literature and examples, as well as the experience of the author in working on one programme of this type.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130235995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-4666-9441-5.CH008
E. Quellmalz, Matt Silberglitt, Barbara C. Buckley, M. Loveland, Daniel Brenner
Simulations have become core supports for learning in the digital age. For example, economists, mathematicians, and scientists employ simulations to model complex phenomena. Learners, too, are increasingly able to take advantage of simulations to understand complex systems. Simulations can display phenomena that are too large or small, fast or slow, or dangerous for direct classroom investigations. The affordances of simulations extend students' opportunities to engage in deep, extended problem solving. National and international studies are providing evidence that technologies are enriching curricula, tailoring learning environments, embedding assessment, and providing tools to connect students, teachers, and experts locally and globally. This chapter describes a portfolio of research and development that has examined and documented the roles that simulations can play in assessing and promoting learning, and has developed and validated sets of simulation-based assessments and instructional supplements designed for formative and summative assessment and customized instruction.
{"title":"Simulations for Supporting and Assessing Science Literacy","authors":"E. Quellmalz, Matt Silberglitt, Barbara C. Buckley, M. Loveland, Daniel Brenner","doi":"10.4018/978-1-4666-9441-5.CH008","DOIUrl":"https://doi.org/10.4018/978-1-4666-9441-5.CH008","url":null,"abstract":"Simulations have become core supports for learning in the digital age. For example, economists, mathematicians, and scientists employ simulations to model complex phenomena. Learners, too, are increasingly able to take advantage of simulations to understand complex systems. Simulations can display phenomena that are too large or small, fast or slow, or dangerous for direct classroom investigations. The affordances of simulations extend students' opportunities to engage in deep, extended problem solving. National and international studies are providing evidence that technologies are enriching curricula, tailoring learning environments, embedding assessment, and providing tools to connect students, teachers, and experts locally and globally. This chapter describes a portfolio of research and development that has examined and documented the roles that simulations can play in assessing and promoting learning, and has developed and validated sets of simulation-based assessments and instructional supplements designed for formative and summative assessment and customized instruction.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125533647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-4666-9924-3.CH020
Norman Herr, Marten Tippens, Mike Rivas, V. Vandergon, Matthew d'Alessio, John M. Reveles
Continuous Formative Assessment (CFA) is a strategy that employs free and accessible collaborative cloud-based technologies to collect, stream, and archive evidence of student knowledge, reasoning, and understanding during STEM lessons, so that instructors and students can make evidence-based decisions for adjusting lessons to optimize learning. Writing samples, diagrams, equations, drawings, photos, and movies are collected from all students and archived in cloud-based databases so that instructors can assess student understanding during instruction, and monitor learning gains over time. This chapter introduces and explains CFA techniques and provides preliminary research pertaining to the effectiveness of CFA instructional strategies in promoting student accountability, metacognition, and engagement in STEM courses, and suggests avenues for future research.
{"title":"Cloud-Based Continuous Formative Assessment (CFA)","authors":"Norman Herr, Marten Tippens, Mike Rivas, V. Vandergon, Matthew d'Alessio, John M. Reveles","doi":"10.4018/978-1-4666-9924-3.CH020","DOIUrl":"https://doi.org/10.4018/978-1-4666-9924-3.CH020","url":null,"abstract":"Continuous Formative Assessment (CFA) is a strategy that employs free and accessible collaborative cloud-based technologies to collect, stream, and archive evidence of student knowledge, reasoning, and understanding during STEM lessons, so that instructors and students can make evidence-based decisions for adjusting lessons to optimize learning. Writing samples, diagrams, equations, drawings, photos, and movies are collected from all students and archived in cloud-based databases so that instructors can assess student understanding during instruction, and monitor learning gains over time. This chapter introduces and explains CFA techniques and provides preliminary research pertaining to the effectiveness of CFA instructional strategies in promoting student accountability, metacognition, and engagement in STEM courses, and suggests avenues for future research.","PeriodicalId":320077,"journal":{"name":"Learning and Performance Assessment","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121707344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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