Pub Date : 2024-08-21DOI: 10.1080/0969594x.2024.2391341
Ronen Kasperski, Merav E. Hemi
Educators’ Social-Emotional Learning (SEL) is crucial for fostering positive, supportive, and effective learning environments. This study seeks to improve SEL assessment among educators by addressi...
{"title":"EduSEL-R – the refined educators’ social-emotional learning questionnaire: expanded scope and improved validity","authors":"Ronen Kasperski, Merav E. Hemi","doi":"10.1080/0969594x.2024.2391341","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2391341","url":null,"abstract":"Educators’ Social-Emotional Learning (SEL) is crucial for fostering positive, supportive, and effective learning environments. This study seeks to improve SEL assessment among educators by addressi...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1080/0969594x.2024.2386515
Pernille Fiskerstrand, Siv M. Gamlem
The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils’ understa...
{"title":"Mapping oral feedback interactions in young pupils’ writing","authors":"Pernille Fiskerstrand, Siv M. Gamlem","doi":"10.1080/0969594x.2024.2386515","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2386515","url":null,"abstract":"The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils’ understa...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-16DOI: 10.1080/0969594x.2024.2367027
Ernesto Panadero, Javier Fernández, Leire Pinedo, Iván Sánchez, Daniel García-Pérez
While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-asses...
{"title":"A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles","authors":"Ernesto Panadero, Javier Fernández, Leire Pinedo, Iván Sánchez, Daniel García-Pérez","doi":"10.1080/0969594x.2024.2367027","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2367027","url":null,"abstract":"While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-asses...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141777613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-26DOI: 10.1080/0969594x.2024.2370091
Therese N. Hopfenbeck
Published in Assessment in Education: Principles, Policy & Practice (Vol. 31, No. 2, 2024)
发表于《教育评估》：原则、政策与实践》（第 31 卷第 2 期，2024 年）
{"title":"Surprising Insights: rethinking Grades, Exams, and Assessment Cultures","authors":"Therese N. Hopfenbeck","doi":"10.1080/0969594x.2024.2370091","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2370091","url":null,"abstract":"Published in Assessment in Education: Principles, Policy & Practice (Vol. 31, No. 2, 2024)","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141719490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-20DOI: 10.1080/0969594x.2024.2368252
Mark White, Peter A. Edelsbrunner, Christian M. Thurn
Classroom observation rubrics are a widely adopted tool for measuring the quality of teaching and provide stable conceptualisations of teaching quality that facilitate empirical research. Here, we ...
{"title":"The conceptualisation implies the statistical model: implications for measuring domains of teaching quality","authors":"Mark White, Peter A. Edelsbrunner, Christian M. Thurn","doi":"10.1080/0969594x.2024.2368252","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2368252","url":null,"abstract":"Classroom observation rubrics are a widely adopted tool for measuring the quality of teaching and provide stable conceptualisations of teaching quality that facilitate empirical research. Here, we ...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-20DOI: 10.1080/0969594x.2024.2367029
Naomi E. Winstone, Robert A. Nash
Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study,...
{"title":"An exploratory field study of students’ memory for written feedback comments","authors":"Naomi E. Winstone, Robert A. Nash","doi":"10.1080/0969594x.2024.2367029","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2367029","url":null,"abstract":"Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study,...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-13DOI: 10.1080/0969594x.2024.2365645
Henning Fjørtoft, Mei Kuin Lai, Mengnan Li
Reading assessment is a critical feature of education systems. The aim of this study is to explore reading assessment policy in the New Zealand (NZ) assessment culture. We reviewed research publica...
{"title":"How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study","authors":"Henning Fjørtoft, Mei Kuin Lai, Mengnan Li","doi":"10.1080/0969594x.2024.2365645","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2365645","url":null,"abstract":"Reading assessment is a critical feature of education systems. The aim of this study is to explore reading assessment policy in the New Zealand (NZ) assessment culture. We reviewed research publica...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-08DOI: 10.1080/0969594x.2024.2350395
Verónica Villarroel, Daniela Bruna, Carola Bruna, Gavin Brown, David Boud
A training course grounded in the principles of authentic assessment was implemented with 24 academics from two Chilean universities. Through a single-group pre-test/post-test design, the change in...
{"title":"Authentic assessment training for university teachers","authors":"Verónica Villarroel, Daniela Bruna, Carola Bruna, Gavin Brown, David Boud","doi":"10.1080/0969594x.2024.2350395","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2350395","url":null,"abstract":"A training course grounded in the principles of authentic assessment was implemented with 24 academics from two Chilean universities. Through a single-group pre-test/post-test design, the change in...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-16DOI: 10.1080/0969594x.2024.2335719
Therese Hopfenbeck
Published in Assessment in Education: Principles, Policy & Practice (Vol. 31, No. 1, 2024)
发表于《教育评估》：原则、政策与实践》（第 31 卷第 1 期，2024 年）
{"title":"Insight from research across the world: examining student responses, assessment practices, and feedback engagement","authors":"Therese Hopfenbeck","doi":"10.1080/0969594x.2024.2335719","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2335719","url":null,"abstract":"Published in Assessment in Education: Principles, Policy & Practice (Vol. 31, No. 1, 2024)","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-11DOI: 10.1080/0969594x.2024.2338764
José Manuel Arencibia Alemán, Astrid Marie Jorde Sandsør, Henrik Daae Zachrisson, Sigrid Blömeke
Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = .40–.60) have led many educational stakeholders to deem grades subjective and unreliable. H...
{"title":"Teacher-assigned grades and external exams: sources of discrepancy","authors":"José Manuel Arencibia Alemán, Astrid Marie Jorde Sandsør, Henrik Daae Zachrisson, Sigrid Blömeke","doi":"10.1080/0969594x.2024.2338764","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2338764","url":null,"abstract":"Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = .40–.60) have led many educational stakeholders to deem grades subjective and unreliable. H...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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