Download or read book Students Perceptions of Their Assessment Tasks written by Ronald Thomas Honeyman and published by . This book was released on 2007 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: A number of national and international reports since the year 2000 have considered the state of science teaching in secondary schools and have, without general exception, reported poor student attitudes to science. The Australian report by Goodrum, Hackling, and Rennie (2001) entitled The status and quality of teaching and learning in Australian schools indicates that there is a difference in the reasons why science is taught, the content that is taught, and how it is taught in middle schools (upper primary and lower secondary) around Australia. The general consensus is that scientific literacy should be the major aim of teaching science in the middle school arena. Many factors, not all of which are school based, feed into providing a solid basis for achieving scientific literacy. Some factors which have been identified as important in pursuing scientific literacy have been investigated in this research. These include: assessment processes, the science classroom environment, students' attitudes towards school science and their academic self-efficacy.

Download or read book Formative Assessment Improving Learning in Secondary Classrooms written by OECD and published by OECD Publishing. This book was released on 2005-01-25 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study features a collection of eight case studies of exemplary cases from secondary schools as well as international literature reviews and policy analysis related to formative assessment.

Download or read book Student Perspectives on Assessment written by Dennis M. McInerney and published by IAP. This book was released on 2009-12-01 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessment for learning is meant to engage, motivate, and enable students to do better in their learning. However, how students themselves perceive assessments (both high-stakes qualifications and low-stakes monitoring) is not well understood. This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, secondary, and tertiary education conceive of, experience, understand, and evaluate assessments. Assessment for learning has assumed that formative assessments and classroom practices would be an unqualified success in terms of student learning outcomes. Making use of a variety of qualitatively interpreted focus groups, observations, and interviews and factor-analytic survey methods, the studies collected in this volume raise doubts as to the validity of this formulation. We commend this volume to readers hoping to stimulate their own thinking and research in the area of student assessment. We believe the chapters will challenge researchers, policy makers, teacher educators, and instructors as to how assessment for learning can be implemented.

Download or read book COMPARISON OF TEACHERS STUDE written by Kit-Ling Lena Chow and published by Open Dissertation Press. This book was released on 2017-01-27 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Comparison of Teachers' and Students' Perceptions of the Purpose and Value of Assessment Within Project Work" by Kit-ling, Lena, Chow, 周潔玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT of thesis entitled A Comparison of Teachers' and Students' Perceptions of the Purpose and Value of Assessment within Project Work Chow Kit Ling Lena For the degree of Master of Education at the University of Hong Kong August, 2004 This study explores the perceptions of teachers and students of assessment within project work. Project work has been stipulated as a key learning task to help students develop independent learning capabilities in the current curriculum reform in Hong Kong. To support this, the reform calls for a new mode of project assessment focusing on learning process and feedback. The research objectives were to: (1) unveil and compare teachers' and students' perceptions of the purpose and value of project assessment; (2) identify factors that explained their varied perceptions of assessment; and (3) develop a grounded theory of the ways that participants' perceptions were affected. The study takes the form of an interpretative investigation of a case study using both qualitative and quantitative research methods. Data were collected from a questionnaire survey and in-depth interviews, supplemented by document analysis. Grounded theory is used to derive theory inductively from data collected. The findings reveal that both teachers and students perceived the objectives of project work as being to help students improve learning skills and develop an active and self-learning attitude, which were broadly speaking congruent with the intended official purposes. Teachers' and students' perceptions of the value of assessing project work were generally positive, although the actual improvement was not as great as teachers had expected. Their perceptions of the top four important purposes and ratings of values of assessment of project work were similar. Differences were found but the discrepancies were relatively small. Several factors such as teachers' beliefs and experience, students' abilities and attitudes, and school's assessment policy and design of project programme were identified as possible explanations of varied perceptions of teachers and students. A few issues such as the role of a teacher- advisor, lack of clarity of assessment criteria and insufficient time for progress meetings were noted as affecting participants' perceptions of the project assessment negatively. A model developed from the data is expected to provide a framework for individual teachers, project work leaders in school and education officers to consider, when designing and implementing project work and its assessment, to understand participants' perceptions at the frontline. Understanding of the factors in the model can facilitate implementation and help to avoid problems. To implement formative assessment successfully, summative assessments and beliefs of both teachers and students need to change in order to cope with the new expectations in education. School policy, teachers' understanding and interpretation of the role of assessment, and teachers' professional development are important catalysts. i DOI: 10.5353/th_b3015294 Subjects: Project method in teaching - China - Hong Kong Grading and marking (Students) - China - Hong Kong Junior high school teachers - China - Hong Kong - Attitudes Junior high school students - China - Hong Kong - Attitudes

Download or read book Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education written by Tavares, Vander and published by IGI Global. This book was released on 2020-10-02 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Canada has become one of the most popular destinations for international students at the higher education level. A number of complex factors and trends, both in Canada and globally, have contributed to the emergence of Canada as a destination for international higher education. However, more research is still needed to better understand the experiences of international students in Canada considering the rapid growth in numbers as well as the social, political, and linguistic singularity of Canada as a destination. Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education is an essential scholarly publication that explores international students' experiences in Canadian colleges and universities. It seeks to explore the various factors, aspects, challenges, and successes that characterize the international student experience in Canadian higher education from the perspective of international students and the academic communities to which they belong. Featuring a wide range of topics such as information literacy, professional development, and experiential learning, this book is ideal for academicians, instructors, researchers, policymakers, curriculum designers, and students.

Download or read book Designing Assessment for Quality Learning written by Claire Wyatt-Smith and published by Springer Science & Business Media. This book was released on 2014-03-10 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education.

Download or read book Optimising New Modes of Assessment In Search of Qualities and Standards written by Mien Segers and published by Springer Science & Business Media. This book was released on 2003-04-30 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an essential book for all those concerned with the field of assessment. It addresses relevant and timely conceptual and practical issues from a research perspective and, based on research results, clearly provides solutions to practical applications at the cutting edge of the emerging area of new modes of assessment. In a clear and rigorous manner, the authors explore new methods and study the various quality aspects of innovative approaches.

Download or read book Canonical Correlational Models of Students Perceptions of Assessment Tasks Motivational Orientations and Learning Strategies written by Hussain Alkharusi and published by . This book was released on 2013 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed. (Contains 4 tables.).

Download or read book Teacher Educators Perceptions of Authentic Assessment Tasks written by Eric Otchoun and published by LAP Lambert Academic Publishing. This book was released on 2012-04 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nowadays, teachers are facing increasing demands in their work: dealing with diverse groups, supporting the learning process, taking into account the student's needs, interacting with students'parents...etc. These challenges require student teachers to be prepared for real professional contexts of their profession. As a result, it is particularly important for teacher educators to implement assessment strategies that enable their students to acquire some core competences to face the teaching profession world realities and interact with their colleagues. This book surveys the assessment tasks teacher educators assign in cooperative learning groups. It explores their perceptions of an authentic assessment task and how they evaluate its degree of authenticity. Teacher educators' assessment practices are analyzed according to Gulikers's five-dimensional framework of an authentic assessment task: the task, the social context, the physical context, the assessment result, the criteria and standards. This analysis should help professionals of Education to reflect on their own practices and question the reliability of group works in Teacher Education.

Download or read book Embedding Formative Assessment written by Dylan Wiliam and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective classroom formative assessment helps educators make minute-by-minute, day-by-day instructional decisions. This clear, practical guide for teachers centers on five key instructional strategies, along with practical formative assessment techniques for implementing each strategy in K-12 classrooms. The authors provide guidance on using the specific techniques, along with tips, cautions, and enhancements to sustain formative assessment.

Download or read book Comparing Academic Staff and Students Perceptions of the Purpose of Assessment in Higher Education written by Carol Gossmann and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study is, firstly, to determine if there is a difference in the perceptions of academic staff members and students concerning the purpose of their actual assessment practices. Secondly, the aim of the study is to identify what the challenges are that may influence the implementation of effective assessment practices. A case study design, involving the academic staff and students within the Baccalaureus Educationis (BEd) Early Childhood Development, Foundation Phase Programme in the Faculty of Education, University of Pretoria, was used. The sample consisted of 30 academic staff members and 114 third-year students who each completed a standardised questionnaire (quantitative data), to get a broader idea of their perceptions and understanding of the purpose of assessment practices. The questionnaire was followed up by face to face interviews (qualitative data) with three staff members and three students in order to validate and supplement the quantitative data. The method employed to analyse the collected data was a concurrent nested, mixed method design. The quantitative data analyses were done using SPSS computer software to determine the frequencies for both staff and students' perceptions. Statistical data analyses were also performed using a non-parametric chi-square technique. The collected qualitative data was first analysed using manifest and content data analysis. Codes had been developed after which the data was further analysed using SPSS computer software to determine the frequencies for both staff and students' perceptions. The standards model which represents assessment reform (enquiry or outcomes-based assessment) and the measurement model (traditional assessment) were used as framework to interpret the collected data. The results of my study showed that both academic staff and students perceived the main purpose of assessment as developmental or formative. However, the stated importance of the formative purpose of assessment was not evident in the practice of academic staff. For example, academic staff reported that within their assessment practices, assessment either took place at the beginning of the module, sometimes during the module, but mostly at the end of the module. Furthermore, staff reported that within their assessment practices, self- and peer-assessment and feedback were infrequent occurrences and that feedback to students was almost never followed up with actions. Academic staff perceived the biggest challenge for effective assessment practice to be large class sizes, while students perceived the biggest challenge to be the reliability of assessment, including marking reliability and assessor reliability. I concluded that the standards model of assessment is the desirable model in formal education and especially Higher Education, because it attempts to reflect what has been learned in criterion referenced terms. However, in this study, as well as in the Maclellan study (2001) and LOAP study (Fun, 2005), academic staff declared a commitment to formative purposes of assessment, but students perceived that staff engages in practices that were not in line with the standards model of assessment.

Download or read book Assessment as Learning written by Zi Yan and published by Routledge. This book was released on 2021-08-14 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts. This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes). Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.

Download or read book SAGE Handbook of Research on Classroom Assessment written by James H. McMillan and published by SAGE. This book was released on 2013 with total page 577 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.

Download or read book Advances and Innovations in University Assessment and Feedback written by Carolin Kreber and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores changing perspectives and innovations in assessment in light of recent theorising and empirical research ...

Download or read book University Students Perceptions of Writing Assessment written by Hanan Alaa Hegazi and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Instructors and students are the pillars of higher education. There is substantial interest in teachers' beliefs, preferences, and perceptions in language assessment research, with an emphasis on writing assessment. Additionally, there is a growing body of research investigating students' perceptions of assessment. However, research that examines how students perceive writing assessment is limited. Therefore, this study investigates two aspects: (a) students' perceptions of their writing ability and (b) their perceptions of writing assessment in an English-medium private university in Cairo. This study adopts a mixed-methods approach for data collection, which involved distributing student questionnaires, conducting semi-structured interviews, and collecting writing samples from the participants. The participants were selected through convenience sampling, in which L2 participants were randomly selected from two English programs at the American University in Cairo. A sample of participants (n=73) responded to the questionnaire. The questionnaires were analyzed using descriptive statistics. Six semi-structured interviews were conducted to gain a deeper understanding of students' perceptions of writing quality and writing assessment. The interviews were textually analyzed through coding using content analysis by two coders. These interviews were conducted based on the participants' interest. The writing samples were analyzed quantitatively; they were first scored by two raters using a holistic rubric for grading the participants' overall L2 writing quality, and the average score of both raters was calculated. These samples were then analyzed utilizing the descriptors included in the holistic rubric. The results of this study indicated that students perceived themselves to be either mid-range writers or professional ones. Most of the participants enjoyed writing and believed it to be one of the easiest, most crucial skills in higher education. Furthermore, a connection was found between the writing prompt and the students' writing quality. If the topic addressed the students' interest, they become motivated to work on their writing tasks. They also perceived writing assessment as a determining, and substantial factor in developing their writing quality. Moreover, writing quality was found to be higher than their perceptions as writers. The students' writing quality shaped their perceptions of academic writing and writing assessment. The study also involved messages from students to writing instructors. The implications of the current study addressed different educational stakeholders, such as students, teachers, textbook designers, teacher educators and university administrators. Students are required to manage their time to produce the best possible written work. Teachers are recommended to provide students with clear instructions on how to conduct different feedback types, such as peer-feedback and self-assessment. Textbook designers are required to design interesting writing prompts, which address students' preferences. Teacher educators are responsible for delivering professional development (PD) events to train teachers on how to incorporate writing assessment activities with writing instruction. University administrators are required to reward teachers who successfully deliver writing assessment activities for university students.

Download or read book Alternative Assessments and Student Perceptions in the World Language Classroom written by Robin Barnard Bachelor and published by . This book was released on 2017 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: World language educators are constantly tasked with evaluating appropriate and beneficial assessments for their students. This study investigated how first-year students in a Midwestern United States high school perceived three different alternative assessments in the world language classroom: Dynamic Assessment, Task-based Assessment, and Formative Assessment using self- and peer-evaluation. The researcher correlated the perceptions to the students' assessment scores. Additionally, the researcher compared final exam scores of the control group with those of the experimental group. The results indicated that the experimental group students favorably perceived the alternative assessments types, chose Formative Assessment as their most preferred and Task-based Assessment as the least desired, and scored equally as well as the control group students on the final exam.

Download or read book Optimising New Modes of Assessment In Search of Qualities and Standards written by Mien Segers and published by Elsevier. This book was released on 2003-04-30 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an essential book for all those concerned with the field of assessment. It addresses relevant and timely conceptual and practical issues from a research perspective and, based on research results, clearly provides solutions to practical applications at the cutting edge of the emerging area of new modes of assessment. In a clear and rigorous manner, the authors explore new methods and study the various quality aspects of innovative approaches.