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Remmert Daas; Anne Bert Dijkstra; Sjoerd Karsten; Geert ten Dam – Education, Citizenship and Social Justice, 2025
In this paper, we develop an open-ended approach to evaluating students' citizenship competences. We aim to give students the opportunity to describe what citizenship means for them in personally relevant contexts. We developed three rubrics relevant to students' citizenship in daily life. Students in grade 10 and 11(M[subscript age] = 16)…
Descriptors: Evaluation Methods, Student Evaluation, Citizenship, Competence
Wu, Yong; Schunn, Christian D. – Journal of Educational Psychology, 2023
Although peer review has been widely used for formative assessment in writing instruction, there remain concerns about whether assessors are at a sufficient writing performance level that would allow them to identify major problems in the reviewed work and provide helpful feedback to improve draft quality. Little empirical research has examined…
Descriptors: Peer Evaluation, Feedback (Response), Writing Skills, High School Students
Morago, Shannon – Journal of Science Education for Students with Disabilities, 2022
Effective science instruction involves opportunities for all students to do science, including engaging in the NGSS Science and Engineering Practices through inquiry-based learning. Many students with learning disabilities have the accommodation of shortened or reduced assignments in their Individualized Educational Programs to allow them equal…
Descriptors: Science Instruction, Inquiry, Active Learning, Learning Disabilities
Traci C. Eshelman – Turkish Online Journal of Educational Technology - TOJET, 2024
The purpose of this multiple intrinsic case study was to describe how Northeastern United States middle school teachers and students engaged with a new automated writing evaluation tool used to score and provide feedback on extended essay assignments to improve teaching and learning writing. Richard Elmore's (1993) instructional core framework is…
Descriptors: High School Teachers, Learner Engagement, Automation, Writing Evaluation
Sylvén, Liss Kerstin, Ed. – Multilingual Matters, 2019
This book provides a rich and unique longitudinal account of content and language integrated learning (CLIL). The chapters report on the findings from a large-scale, three-year research project undertaken at senior high school level in Sweden. The ecological perspective, with quantitative and qualitative methods, gives voice to both learners and…
Descriptors: Foreign Countries, Second Language Learning, High Schools, English (Second Language)
Ye, Li; Oueini, Razanne; Lewis, Scott E. – Journal of Chemical Education, 2015
The links students make among chemistry content is considered essential for a robust, enduring understanding in multiple learning theories. This article describes the development and implementation of an assessment technique, termed a Measure of Linked Concepts, designed to inform instructors on students' understanding of linking content…
Descriptors: Science Instruction, Scientific Concepts, Chemistry, Evaluation Methods
Dang, Trang Thi Doan – English Language Teaching, 2016
It has been theoretically and empirically acknowledged that collaborative feedback is beneficial to learning achievement. However, feedback research remains relatively contentious due to learners' differing viewpoints on how feedback is best given. Although a large number of studies have explored learners' perspectives on collaborative feedback,…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Feedback (Response)
Oi, Yoko Suganuma – Journal of Pan-Pacific Association of Applied Linguistics, 2014
The present study mainly focuses on the topic development in student written production through the consistency between student self-assessment and teacher assessment. In the present study, topic development means "cohesion", "overall organization", and "coherence". It proposes the next hypotheses: (i) Students could…
Descriptors: Writing (Composition), Writing Assignments, Hypothesis Testing, Evaluation Methods
Havlin, Patricia J. – ProQuest LLC, 2013
Writing assessments have taken two primary forms in the past two decades: direct and indirect. Irrespective of type, either form needs to be anchored to making decisions in the classroom and predicting performance on high-stakes tests, particularly in a high-stakes environment with serious consequences. In this study, 11th-grade students were…
Descriptors: Writing Evaluation, Grade 11, High School Students, Writing Assignments
Hawkins, Abigail – ProQuest LLC, 2011
Using mixed methods, this study examined the nature of teacher-student interaction in an asynchronous, statewide, self-paced virtual high school. Eight teachers were interviewed to understand their perceptions on the nature of interactions and their role as a virtual school teacher. Interactions were primarily instructional in nature, taking the…
Descriptors: Feedback (Response), Assignments, Interaction, Teacher Student Relationship
Baron, Daniel – Principal Leadership, 2008
Most teachers spend more time "looking" at student work outside of class than anything else they do. As a teacher, the author relates spending many evenings and weekends visually scanning the work of his students. Although he knew that the students' effort deserved his careful attention, the volume of homework, essays, tests, and research papers…
Descriptors: Grading, Educational Change, Student Evaluation, Evaluation Methods
Picón Jácome, Édgar – PROFILE: Issues in Teachers' Professional Development, 2012
In this article I present some findings of an action research study intended to find out to what extent a teacher-student partnership in writing assessment could promote high school students' autonomy. The study was conducted in a U.S. school. Two main action strategies in the assessment process were the use of symbols as the form of feedback…
Descriptors: Action Research, Teacher Student Relationship, Writing Evaluation, Student Evaluation
Assouline, Susan G.; Nicpon, Megan Foley; Whiteman, Claire – Gifted Child Quarterly, 2010
Gifted and talented students who also have a specific learning disability (SLD) are typically referred to as twice-exceptional and are among the most underserved students in our schools. Previous special education laws promoted a wait-to-fail approach; therefore, gifted students with SLD often were overlooked because their average academic…
Descriptors: Assignments, Academically Gifted, Talent, Written Language
von Mizener, Briana H.; Williams, Robert L. – Journal of Positive Behavior Interventions, 2009
This article provides an overview of the empirical effects of students' academic choices on academic performance (e.g., amount, quality, and rate of work). Twenty-nine separate experiments within 26 publications were included in the review. The choices involved performance goals and standards, the nature of assignments, instructional support…
Descriptors: Assignments, Academic Achievement, Program Effectiveness, Rewards
Peckham, Irvin – College Composition and Communication, 2009
This essay describes Louisiana State University's search for an alternative to available placement protocols. Under the leadership of Les Perelman at MIT, LSU collaborated with four universities to develop iMOAT, a program for administering online assessments of student writing. This essay focuses on LSU's On-line Challenge, which developed from…
Descriptors: Student Placement, Writing Instruction, Writing Skills, College Students
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