MOOCs (massive open online courses), because of their scale and accessibility, have become a major area of interest in contemporary education. However, despite their growing popularity, the question of their quality remains a central concern, partly due to the lack of consensus on the criteria establishing such quality. This study set out to fill…

Purpose: The purpose of this article is to explore the relationship between the COVID-19 pandemic and the potential to use this challenging global context as an opportunity to build back better and more equitable educations systems. Design/methodology/approach: The approach taken involves drawing on the emerging literature to explore the…

This paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual distinction between dynamic testing (DT) and dynamic assessment (DA). While both approaches seek to link assessment and intervention, the former is of…

Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review of impact studies of these school enrollment interventions. Reports were identified through electronic searches of bibliographic databases and other…

If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

The principal aim of this study is to classify research on geography education performed in the process from 2000 to present, shed light on research hereafter, and determine the fields of geography education which should be given priority. The items that constitute data of this research are obtained as a result of data scan. As a result of archive…

Describing the types and uses of tests may seem to be an easy task, but it is not as straightforward as it may first appear. Tests vary on many different characteristics, are used in many different ways, cross the typical assessment categories, and in some cases are so unique as to from a category unto themselves. This chapter explores many…

This paper examines the current academic and policy literatures concerning school evaluation in primary and secondary education within the OECD countries. First, it provides a typology of the existing systems of school evaluation across the OECD. It encompasses the diverse criteria and instruments commonly used to carry out schools evaluation, as…

H. M. Cooper (1988) has developed a taxonomy that classified literature reviews based on six characteristics: (1) focus of attention; (2) goal of the synthesis; (3) perspective on the literature; (4) coverage of the literature; (5) organization of the perspective; and (6) intended audience. One hundred and three meta-analyses identified from the…

Current methods and instruments for assessing college student academic outcomes are identified and described, and possible outcome measures of NCRIPTAL's (National Center for Research to Improve Postsecondary Teaching and Learning) are suggested. Section I defines college outcomes from several perspectives, including pressures for outcome…

The structure and foundations of educational evaluation activities are explained. Evaluation theories are divided into descriptive or empirical, and normative. Descriptive theory is defined as explaining phenomena, rather than being based on normative premises. It is referred to as educational evaluation analysis and is classified as a social…

This article explores conceptual and technical issues associated with options for specifying three assessment components for implementing an intervention responsiveness approach to the identification of learning disabilities: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate;…