The Centre for Evaluation and Monitoring (CEM), based in the North of England, recently celebrated its 40th birthday. Arising from an evaluation project at Newcastle University, and a subsequent move to Durham University, it rapidly grew in scope and influence, developing a series of highly regarded school assessments. For a relatively small…

In this classroom note, we outline a system of assessment used by the authors since 2020 to deliver individualized summative assessments to students from first- and second-year mathematics courses. Our system comprises three modular components allowing a mix-and-match of different technological approaches and mathematical question types. First is…

The University English Centres of Australia (UECA) 'Assessment Symposium: Assessment Practice in a Changing World' at Southern Cross University in October 2022 highlighted the growing interest in integrated assessment in Australian university direct entry programs (DEPs) for English as Additional Language (EAL) students. In keynote presentations,…

This paper outlines the key issues of remotely invigilated online exams (RIOEs) and presents ways to avoid and resolve the issues for educators who are considering implementing them. The purpose of this paper is to share the lessons learned during the process of implementing and evaluating RIOEs and highlight the key considerations required to…

The C-Test as a tool for assessing language competence has been in existence for nearly 40 years, having been designed by Professors Klein-Braley and Raatz for implementation in German and English. Much research has been conducted over the ensuing years, particularly in regards to reliability and construct validity, for which it is reported to…

The growing number of students from increasingly diverse backgrounds--both English speaking and non-English speaking--entering English-medium institutions of higher education has put unprecedented pressure on universities to think creatively about efficient and cost-effective ways of identifying students at risk linguistically. Having done so,…

After passage of the Every Student Succeeds Act (ESSA) in 2015, states assumed greater responsibility for designing their own accountability and assessment systems. ESSA requires states to measure "higher order thinking skills and understanding" and encourages the use of open-ended performance assessments, which are essential for…

As we move into the 21st century, educationalists are exploring the myriad of possibilities associated with Computer Based Assessment (CBA). At first glance this mode of assessment seems to provide many exciting opportunities in the mathematics domain, yet one must question the validity of CBA and whether our school systems, students and teachers…

The Every Student Succeeds Act (ESSA) opened up new possibilities for how student and school success are defined and supported in American public education. States have greater responsibility for designing and building their assessment and accountability systems. These new opportunities to develop performance assessments are critically important…

In this article, the author describes the use of an electronic quiz on a trial basis as a means of improving students' awareness of academic misconduct issues and their understanding of how to avoid those issues. The quiz integrated several new factors into information-sharing processes, increasing feedback to both students and staff. It was by no…

This article presents key steps in the design and analysis of a computer based problem-solving assessment featuring interactive tasks. The purpose of the assessment is to support targeted instruction for students by diagnosing strengths and weaknesses at different stages of problem-solving. The first focus of this article is the task piloting…

The second national sample assessment of Information and Communication Technology (ICT) literacy at Year 6 and Year 10 will occur in 2008. The assessment happens every three years and the first occurred in 2005. This document provides information about the ICT literacy assessment including: (1) Education Ministers' decisions regarding ICT; (2) the…

The information and assessment materials in these resources have been designed to assist teachers to gauge their own students' proficiency in Information and Communication Technologies (ICT) literacy. By examining modules from the National Year 6 and Year 10 ICT Literacy Assessment teachers may be able to design similar tasks and to judge their…

Discusses the use of special portapunch cards in the testing and grading of large student populations. The cards can be processed routinely at a batch station by laboratory staff having little knowledge of computers. The system not only allows cheap and reliable marking but also can accommodate a variety of tests. (JN)

Describes the academic context in which the "French CAT" was created and trialed and gives a detailed consideration of the test presentation platform and operating algorithms. Finally, the article evaluates the first administration of the test and discusses its reliability and validity as a placement instrument for first-year Australian…