Assessment and evaluation both describe a process of gather and expound of verification for some purpose. They both involve decisions about what evidence to use, the collection of the evidence in a systematic and planned way, the explanation of the evidence to produce a judgement, and the communication and use of that judgement.…

Homework has been shown to provide positive impacts on student performance at the undergraduate level. Providing an incentive for students to complete homework assignments, however, can be challenging and result in grade inflation or promotion of a mentality where students attempt to collect points rather than use these assignments for feedback…

Assessment in health and physical education (HPE) courses is necessary to guide teacher planning, inform students of their learning progress, and communicate student learning. However, teachers face many challenges in adapting quality assessment practices, and narratives emerging from students' post-participation in HPE indicate that students…

Peer observation of teaching (PoT) is a recognized evaluation tool. However, faculty concerns persist regarding bias, beneficial feedback, and lack of peer observer training. While faculty desire to provide quality and equitable reviews, many higher education faculty peers have little expertise in conducting observations and evaluations. This…

Deliberation and inquiry can go hand-in-hand. Inquiry-based learning calls on teachers to facilitate student-led discovery, something that can only happen when students ask questions and weigh possible answers before settling on a plausible and evidentiary answer. Teaching through inquiry is about setting students up to wrestle with the issue at…

Consider the top three concerns of students about teachers' assessment practices, along with some suggestions for addressing them.

This chapter investigates the dual role of Generative AI (GenAI) in providing support and feedback to students and in reshaping formative and summative educational assessments, addressing both the burgeoning opportunities for enhancing teaching methodologies and the associated ethical challenges. There is a focus on the necessity for balanced…

This article introduces this special issue by addressing the types of assessment practices that are possible within STEM inquiry classrooms, where the focus is on noticing, developing, and improving inquiry competencies. Three domains are explored: informal formative assessment occurring in classroom interactions; structured formative assessment…

In computer technology, statistics, and business courses that I have taught over the past decade, students have worked in groups/teams. I assumed students communicated with teammates within the Learning Management System (LMS). In 2017, I was surprised to discover students were using GroupMe. To help me understand the attraction, I signed up for a…

Classroom assessment is the process of documenting the knowledge, skills, attitudes and beliefs of learners. It provides essential feedback to both instructors and students to improve their teaching methods for guiding and motivating students to be actively involved in their learning. Assessment drives learning. Formative assessments enable the…

Balanced assessment systems provide feedback and support decision-making to improve instruction and learning. "Supporting Continuous Improvement Efforts Through Balanced Assessment Systems: Components, Integration, and High-Leverage Actions" outlines key features and components, integration of various assessment approaches, and guiding…

This timeline is concerned with Dynamic Assessment (henceforth, DA) as it has been taken up and elaborated in contexts involving the teaching, learning, and assessment of learners of second languages (L2s). DA is distinguished by its insistence that an individual's independent performance of assessment tasks reveals only part of his/her abilities,…

This paper discusses a 12-week, 15-credit module taught to second year undergraduates during semester 2 of 2017-18 academic year. The module, entitled 'Deschooling', aimed to explore notions of emancipatory and critical pedagogy, control and coercion in the education system. Rather than 'teach' these concepts as abstract academic theory, I aimed…

Nebraska's educators know the state's long-term competitiveness depends on continually improving student learning and outcomes for our 300,000+ K-12 students. That's why what they teach in classrooms all over the state is tied closely to content area standards--standards developed by Nebraska educators, approved by the State Board, and reviewed…

The Comprehensive Assessment System (CAS) Framework presents a vision for a system of assessments for English Learners in secondary grades that brings assessment closer to the classroom and fully involves teachers in assessment development and validation. The CAS Framework is intended to signal a new and equitable direction and to provoke…