Learning progressions, or representations of how student ideas develop in particular science domains, have been argued to be important supports for teachers' formative assessment design and enactment. While many learning progressions have been developed in recent years, they have various design features and span wide ranges of grade levels. This…

From 2020/2021 the evaluation of students' learning in primary school is no longer expressed through a decimal-based score, but through a descriptive assessment, in a more formative perspective of evaluation. In addition, the widespread use of technological tools in school has changed the teaching/learning process and it has highlighted the need…

Distance Learning supported by the WEB is a reality which is growing fast and, like any technological or empirical innovation, it reveals positive and negative aspects. An important aspect is in relation to the monitoring of the activities done by the students since an accurate online assessment of the knowledge acquired is an open and, therefore,…

This paper discusses issues arising in the design of questions to use in an on-line computer-based formative assessment system, focussing on how best to identify the stages of a learning hierarchy for reporting to teachers. Data from several hundred students is used to illustrate how design decisions have been made for a test on interpreting line…

The purpose of this paper is to report on an assessment task designed to provoke pre-service teacher education students to recollect and share experiences of what enabled and frustrated their learning. The assumption underpinning the creation of this task was that: if teacher education students could, through reflection and discussion, recapture…

Reporting on the construction and validation of instruments for the evaluation of students in the first stages of reading and spelling instruction, this paper first discusses how teachers themselves can determine a student's learning progress with the help of evaluation instruments. Distinguishing between formative evaluation and diagnostic…

The process used in the design and evaluation of modules of instruction with the PLATO IV Computer System for stimulus display and response recording is described. Steps in the instructional design process are listed as problem identification and task analysis, identification of entry characteristics, development of performance objectives,…

Within the evaluation of a curriculum program for student teachers, the curriculum as an influencing factor in the effects of the teaching-learning process was investigated. Qualitative and quantitative research models were used. The Look and Listen I (LLI) program was the subject of the study. It is an individualized program to instruct student…

The Toronto-born Computer-Supported Intentional Learning Environment System (CSILE) is an advanced computer-supported cooperative learning system being developed at the Ontario Institute for Studies in Education. This system has been refined by working closely with teachers and students engaged in an educational approach called…