Nontraditional grading methods have recently become more common, and as with any large pedagogical shift, there are a number of questions to consider when applying a new grading scheme to a course. This article summarizes four types of nontraditional grading and shares experiences from the authors who have applied them to a variety of courses in…

University examinations categorise students according to their individual achievements determined by teaching staff. This procedure serves the elicitation and certification of student knowledge and thus reproduces academic hierarchies. Drawing on empirical evidence from ethnographic fieldwork in Engineering and History departments, this article…

Since 2015, the United Nations Education, Scientific and Cultural Organization has posited physical literacy as a central tenet and pedagogical reform initiative of quality physical education. An assessment of physical literacy is, therefore, becoming an increasingly important aspect of physical education in schools. Internal and external threats…

Along with standards describing what music students should be able to do, the National Core Arts Standards developed Model Cornerstone Assessments suggesting how teachers can measure student learning for each artistic process. This article explores the Respond Model Cornerstone Assessment. This column explains the Model Cornerstone Assessment for…

Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student…

Purpose: School teachers had difficulty in monitoring and assessing the students during the COVID-19 lockdown. This study attempts to understand the assessment and teaching challenges during COVID-19 and how this problematic situation was reshaped by new normal teaching. Design/methodology/approach: The qualitative research included perspectives…

The assessment and evaluation process is crucial for building or reforming any educational system. Saudi Arabia, via its different educational entities, has invested heavily in developing assessment and evaluation programs and practices at many levels of the education sector. A national student assessment framework is needed to support…

This study aims to explore the influence of science teachers' beliefs on an educational assessment reform adopted in Estonia. Two existing questionnaires were adapted to develop a model to examine teachers' beliefs about teaching and assessment and administered to a sample of Estonian science teachers (N = 319). The outcomes were examined through…

The design and technology curriculum in England has gone through various policy changes since its introduction in the Education Reform Act of 1988. The 2014 policy revised the content to make it slimmer and outlining the essential core knowledge for Key Stage 1 to 3. Schools need to consider wider aspects of design and technology not included in…

Traditional, standardized instruction and assessment practices are insufficient to promote the development of skills such as critical thinking, creativity, collaboration, and communication, which have been deemed necessary for post-secondary success (Darling-Hammond & Adamson, 2013; Milner, 2018; Rickles et al., 2019). They also serve to…

The COVID-19 pandemic disrupted assessment of student learning. A shift from in-person to a fully online and remote instruction format occurred at many institutions of higher education soon after the World Health Organization announced the pandemic status in mid-March of 2020 (WHO 2021). Even after the 2019-2020 academic year, many college courses…

With the rise of accountability measures in education, many policymakers have also argued the need to record, assess, and certify students' holistic development. However, using China as a case, we caution how a policy-driven reform on the assessment of holistic development might fall into the pitfall of performativity. Borrowing from Ball's (Ball,…

In 2020, a new curriculum, Kunnskapsløftet 2020 (LK20), was introduced in Norwegian schools. This study investigated how physical education (PE) teachers in upper secondary schools have changed their assessment practice following the introduction of LK20. To achieve this, nine individual in-depth interviews were conducted with PE teachers from six…

Using a major field test (MFT) is a common method of program assessment. For accurate assessment to take place, however, students must be sufficiently motivated to perform. This paper studies a change in major requirements that associated a major field test to a grade in a political science capstone course. After controlling for possible…

Dynamic assessment is a dialectic procedure requiring teachers to assess learners' progress by paying attention to students' errors while providing graduated prompts to help them fix them. Although previous studies have focused on the teachers' competence in carrying out the dynamic assessment, this case study explores the dynamic assessment…