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Claire Timperley; Kate Schick – Teaching in Higher Education, 2025
Traditional authentic assessment tasks are frequently tied to future work and enmeshed in neoliberal and capitalist visions of education. We advocate an alternative approach where authenticity signifies meaningful learning outside the confines of the classroom to promote deep learning that 'sticks'. We proffer an understanding of "assessment…
Descriptors: Performance Based Assessment, Philosophy, World Views, Instruction
Cara E. Schwarz; Kimberly S. DeGlopper; Nicole C. Greco; Rosemary S. Russ; Ryan L. Stowe – Science Education, 2025
To prepare students to use science knowledge in their later personal or professional lives, we must attend to what they believe it means to know and learn science (i.e., epistemology). Unfortunately, we have little understanding of how students' epistemologies shift and are stabilized as they navigate their science courses. Researchers have made…
Descriptors: College Science, Modeling (Psychology), Undergraduate Students, Organic Chemistry
Doris Zahner; Jeffrey T. Steedle; James Soland; Catherine Welch; Qi Qin; Kathryn Thompson; Richard Phelps – Annenberg Institute for School Reform at Brown University, 2025
The "Standards for Educational and Psychological Testing" have served as a cornerstone for best practices in assessment. As the field evolves, so must these standards, with regular revisions ensuring they reflect current knowledge and practice. The National Council on Measurement in Education (NCME) conducted a survey to gather feedback…
Descriptors: Psychological Testing, Best Practices, National Standards, Review (Reexamination)
Tuomas Paloposki; Viivi Virtanen; Maria Clavert – European Journal of Engineering Education, 2025
A typical practice of assessment in engineering studies, especially on large Bachelor level courses, is a final exam at the end of the course. This practice is problematic both in terms of learning and teaching, as it does not provide feedback on learning experience or student progress before the course is completed. This study examines the…
Descriptors: Bachelors Degrees, Courses, Engineering Education, Class Size
Sam Elkington; Paul Chesterton – Teaching in Higher Education, 2025
Studies reporting flexible assessment strategies and their impact across different modes of study remain limited with little emphasis placed on the role these arrangements play in devising authentic assessment processes. This paper synthesises recent research work depicting flexible design principles and practice strategies for how educators might…
Descriptors: Authentic Learning, Evaluation Methods, Instructional Design, Teaching Methods
Hannah C. Ericson; Paula P. Lemons; Erin L. Dolan; Peggy Brickman; Sandhya Krishnan; Tessa C. Andrews – CBE - Life Sciences Education, 2025
Teaching evaluation at many institutions is insufficient to support, recognize, and reward effective teaching. We developed a long-term intervention to support science, technology, engineering, and mathematics (STEM) department heads in advancing teaching evaluation practices. We describe the intervention and systematically investigate its impact…
Descriptors: STEM Education, Department Heads, Teacher Evaluation, Evaluation Methods
Joyce Valenza – Knowledge Quest, 2024
For a librarian with an innovator's mindset, inquiry can be a collaborative strategy for continual growth. When a librarian innovates with their community, radical, human-centered change is possible. According to the author, school librarians see the needs in the communities across grades, content areas, and demographics. The best advocacy is…
Descriptors: School Libraries, Media Specialists, Problem Solving, Holistic Approach
Frye, Jamie L.; Armstrong, Kirk J. – Athletic Training Education Journal, 2022
Context: Standardized patients (SPs) are assessment measures used within athletic training education to provide a consistent assessment result during professional education. However, it remains unclear how educators use these SP encounters and facilitated debrief to improve teaching pedagogy and overall curriculum. Objective: To understand how…
Descriptors: Athletics, Training, Professional Education, Teaching Methods
Gayani Samarawickrema; Kaye Cleary; Daniel Loton; Trudy Ambler; Tomas Krcho – Innovations in Education and Teaching International, 2024
Academics' experiences of transitioning assessments to emergency remote teaching (ERT) during COVID-19 were investigated in a Block Model (BM) higher education context. Students studied one subject at a time in small classes over four weeks. Evaluation cycles were short. An institution-wide qualitative survey highlighted three themes impacting on…
Descriptors: COVID-19, Pandemics, Models, Distance Education
Daniel P. Moore – Voices from the Middle, 2024
As some argue that the system of enacting classroom-level student activist work around literacy assessment isn't worthwhile, this article considers that system and the status quo, largely defined by the standardized testing enterprise. The focus is on the value of everyday, classroom-level advocacy work around assessment--also known as…
Descriptors: Literacy, Evaluation, Classroom Environment, Activism
Diana Sachmpazidi; Chandra Turpen; Jayna Petrella; Robert P. Dalka; Fatima N. Abdurrahman – Physical Review Physics Education Research, 2024
Leaders, policymakers, and researchers have called attention to the need to improve critical aspects of physics programs, from teaching and pedagogy to making physics more diverse and equitable. As such programmatic changes are challenging and require a second-order change to be effective, many physics faculty responsible for carrying them out are…
Descriptors: Physics, Science Instruction, Educational Change, College Faculty
Mei Yuan Law – Journal of Applied Research in Higher Education, 2024
Purpose: This research aims to investigate the leadership strategies employed by two higher education institutions in Malaysia as they navigated the shift to online delivery of their computer science programs in response to the demands of Education 4.0. Design/methodology/approach: A phenomenological, comparative case study approach was used to…
Descriptors: Instructional Leadership, Educational Change, Higher Education, Online Courses
Toillier, Aurélie; Mathé, Syndhia; Saley Moussa, Abdoulaye; Faure, Guy – Journal of Agricultural Education and Extension, 2022
Purpose: This article explores to what extent a Delphi consensus study can help in designing a framework for assessing agricultural innovation systems (AIS), and this in a perspective of transformation of these systems in a diversity of countries. Approach: First, we reviewed the diversity of existing assessment methodologies in terms of their…
Descriptors: Agriculture, Innovation, Evaluation Methods, Delphi Technique
Malcolm Tight – Assessment & Evaluation in Higher Education, 2024
This article presents a literature review of published research focused on challenging cheating in higher education. A brief overview of the literature on cheating in higher education is offered, showing the global interest in the topic, the varied ways in which it has been defined, and evidence on its incidence and causes. The range of methods…
Descriptors: Cheating, Higher Education, Global Approach, Discipline Problems
Leighton, Jacqueline P. – Journal of Educational Measurement, 2019
If K-12 students are to be fully integrated as active participants in their own learning, understanding how they interpret formative assessment feedback is needed. The objective of this article is to advance three claims about why teachers and assessment scholars/specialists may have little understanding of students' interpretation of formative…
Descriptors: Elementary Secondary Education, Formative Evaluation, Feedback (Response), Student Attitudes