Effectively supporting students in mastering all facets of self-regulated learning is a central aim of teachers and educational researchers. Prior research could demonstrate that formative feedback is an effective way to support students during self-regulated learning. In this light, we propose the application of Large Language Models (LLMs) to…

Assessment practitioners are well aware that evidence of learning improvement in higher education is scarce. A Learning Improvement Community has been created to promote learning improvement. Recently, this group created a "Readiness for Learning Improvement Tool." Given learning improvement projects are resource intensive, this tool was…

This article discusses the relationship between policy, research, and program development in mathematics teacher education. In particular, it considers the influences of policy and research along with social, economic, and cultural factors in the conceptualization and development of an undergraduate mathematics teacher education program in…

Massive Open Online Courses (MOOCs) can be regarded as a promising next step in the evolution of distance education. However, they have been criticised for their poor learning design. This article describes the development of an adequate learning design in a series of nineteen MOOCs (called online master classes). A formative evaluation focuses on…

Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting leaders' learning and sense of accountability for instructional excellence and student performance. Principal evaluation also is an…

While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of…

Students perform poorly on assessments primarily because they don't see the relevance of the content they are expected to master, they think they know the material but really don't, or teachers don't recognize that students aren't learning. Now there's a way you can overcome all of those challenges by using the improved formative assessment system…

This paper describes an action research, school situated project conducted with partnership funding from Learning and Teaching Scotland, Scottish Qualifications Authority and Becta, the UK government's agency for communications technology in education. Based on "e-scape" (e-solutions for creative assessment in portfolio environments),…

In 2004, the UK government launched a new programme for early years leaders in England--the National Professional Qualification in Integrated Centre Leadership (NPQICL). In collaboration with the National College for School Leadership, Pen Green led the development, pilot and rollout of this M-level training programme, which by 2006-07 involved 17…