Assessment for Learning (AfL) is complex requiring teacher competences for collecting, analysing and interpreting evidence of student progress, and for adapting instruction and learning accordingly. In this study, the four-component instructional design (4C/ID) model for complex learning was used to design a teacher professional development (TPD)…

A carefully constructed method of assessment using short, formative, invigilated in-tutorial quizzes is investigated to see how successful this method is compared to previous assessment tasks. We look at whether student engagement increased, given that students who enter university often face issues with the transition from school, and engagement…

This study employed the Systematic Review (SR) methodology to examine the content and reasons for resisting the implementation of Continuous Assessment Learning Activities (CALA) in Zimbabwean Secondary schools. The Overcoming Resistance to Change (ORC) model was exploited as the analytical lenses. The study found that factors such as education,…

Determining what students know and understand, as well as what misconceptions they have, is essential to planning and providing targeted intervention and support. In this article, a teacher uses formative assessment interviews to uncover evidence of students' understandings and to plan targeted instruction in a mathematics intervention class. The…

Teachers' assessment practices greatly influence student learning. However, the level of assessment literacy among teachers is inadequate relative to classroom assessment standards and expectations. Assessment literacy includes interpreting results of various assessments, creating assessments that are aligned to learning targets, using assessment…

Classroom assessment is an essential component of teaching and learning. Still, the literature on language testing often highlights teachers' perceptions of designing classroom assessments with little concern about students' perceived realities. This study thus explores Taiwan university students' perceptions of summative and formative classroom…

The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with…

This study aimed to identify teachers' perceived challenges in implementing assessment-as-learning (AaL) in classrooms, and evaluate the impact of a one-year professional development programme (PDP) designed for 47 teachers in a Hong Kong primary school to promote AaL implementation. Findings showed that the PDP increased the frequency and…

While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology…

Jefferson Education Accelerator contracted with Empirical Education to study the effectiveness of the implementation of Agile Mind's "Agile Assessment" in an urban school district in the Northeast United States during the 2016-17 school year. "Agile Assessment" is a system for building formative assessments that includes…

While young people are generally better educated today than ever before, recent graduates tend to lack practical skills -- especially digital skills. Certification programs offer one effective way to address this digital skills gap. They give learners a way to gain the skills they need to compete, and also to demonstrate credibly that they possess…

The challenges encountered by nursing graduates to pass the licensing exam entail considerable emotional and financial implications due to delayed employment and loss of employers' investment in graduates' preparation during orientation programs. The study aimed to identify the effectiveness of the remediation program by comparing students'…

This study aims to delineate the observations of instructors at Princess Sumaya University for Technology (PSUT) in Jordan with regards to online assessment of their students in the time of the Coronavirus lockdown. Specifically, the study attempts to find out whether universities are prepared for online assessment during the lockdown and to probe…

Flipped classrooms are by design highly interactive. As a result, formative assessment is a necessary component of the flipped classroom. Professors need to be able to assess students' in the class, use this assessment information to inform classroom activities in real time and personalize learning for their students. One way to integrate…

Learning to compute with fractions is a major challenge for many students and especially for students with disabilities (SWD). Phase 1 of this study employed a randomized pretest-posttest comparison design to test the effects of two versions of formative assessment combined with an instructional program called Fractions at Work. In one condition,…