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Bronwen Cowie – New Zealand Journal of Educational Studies, 2024
Assessment makes visible what we value and reciprocally what is assessed tends to become what is taken to be of value. Building on this, it can be argued that assessment does more than measure what is present rather it 'makes up' people. This piece offers a reflective commentary some of the insights to be gained from the Research Analysis and…
Descriptors: National Standards, Student Attitudes, Teacher Attitudes, Parent Attitudes
Faith Sylvester Orim; Usani Joseph Ofem; Imelda Barong Edam-Agbor; Nsan Njar Nsan; John Arikpo Okri; Patience Ekpang; Blessing Ogunjimi; Isu Michael Egbe; James Omaji Ukatu; Cecilia Undie Angrey; Moses Agba Undie; Oluwaseun Akin-Fakorede; Dymphina Abua; Peace Asukwo – Discover Education, 2025
The current educational landscape is flooded with new technological tools, especially with the arrival of artificial intelligence, which is applicable at all levels of instructional practices. However, the application of technology in assessment in higher education has been understudied. This study focused on filling this research gap by examining…
Descriptors: Higher Education, College Faculty, Computer Assisted Testing, Technology Integration
Kershree Padayachee; M. Matimolane – Teaching in Higher Education, 2025
In the shift to Emergency Remote Teaching and Learning (ERT&L) during the COVID-19 pandemic, remote assessment and feedback became a major source of discontent and challenge for students and staff. This paper is a reflection and analysis of assessment practices during ERT&L, and our theorisation of the possibilities for shifts towards…
Descriptors: Educational Quality, Social Justice, Distance Education, Feedback (Response)
Flory, Michael; Sun, Chris – CNA Corporation, 2017
The Every Student Succeeds Act (ESSA) provides greater flexibility in state accountability systems than did previous federal legislation. In response, many states continue to refine their accountability systems to include college readiness tests, including college admissions and placement exams. This paper summarizes perspectives of K-12…
Descriptors: College Readiness, College Entrance Examinations, Student Placement, Educational Legislation
Teacher Mindset and the Nature of Feedback Provided to Students in the Pennsylvania Keystone Courses
Prevost, Kimberly Ann Jones – ProQuest LLC, 2017
This study explored the nature of feedback strategies that teachers of Pennsylvania's Keystone courses (Algebra I, biology, and literature) used to prepare their students to meet the minimum proficiency standard on the corresponding Keystone exam, taken at the end of the course. Teachers reported highest usage of the following feedback types:…
Descriptors: Feedback (Response), Required Courses, Introductory Courses, Algebra
Moreno-Recio, Pilar – ProQuest LLC, 2018
The purpose of this sequential mixed method study was to determine if there were differences between central office administrators', school administrators', and bilingual and English as a second language (ESL) teachers' overall and levels of action, self-regulation, and means efficacies, when controlling for years of experience with bilingual and…
Descriptors: Administrator Attitudes, English (Second Language), Second Language Learning, Second Language Instruction
Yeh, Stuart S. – Educational Policy, 2006
The No Child Left Behind Act (NCLB) assumes that state-mandated tests provide useful information to school administrators and teachers. However, interviews with administrators and teachers suggest that Minnesota's tests, which are representative of the current generation of state-mandated tests, fail to provide useful information to administrators…
Descriptors: Federal Legislation, Educational Policy, Outcomes of Education, Accountability
Felder, Jonathan E.; Finney, Joni E.; Kirst, Michael W. – National Center for Public Policy and Higher Education, 2007
"Informed math self-placement," a program implemented at American River College in Sacramento, California, to determine students' readiness for college-level math, has been in place for three years. This case study describes the development and implementation of math self-placement at American River. Math self-placement consists of a…
Descriptors: Program Effectiveness, Algebra, Community Colleges, Case Studies