Assessing complex constructs such as those discussed under the umbrella of 21st century constructs highlights the need for a principled assessment design and validation approach. In our discussion, we made a case for three considerations: (a) taking construct complexity into account across various stages of assessment development such as the…

This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Maori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which…

This study investigated how middle school students leverage information about bound Latin roots (e.g., "voc" in "advocate" and "vociferous") to infer meanings of unfamiliar words, and how instruction may facilitate morphological analysis using roots. A dynamic assessment of morphological analysis was administered to…

This paper examined students' performance through diverse assessments in MS first semester curriculum module in a women university. The module "Curriculum models and theories" incorporated three different assessments: a home assignment, a classroom presentation and a final term paper. A three step approach using mixed research method was…

This study evaluated the extent to which existing measures met standards for a continuous suite of general outcome measures (GOMs) assessing children's early literacy from preschool through early elementary school. The study assessed 316 children from age 3 years (2 years prekindergarten) through Grade 2, with 8 to 10 measures of language,…

This study investigated the responses of 531 preservice teachers to a "Beliefs About Assessment" questionnaire in China. The questionnaire focused on understanding the purposes, practices and principles of assessment for and of learning. Using factor analysis, an inter-correlated two-order model fitted well to the responses. This model…

Because data access may be perceived by principals as overwhelming or irrelevant rather than helpful (Wayman, Spikes, & Volonnino, 2013), data access does not guarantee effective data use. The data-based decision making literature has largely focused on teacher use of data, considering less often data-based organizational improvements for the…

This study investigated how middle school students leverage information about bound Latin roots (e.g., voc in "advocate" and "vociferous") to infer meanings of unfamiliar words, and how instruction may facilitate morphological analysis using roots. A dynamic assessment of morphological analysis was administered to 29 sixth…

Mathematical Argumentation skills have historically been overlooked in assessment, but the inclusion of Mathematical Argumentation in the Common Core State Standards (CCSS) as one of the Standards of Mathematical Practice challenges assessment developers to assess this mathematical practice. Explanation and justification of one's own thinking to a…

Many students begin their college experience enrolled in large introductory classes. These classes are likely to enroll students who are at risk of leaving college without a degree. As such, these classes have the potential to reach at-risk students including first-year, first-generation, undeclared, and underrepresented minority (URM) students.…

The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains. The study analyzed principals' observations of 713 elementary, middle, and high school teachers in…

Evaluation of instruction has typically occurred during development, before implementation, and after course completion. The problem is that evaluation is typically post delivery; courses are not traditionally updated in real time with feedback from students in the classroom. However the potential to evaluate and modify instruction during delivery…

The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. "EdMedia 2016: World Conference on Educational Media &…

Teaching approaches and assessment practices are key factors that contribute to the improvement of learner outcomes. The study on which this article is based, explored the methods used by KwaZulu-Natal (KZN) teachers in teaching and assessing mathematics and statistics. An instrument containing closed and open-ended questions was distributed to…

In this article, we establish direct links between language policy on the one hand and assessment in multilingual contexts on the other hand. We illustrate the bi-directional relationship with the examples of the USA, Canada, and the Basque Country. That comparison is placed in the context of the changing views about the use of languages in…