Many of the studies used to support the claim that student evaluations of teaching are reliable measures of teaching effectiveness have frequently calculated inappropriate reliability coefficients. This paper points to three coefficients that would be appropriate depending on if student evaluations were used for formative or summative purposes.…

We used surveys and classroom observations to examine student reactions to two-stage exams, where students first do the exam individually and then redo it collaboratively. Our results show why both students and instructors appreciate this examination format: Two-stage collaborative examinations are relatively easy to implement, have a high…

Homework has been a mysterious world to educators due to the fact that it is hard to collect data with regard to homework behaviors. Little is known about when a student works on homework, how long it takes him to complete the homework, how much time he spends on a problem and whether and where he has struggled, etc. Such information not only have…

One of the key aims of formative assessment in higher education is to enable students to become self-regulated learners (Nicol & Macfarlane-Dick, 2006). Based on Nicol and Macfarlane-Dick's (2006) framework, this exploratory study investigates which formative assessment practices proposed by them were used by one college EFL writing teacher to…

Interdisciplinary undergraduate research experiences often require students to work in teams with other students and researchers from different disciplines, creating a need for development of new skills in interdisciplinary collaboration. In this paper, we describe our unique efforts to mentor participants in developing these skills during our…

Many aspects of higher education must be reconceptualised for massive open online courses (MOOCs). Formative and summative assessment of qualitative work in particular requires novel approaches to cope with the numbers involved. Peer review has been proposed as one solution, and has been widely adopted by major MOOC providers, but there is…

The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper…

Incorporation of student self-assessment (SSA) in engineering education offers opportunities to support and encourage learner-led-learning. This paper presents an innovative assessment paradigm that integrates formative, summative, and SSA to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering…

The "Winsight"™Assessment System integrates summative, interim (including both benchmark assessments and testlets), and formative assessment components initially focused on mathematics and English language arts (ELA) in Grades 3-8 and high school.This report provides a preliminary theory of action for the Winsight Assessment System. A…

Peer evaluation of team member effectiveness is often used to complement cooperative learning in the classroom by holding students accountable for their team contributions. Drawing on the tenants of self-determination theory, this study investigated the impact of formative peer evaluation in university level team-based design projects. The…

The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

Student-generated annotated concept sketches provide an alternative approach for instructors to formatively assess students' understanding of environmental topics, such as photochemical smog and ozone layer depletion. The sketches are external representations of students' cognitive models. Results obtained from a group of 150 female students using…

Fluid statics is one of the most difficult topics for students to learn. Formative assessment and remedial instruction can help students master the concepts. However, identifying students' challenges for formative purposes and facilitating remedial learning is not easy given to the number of students and variation of the problems encountered. An…

In this paper we present a mobile application for self-assessment. The work describes the main features of the application and focuses on its acceptance by students and the increase on their learning, through its usage in real testing settings. The application supports the retrieval of questions based on a number of criteria and it was evaluated…

World language educators are constantly tasked with evaluating appropriate and beneficial assessments for their students. This study investigated how first-year students in a Midwestern United States high school perceived three different alternative assessments in the world language classroom: Dynamic Assessment, Task-based Assessment, and…