The present study aimed at constructing a formative assessment inventory for assessing EFL instructors' conception and literacy about the issue under study. Therefore, 302 male and female Iranian EFL teachers took part in the study in a random way to fill out the researcher made questionnaire. The first draft of the scale consisted of two main…

Leadership development for faculty often is designed as training for administration, but faculty demonstrate leadership in the classroom, in their departments, college-wide, and beyond. To fully realize and leverage this leadership potential, colleges must design opportunities for faculty to hone their knowledge and skills as active participants…

Teacher evaluation systems that pair measures of teacher observation with measures of student achievement or growth have become widespread. However, little attention has focused on the impact of teacher evaluation systems--and, in particular, the intensive collection and use of data from teacher observations--on principals. Drawing on interviews…

This study uses data from the "Initiative for Systemic Program Improvement through Research in Educational Leadership (INSPIRE) Preparation Program Features Survey" to respond to national critiques of university-based principal preparation programs. The findings provide insight into the program content and relevancy, personnel, and…

Assessment plays central role in process of effective instruction. A number of assessment techniques are associated with the quality of instruction and evaluating its learning outcomes. This study was designed to analyze the perceptions of teachers about using classroom assessment techniques at elementary and secondary schools in district Lahore.…

As enrollment of students in online courses has steadily increased over the last few decades, very little attention has been given to online instructor evaluation. This is an area of online education that needs additional research to better ascertain the current state of online instructor evaluation as well as discover ways to improve its…

Higher education institutions are under increasing pressure to offer interdisciplinary education programmes; however, their implementation is not uncomplicated. Particularly where parts of a programme are delivered by different departments, academic development activities to change practices and develop a coherent interdisciplinary programme are…

Previous research has revealed that teacher feedback encourages students' learning of a second language and improves task performance. While former quasi-experimental studies emphasized the positive effects of formative assessment and feedback by teachers on developing oral presentation competence, it remains unclear about the processes during…

This article investigates the relative effectiveness of online and paper-based formative assessment in the learning of English as a second language. For this study, 74 Japanese university second language (L2) students took online quizzes, while 71 were given paper-based quizzes to complete. The quiz content was drawn from learning material found…

To explore the affordances of learning progressions (LP) in support of teachers' formal and informal formative assessment (FFA and IFA) practices, we conducted a case study with a fine-grain-sized energy LP. The study first theorises an LP-based formative assessment model, which proposes the use of LPs in clarifying learning objectives, eliciting…

Contributing to a lack of studies related to generic skills (GS) assessment, especially in non-Western university contexts, this article reports a study that explored practices and challenges of assessing students' GS in the Business Administration programmes in six Vietnamese universities. Content analysis of interviews with 41 teachers of skills…

Despite widespread agreement among ELT researchers that vocabulary lies at the heart of communicative competence, currently no consensus exists as to how learning of previously presented lexical items can be guaranteed. Given the inconclusiveness of findings, the present study attempted to delve into the differences in the learning of target…

School districts across the country have identified priority areas aligned to school improvement plans, such as formative assessment, differentiated instruction, and posted learning targets. Several studies indicate that these areas, coupled with high-quality instruction, may have significant returns in terms of student learning (Marzano 2013;…

Student evaluations of teaching (SETs) provide both summative and formative feedback. Although it is clear that SETs are used by administrators for summative purposes, such as providing data to support personnel decisions, it is uncertain how instructors use them for formative development such as to inform overall teaching practice. The objective…

Even though current technologies allow for automated feedback, evaluating content and generating discourse-specific feedback is still a challenge for automated systems, which explains the gap in research investigating the effect of such feedback. This study explores the impact of automated formative feedback on the improvement of English as a…