This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students' motivation, reading self-concept, autonomy, and self-regulation. Out of a total of 123 Bangladeshi pupils, 87 participants were carefully chosen as the study's sample subject based on the Preliminary English Test…

This paper critically examines Indonesia's 2013 national curriculum, implemented in 2019. The most significant change is the mandated use of formative assessment, which we argue is an example of policy borrowing, a trend also seen in many other countries globally. We argue that this policy has been adopted due to global and regional pressure on…

This research endeavor that aimed to determine the changes in the Senior High School (SHS) teachers' attitudes, self-efficacy, and classroom practices toward formative assessment (FA) as they implemented Feedback Loop Model (FLM) in their Physics classes was examined to assess any improvement in their attitudes, self-efficacy and teachers' FA…

Reintegration into civilian life as nontraditional learners pursuing a four-year bachelor's degree remains a challenging career transition and goal achievement for many student veterans seeking career advancement through higher education. There is insufficient research on student veterans' academic achievement, knowledge about perceptions and…

While teacher assessment and student engagement are emerging topics in the field of second language (L2) writing, little is known about the possible correlations between the two important constructs. This mixed-methods study first surveyed the perceived teacher assessment approaches among L2 learners whose majors are English, Japanese and French…

Mathematical reasoning is a difficult activity for students, and although standards have been introduced worldwide, reasoning is seldom practiced in classrooms. Productively supporting students during the process of mathematical reasoning is a challenge for teachers, and applying formative feedback might increase students' reasoning effectiveness.…

Multiple-choice quizzes (MCQs) are a popular form of assessment. A rapid shift to online assessment during the COVID-19 pandemic in 2020, drove the uptake of MCQs, yet limited invigilation and wide access to material on the internet allow students to solve the questions via internet search. ChatGPT, an artificial intelligence (AI) agent trained on…

College science courses continue to transition from traditional lecture to active learning, which has been shown to have both alleviating and exacerbating effects on undergraduate mental health. Notably, existing studies have primarily examined the relationship between active learning and anxiety, and no studies have specifically assessed the…

The key-features (KFs) approach to assessment was initially proposed during the First Cambridge Conference on Medical Education in 1984 as a more efficient and effective means of assessing clinical decision-making skills. Over three decades later, we conducted a comprehensive, systematic review of the validity evidence gathered since then. The…

A study was conducted on the cognitive processes involved in the steps of problem-based learning and the way this pedagogical approach is applied in the health sciences. The objective was to understand more deeply the cognitive process related to student comprehension and its connection with the work done when studying a medical discipline through…

This paper aims at exploring the issues related to implementing a formative assessment model namely School-Based Assessment (SBA) at secondary schools in Bangladesh. A qualitative study employing interviews with English teachers of grade 8 and the head teachers and FGDs with students from twelve secondary schools was conducted. Moreover, field…

This study explored students? opinion towards the opportunities and inhibitive factors for online formative assessment. A Google form survey questionnaire was administered to 124 students to generate the information regarding the opportunities of online assessment. Purposive sampling technique was employed on the basis that participants were…

A multiple baseline design across four teachers was used to investigate the effects of an online Direct Behavior Rating (DBR) training module on rater accuracy of academic engagement, respect, and disruptive behavior. Rater accuracy was examined by comparing Direct Behavior Rating-Single Item Scales (DBR-SIS) completed by classroom teachers to…

There is increasing literary evidence for the design of robust formative feedback in higher education. Translation of theoretical models into practice is still evolving and much of the available evidence is based on participant perceptions rather than quantitative changes in learning outcome. Students are often dissatisfied with standard modes of…

Extant coverage of multi-tiered systems of support (MTSS) in the research literature has tended to focus on student outcomes as opposed to the process of adult implementation. This conceptual article presents a model of process evaluation as a means to assess the fidelity of implementation of a multi-tiered system of supports (MTSS) framework to…