This bibliometric article examines the current state of publication in the field of classroom assessment, exploring the productivity and influence of countries, institutions, and authors. A search query of on the Scopus database using the term "classroom assessment" or "classroom-based assessment" or "assessment for…

Purpose: The paper aims to develop a coherent understanding of literacy assessment, one that draws on current conceptualising of assessment generally while accounting for the complexity of literacy and literacy development. It responds to The Foundation for Learning Literacy Touchstone #8, offering a view of assessment as an "eco-system"…

This article reports on an intervention study conducted to improve young Thai learners' motivation and attitudes towards take-home tests. The traditional use of summative tests in education has often led to increased pressure and demotivation among students. Based on formative assessment practices and motivational strategies, the study aimed to…

This study investigates the use of exit tickets as formative assessments in maths-integrated computer science (CS) lessons for grade 5 students. Exit tickets are brief surveys administered immediately after instructional activities. Using structural equation modelling (SEM), we analysed data from 1,067 students to examine the reliability and…

In recent years, the lower secondary school curriculum in the Republic of Ireland has been subject to assessment-led reform, many elements of which, such as the increased focus on continuous school-based assessment, reflect those of similar initiatives introduced in other countries. This paper explores the extent to which this reformed approach is…

Background/purpose: Assessment for Learning is an integral part of the learning process that provides feedback and improves teaching methods. Teachers experience problems such as limited conceptual understanding, difficulties in designing instruments, and time constraints. This study aims to develop and validate an innovative platform for…

There have been several attempts to conceptualize and operationalize pedagogical content knowledge (PCK) in the context of teachers' professional competencies. A recent and popular model is the Refined Consensus Model (RCM), which proposes a framework of dispositional competencies (personal PCK--pPCK) that influence more action-related…

The integration of different technologies for formative assessment activities into the classroom is very important for the effectiveness of learning and teaching processes. This study is an experimental study in which the student teachers designed jupyter notebooks as formative assessment activities for specified aims and subject contents. For…

Background and Context: While higher education in Norway intends to ensure students can translate academic learning to real-world settings, a gap persists in computing students' perceptions of their acquired competencies. Objective: This study aims to understand the gap and explore how formative assessment with ePortfolios can help students…

We present the Teacher Talk Tool, which automatically analyzes classroom audio and provides formative feedback on key aspects of teachers' classroom discourse (e.g., use of open-ended questions). The tool was designed to promote teacher learning by focusing attention and sense-making on their discourse. We conducted a feedback-response study where…

Valid rubrics facilitate assessing the level of complexity in students' open-ended responses. To design a valid rubric, it is essential to thoroughly define the types of responses that represent evidence of varying complexity levels. Formulating such evidence statements can be approached deductively by adopting predefined criteria from the…

Assessment for Learning (AfL) practices provide opportunities for teachers and students to learn with and from each other. Less well established are the roles that the material and affective configurations of classroom spaces play in AfL interactions between teachers and students, students with peers and students with ideas. Feedback, dialogue,…

Assessment and evaluation both describe a process of gather and expound of verification for some purpose. They both involve decisions about what evidence to use, the collection of the evidence in a systematic and planned way, the explanation of the evidence to produce a judgement, and the communication and use of that judgement.…

The literacy-targeted (LT) introductory economics course seeks to reduce the quantity of economic concepts under study and increase students' ability to apply those concepts to improve their own decisions and to make sense of economic news. The assessment strategy of the course must target students' ability to transfer their conceptual knowledge…

Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to…