The learning journey toward sustainability requires the generation of action-oriented knowledge to understand the progress and potential adaptation of strategies to facilitate collective transformation. One integral area where advancing these strategies is essential is higher education. While efforts in the field have identified relevant learning…

This paper constructs a theoretical argument to frame feedback as a relational concept. It addresses contemporary concern that formative assessment, of which feedback is a part, is under theorised. The arguments presented link to existing theoretical and research evidence. The paper also challenges the dominant policy discourse in high stakes…

Digitally simulated laboratory assessments (DSLAs) may be used to measure competencies such as problem solving and scientific inquiry because they provide an environment that allows the process of learning to be captured. These assessments provide many benefits that are superior to traditional hands-on laboratory tasks; as such, it is important to…

This study examines the effects of adoption of ACT® Aspire® Periodic Assessments on student academic growth, as measured by the ACT Aspire Summative Assessments. A difference-in-difference analysis shows that adoption of the ACT Aspire Interim Assessments leads to improvements in academic growth. Averaging results across all subject areas and…

"Assessment is like a yardstick which measures teacher and students' performances." An assessment plays vital role in educational process. It is also helpful for policy makers, stakeholders and educationists for proper implementation of curriculum under education system. Over past two decades more emphasis is given on assessing learners'…

Competency-based institutions eager to improve student outcomes would be wise to consider research-based measures, such as a course planning and learning tool (CPLT), as one step in the student life cycle. Recent research has indicated which assessment practices tend to be most successful in an online competency-based environment while hinting at…

In this study, two sections of undergraduate Introductory Anatomy and Physiology taught in the traditional face-to-face format (n = 58) was compared to two hybrid classes (n = 38) using the flipped-classroom model taught by the same instructor. Formative and summative examination scores were compared to determine the effect of the different…

High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results…

Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. "Alternative Assessment in Physical Education: A Review of International Literature." "Sport, Education & Society" 18 (1): 57-76). The authors remarked that while more…

Even when chemistry teachers' beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers' self-generated "best practices" for developing formative…

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments.…

We propose a new approach to classroom learning based on sequential numeral-division. It builds on the concept of trichotomy -- division of students based on creamy-level, middle-level and weaker-level students -- proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in…

Encouraging all students to meaningfully engage with feedback on summative assessments is a vexing challenge for educators (Watling, 2016). Using formative feedback techniques as a formal part of a summative assessment allows for a guaranteed 'feed forward'. Group crits in the form of students and staff viewing their own and others work in an…

This article focuses on preservice and in-service teachers' pedagogical reasoning, decision making and action concerning technology integration for learning. We examine this topic in light of three contemporary barriers in policy, practice and research, namely: the lack of an integrative model that considers how teachers come to shape their…

This investigation was conducted to examine middle school students' use of formative assessment technologies in informal science learning contexts. Specifically, this study focused on students' overall preferences when using a game-based student response system (GSRS; Wang, 2015) as a formative assessment. Data sources included students' (n = 42)…