This study proposes a framework for making a paradigm shift from traditional (teacher-centred) to technology-enhanced (student-centred) assessment, using an example of an intelligent tutor. Informed by Situated Learning Theory that addresses students' needs and concerns in timely learning experiences, the proposed 'dissecting assessment' framework…

The Next Generation Science Standards (NGSS, 2013) emphasize rich integration of authentic science inquiry practices with science content knowledge to promote deeper understandings and flexible transfer of practices and knowledge (Hilton & Honey, 2011). Meeting this goal poses significant challenges for teachers (Hofstein, & Lunetta, 2004;…

In order for teachers to support students' mathematical thinking, Battista (2004) believed they must identify core mathematical concepts, recognize conceptual frameworks for understanding children's thinking, and use appropriate assessment tasks. In his view, learning trajectories provide teachers with information on children's cognitive abilities…

The purpose of the study was to examine the impact of short professional development interventions, covering core concepts in teaching and learning, on the self-efficacy of academic librarians in the teaching role. The participants in this study were six academic librarians at a large, research-intensive university in Canada for whom instructional…

The purpose of this study was to discern if teacher candidates and their university-based field instructors' engagement in co-constructed goal-setting activities would better support teacher candidates' understanding of feedback delivered during post-lesson observation conferences. Data from preliminary and retrospective surveys were compared…

Differentiated instruction is a teaching philosophy and practice that deals with responding appropriately to student heterogeneity. In order to gain deep understanding of this complex concept, research methodology is challenged to use appropriate data collection and data analysis. The aim of this paper is to reflect on how system theory may be…

With the growing emphasis on developing 21st century skills among today's youth, there is continued optimism about the possibilities granted by increasing access to networked technologies, particularly for encouraging youth to pursue their interests and take ownership of their learning. Yet, research demonstrates the importance of adult support in…

As a beginning teacher, the author was often surprised when marking tests. She thought students understood the material, but their tests told a different story. She had simply been assuming that students understood, but she had not actually checked until it was too late to do anything about it. She needed some quick ways to gauge student…

Purpose: This study aims to examine teachers' perceptions of teacher evaluation (also known as teacher appraisal). In Israel and elsewhere, teacher evaluation is a cornerstone of teaching quality assurance measures; however, detailed knowledge is lacking regarding how teachers themselves perceive it in that context. Design/methodology/approach:…

This study explored the instructors' practices of assessing students for learning in selected Ethiopian higher education institutions. Mixed method approach was employed in collecting data from 80(55 males & 25 females) instructors. Stratified and purposive sampling was used. Questionnaire, semi-structured interview, and observation were used…

This paper focuses upon the many functions that are served by evaluations, and by the process of conducting them. Many forms or types of evaluation have evolved to serve these different functions; and a brief account is given of some of the most common of these forms and the issues or controversies that they have engendered. The discussion opens,…

Formative assessment, or "assessment for learning," is an essential component of the interactions between teachers and learners. Teachers elicit statements of understandings to decide their next instructional steps. Similarly, students communicate what they know, and apply teachers' responses. Formative assessment is as much assessment…

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students' experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students'…

In this article, we examine the sociopolitical implications of AI technologies as they are integrated into writing instruction and assessment. Drawing from new materialist and Black feminist thought, we consider how learning analytics platforms for writing are animated by and through entanglements of algorithmic reasoning, state standards and…

We analyzed teacher supervision and evaluation policy systems in 30 states since the passage of the Every Student Succeeds Act (ESSA) of 2015 in the United States (US). This qualitative study of state ESSA policy documents and legislation examined how teacher supervision and evaluation systems (TSES) models have been developed under ESSA,…