The impetus for test-based accountability systems is to improve the educational opportunities afforded to all students so as to improve their learning; therefore, integral to the validity argument of these systems is the appraisal of test-based inferences and decisions in terms of their consequences. Both positive and negative consequences of…

The study examined students' perceptions of using student-created group videos as an alternative assessment in an online course. Participants included 82 undergraduate students who were pre-service teachers from a large university in Northeast of the United States. Results indicated the student-created group video project promoted active learning.…

Virtually all community colleges and more than 90 percent of public four-year colleges use the results of placement tests--either alone or in concert with other information--to determine whether students are ready for college-level coursework or need remedial help in math or English. Evidence suggests that placement tests do a poor job of…

This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learners´ writing ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: (1) Does dynamic assessment affect Iranian English learners' writing ability? (2) Do the results of dynamic…

The purpose of this study was to assess whether the use of student self-assessment of non-cognitive skills is accurate and reliable by comparing them to the assessment of student development provided by their teachers of these same skills. For this study non-cognitive skills refer to skills including communication, collaboration, creative…

This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child's learning needs can be revealed by means of dynamic assessment. The question is,…

This paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual distinction between dynamic testing (DT) and dynamic assessment (DA). While both approaches seek to link assessment and intervention, the former is of…

This article presents an overview of recommended practices for assessing students who are deaf/hard of hearing, visually impaired, or deafblind. These recommendations were originally derived from a systematic review of research studies, policy documents, and professional literature on assessment (1990-2013) for the Collaboration for Effective…

Assessment has an important role in education and it has a critical role in the teaching process. Through appropriate assessment, teachers can classify and grade their students, give feedback and structure their teaching accordingly. Recently, educators and scientists have been becoming more interested in the requirements of assessment procedures…

Education professionals are morally compelled to ensure that all students feel accepted, safe, and are represented in their classes. Physical education is no different; however, specific practitioner-orientated strategies to embark in more socially just practices are scarce in physical education literature. This article provides the first part of…

This article presents theoretical orientations and practical applications for the assessment of d/Deaf and hard of hearing (d/Dhh) children. It discusses current approaches to assessment and the factors affecting d/Dhh children's participation in assessments using those approaches. Gaps in the field around access to appropriate assessments are…

There is a dearth of research describing the small population of students who have significant cognitive disabilities and are also English learners (ELs). This study expands what is known about this population by describing EL students who participated in Dynamic Learning Maps Alternate Assessments in 16 states during the 2016-2017 year. Data…

In 1984 Benjamin Bloom stated that one-to-one tutorial support increased students' achievement by two standard deviations (two sigma problem). In the literature for solving two sigma problem (in order to increase student achievement), many systems were developed as intelligent tutoring systems, adaptive hypermedia systems, recommender systems and…

Current motivation theory and research face serious theoretical, methodological, and practical challenges. One central challenge is the fact that research has focused mainly on motivation for traditional achievement tasks such as graded assignments and normative educational trajectories. Arguably, current motivation theory and research may be…

Cognitive Diagnostic Assessment (CDA) is an alternative assessment which can give a clear picture of pupils' learning process and cognitive structures to education stakeholders so that appropriate instructional strategies can be designed to tailored pupils' needs. Coincide with this function, the Ordered Multiple-Choice (OMC) items were…