Collaboration Is the Only Superpower Needed: Reflecting on Building an Assessment Culture at Messiah University

2021 ◽  
Vol 33 (1) ◽  
pp. 6-14
Author(s):  
Kate Oswald Wilkins ◽  
Susan R. Donat
Keyword(s):  
Assessment Culture

International Perspectives on Assessment in Music Education

2019 ◽  
pp. 511-527
Author(s):  
Alexandra Kertz-Welzel
Keyword(s):  
Public School ◽  
Music Education ◽  
School Curriculum ◽  
Education Assessment ◽  
Teaching Philosophies ◽  
The Public ◽  
Assessment Culture ◽  
International Perspectives ◽  
Musical Knowledge ◽  
Music Education Policy

Music education is part of the public school curriculum in many countries, as either a compulsory or an elective subject. While it offers many young people an opportunity to acquire musical knowledge and skills, it also has its challenges. Being part of the public school curriculum results in a need for assessment in music education. While some problems related to assessment are similar internationally (e.g., concerning music as art), assessment in different countries varies. It depends on various factors such as the general assessment culture, the goals of education, music education policy, individual teaching philosophies, and school culture. By utilizing approaches from comparative music education, philosophy, and sociology of music education, this chapter analyzes music education assessment policies and practices in different countries. By scrutinizing global similarities and differences, it proposes new approaches to assessment that may help address some of the challenges the global music education community faces today.

scholarly journals English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

2021 ◽  
Vol 11 (1) ◽  
pp. 41-70
Author(s):  
Xiaowan Yang ◽  
Mark Wyatt
Keyword(s):  
Student Motivation ◽  
English For Specific Purposes ◽  
Learner Motivation ◽  
Assessment Culture ◽  
L2 Motivation ◽  
Stimulated Recall ◽  
Teachers Beliefs ◽  
Espoused Beliefs ◽  
And Behavior ◽  
Stimulated Recall Interviews

While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.

A Conceptual Framework for E-Assessment in Higher Education

2014 ◽  
pp. 652-673 ◽  
Author(s):  
Luís Tinoca ◽  
Alda Pereira ◽  
Isolina Oliveira
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Four Dimensions ◽  
Assessment Culture ◽  
Digital Assessment ◽  
E Learning ◽  
Assessment In Higher Education ◽  
Assessment Strategies

The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, naturally implying the resource to a variety of assessment strategies. Within this context, we have seen the emergence of what has been called by several authors, the Assessment Culture. Furthermore, Higher Education e-learning environments have also promoted the use of new e-assessment strategies. Therefore, it is important to reconsider the concept of quality assessment in Higher Education online contexts, and particularly how to develop it in the present learning landscapes. In this chapter, the authors present a new conceptual framework for digital assessment in Higher Education supported by four dimensions—authenticity, consistency, transparency, and practicability—each composed by a set of criteria, aimed at promoting the quality of the assessment strategies being used. This framework was developed based on the expansion of the concept of validity supported by edumetric qualities.

E-Assessment in Portuguese Higher Education

2019 ◽  
pp. 312-333
Author(s):  
Lúcia Amante ◽  
Isolina Rosa Oliveira ◽  
Maria João Gomes
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Public Higher Education ◽  
New Approach ◽  
Assessment Culture ◽  
New Learning ◽  
Learning Scenarios ◽  
Portuguese Higher Education ◽  
Assessment Strategies

The new learning scenarios resulting from technological development and in particular of Web 2.0 make it necessary to rethink the teaching practices in higher education, namely at the level of assessment strategies aligned with more recent paradigms. The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, implying the use of a variety of assessment strategies. What models can anchor this new assessment culture? How can one design an assessment program that guarantees the quality of this new approach? Based on a new theoretical framework for e-assessment in higher education, the authors construct and apply a survey aimed to identify the practices and the perspectives of the teachers, and the experiences and the perspectives of the students in public higher education institutions. In this chapter, the authors present and discuss the results obtained and advance a proposal for teacher training.

The Assessment Culture of School Leadership

2016 ◽  
Vol 35 (02) ◽  
pp. 141-158 ◽  
Author(s):  
Eva Forsberg ◽  
Torbjörn Hortlund ◽  
Kristina Malmberg
Keyword(s):  
School Leadership ◽  
Assessment Culture ◽  
Culture Of School

The Right Idea at the Right Time: Development of a Transformational Assessment Culture

1997 ◽  
Vol 1997 (100) ◽  
pp. 17-29 ◽  
Author(s):  
Jack Magruder ◽  
Michael A. McManis ◽  
Candace C. Young
Keyword(s):  
Time Development ◽  
Assessment Culture ◽  
The Right

scholarly journals Disclosing and Evaluating Artistic Research

2019 ◽  
Vol 4 (3) ◽  
pp. 35-54 ◽  
Author(s):  
Florian Vanlee ◽  
Walter Ysebaert
Keyword(s):  
Design Research ◽  
Research Output ◽  
Assessment System ◽  
Research Project ◽  
Art And Design ◽  
Assessment Culture ◽  
Traditional Research ◽  
Productive Potential ◽  
International Projects ◽  
Artistic Research

Abstract Purpose This study expands on the results of a stakeholder-driven research project on quality indicators and output assessment of art and design research in Flanders—the Northern, Dutch-speaking region of Belgium. Herein, it emphasizes the value of arts & design output registration as a modality to articulate the disciplinary demarcations of art and design research. Design/methodology/approach The particularity of art and design research in Flanders is first analyzed and compared to international examples. Hereafter, the results of the stakeholder-driven project on the creation of indicators for arts & design research output assessment are discussed. Findings The findings accentuate the importance of allowing an assessment culture to emerge from practitioners themselves, instead of imposing ill-suited methods borrowed from established scientific evaluation models (Biggs & Karlsson, 2011)—notwithstanding the practical difficulties it generates. They point to the potential of stakeholder-driven approaches for artistic research, which benefits from constructing a shared metadiscourse among its practitioners regarding the continuities and discontinuities between “artistic” and “traditional” research, and the communal goals and values that guide its knowledge production (Biggs & Karlsson, 2011; Hellström, 2010; Ysebaert & Martens, 2018). Research limitation The central limitation of the study is that it focuses exclusively on the “Architecture & Design” panel of the project, and does not account for intra-disciplinary complexities in output assessment. Practical implications The goal of the research project is to create a robust assessment system for arts & design research in Flanders, which may later guide similar international projects. Originality/value This study is currently the only one to consider the productive potential of (collaborative) PRFSs for artistic research.

scholarly journals Challenges of Teaching and Assessing the 21st-Century Competencies in Africa: A focus on the Kenyan New Curriculum of Basic Education

2021 ◽  
Vol 3 (1) ◽  
pp. 96-105
Author(s):  
Ruth Nanjekho Wafubwa
Keyword(s):  
Formative Assessment ◽  
21St Century ◽  
Basic Education ◽  
Special Focus ◽  
Assessment Framework ◽  
Education Systems ◽  
African Countries ◽  
Education Assessment ◽  
Assessment Culture ◽  
Competency Based

The ever-changing demands of modern life have seen education policymakers worldwide come up with ways of incorporating 21st-century competencies in education systems. Many countries in the world have incorporated these competencies in their education systems though some are still faced with challenges. With a special focus on Kenya, this paper addressed the challenges that African countries have faced in the process of implementing and assessing 21st-century competencies in basic education. A comparison of the Kenyan and Finnish basic education assessment frameworks was done to find out what Kenyan education policymakers can learn from the Finnish curriculum. The findings of the study showed that the Kenyan assessment framework is too sketchy and cannot give clear guidance to teachers. There was also a lack of an assessment culture that could enable teachers to effectively carry out formative assessment practices. The study recommends the need for curriculum developers to provide a clear and elaborate assessment framework for teachers, train teachers on formative assessment use, and provide teachers with an effective support system. This study is not only beneficial to Kenyan education policymakers but other African countries especially those implementing the competency-based curriculum.

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