scholarly journals Effective Assessment Practices for Using Sustainability Metrics: Biomass Processing

2021 ◽  
Vol 9 (44) ◽  
pp. 14654-14656
Author(s):  
Francisco Vilaplana ◽  
Sónia P. M. Ventura ◽  
Putla Sudarsanam ◽  
Nourredine Abdoulmoumine ◽  
D. Julie Carrier
Keyword(s):  
Assessment Practices ◽  
Sustainability Metrics ◽  
Biomass Processing ◽  
Effective Assessment

Assessment in Inclusive Settings

2017 ◽  
pp. 426-443
Author(s):  
Brittany L. Hott ◽  
Rebecca A. Dibbs ◽  
DeMarquis Hayes ◽  
Lesli P. Raymond
Keyword(s):  
Decision Making ◽  
Instructional Decisions ◽  
Assessment Practices ◽  
Critical Component ◽  
Level System ◽  
Quality Instruction ◽  
Inclusive Settings ◽  
Multi Level ◽  
Instructional Decision ◽  
Effective Assessment

Assessment is one of the most controversial and challenging aspects of education. While increasing emphasis has been placed on student progress and accountability, effective assessment processes are often overlooked as a critical component of quality instruction. This chapter aims to provide practitioners, educators, and policymakers with an overview of assessment practices that provide information at the classroom and individual levels to drive instructional decision making. A multi-level system of support model is emphasized to illustrate types and administration of assessments needed to make instructional decisions.

scholarly journals The Peel District School Board: A Leader In Supporting Its Teachers In Excellent Assessment And Evaluation

2003 ◽  
Vol 1 (2) ◽  
Author(s):  
Susan Meredith
Keyword(s):  
Secondary Schools ◽  
School Board ◽  
Student Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Student Progress ◽  
Assessment And Evaluation ◽  
Evaluation Strategies ◽  
Assessment Tasks ◽  
Effective Assessment

The Peel District School Board has long been committed to helping its teachers use the best assessment practices to improve student learning and the best known evaluation strategies and tools to ensure that student progress is tracked and reported fairly and accurately. The underpinning of all assessment and evaluation in Peel classrooms is Policy #14: Student Assessment and Evaluation in Peel Elementary and Secondary Schools. Revised in 2002, it reflects the policy, rationale, principles of effective assessment, a range of assessment tasks to promote fair and inclusive assessment, suggested assessment tools, and specific guides for elementary and for secondary schools. As well expectations around the communication of student progress and a glossary of assessment and evaluation terms, it ensures that no Peel educator, student or parent is left in the dark as to expectations. Policy #14 is supported by Policy # 70, Peel's Homework policy.

Assessment in Inclusive Settings

2020 ◽  
pp. 90-107
Author(s):  
Brittany L. Hott ◽  
Rebecca A. Dibbs ◽  
DeMarquis Hayes ◽  
Lesli P. Raymond
Keyword(s):  
Decision Making ◽  
Instructional Decisions ◽  
Assessment Practices ◽  
Critical Component ◽  
Level System ◽  
Quality Instruction ◽  
Inclusive Settings ◽  
Multi Level ◽  
Instructional Decision ◽  
Effective Assessment

Assessment is one of the most controversial and challenging aspects of education. While increasing emphasis has been placed on student progress and accountability, effective assessment processes are often overlooked as a critical component of quality instruction. This chapter aims to provide practitioners, educators, and policymakers with an overview of assessment practices that provide information at the classroom and individual levels to drive instructional decision making. A multi-level system of support model is emphasized to illustrate types and administration of assessments needed to make instructional decisions.

Making the Leap

2020 ◽  
pp. 1-17
Author(s):  
Reshma Ramkellawan-Arteaga
Keyword(s):  
School Leaders ◽  
Assessment Practices ◽  
School Closures ◽  
Information Recall ◽  
Conscious Decision ◽  
Assessment As Learning ◽  
Effective Assessment ◽  
Insight Into ◽  
Do So

The concept of assessments has become conflated with standardized summative exams such as state benchmarks. Schools are under significant pressure to exhibit proficiency on said exams. The inability to do so results in dire consequences (e.g., state receivership, school closures, etc.). As a result, school leaders might make the conscious decision to modify curricula and assessment to best reflect the upcoming exam. This practice shifts and dilutes the thinking around effective assessment practices. Teachers come to view assessments as opportunities more so for information recall rather than instances to promote greater metacognition. This document offers insight into how schools can begin to shift their thinking around assessment practices and create a culture that supports assessment as learning.

Evaluating the Effectiveness of Instruction Using Principles of Adult Learning

2011 ◽  
pp. 173-190
Author(s):  
Jim Berger
Keyword(s):  
Adult Learning ◽  
Assessment Process ◽  
Assessment Practices ◽  
Adult Learning Principles ◽  
Authentic Assessments ◽  
Assessment Techniques ◽  
Objective Tests ◽  
Learning Principles ◽  
Effective Assessment ◽  
Subsequent Modification

This chapter provides an overview of assessment of instruction using adult learning principles. The goal of this chapter is to examine the assessment process, describe effective assessment techniques and provide guidelines for instructor developed assessments. Bloom’s (1956) Taxonomy and the subsequent modification of levels of cognitive objectives provided by Anderson et al. (2001) are included. Various assessment exercises are described according to the modified levels of cognitive objectives. Instructors are guided in the process of developing their own assessments from objective tests to subjective essays. Readers are introduced to authentic assessment and provided ways of developing their own authentic assessments, including rubrics. Future trends of assessment practices are also discussed.

Cheaters Beware

2019 ◽  
pp. 1-38
Author(s):  
Donna M. Velliaris ◽  
Janine M. Pierce
Keyword(s):  
Educational Assessment ◽  
Academic Misconduct ◽  
Tertiary Level ◽  
Assessment Practices ◽  
Contemporary Society ◽  
Faculty Assessment ◽  
Assessment Design ◽  
Academic Faculty ◽  
The Many ◽  
Effective Assessment

This descriptive chapter tackles the issue of ‘preventing' academic misconduct via effective assessment design. A dearth of literature is focused on ‘detecting' plagiarism, but assessment (re)design can help ‘prevent' the pervasiveness of ‘cheating' if tasks are relevant, authentic, real-world, educative, and career-focused from the outset. While contemporary society is demanding and complex, many educational assessment practices today remain unimpressively straightforward. Academic faculty are central to confronting cheating. In this chapter, the authors focus on a three-pillar system that empowers higher education institutions (HEIs) to better prevent malpractice rather than reacting to it afterwards. The aim of this chapter is to provide a descriptive investigation into why assessment is so important in the fight against academic misconduct, and a three-pillar approach to bolster assessment practices that will help minimize opportunities for students to engage in academic offences. Within this presentation are included author narratives that will help readers understand the many and varied ways tertiary-level students can challenge faculty assessment design.

Assessment for Learning

2022 ◽  
pp. 318-343
Author(s):  
Errin Heyman
Keyword(s):  
Higher Education ◽  
Technology Education ◽  
Assessment For Learning ◽  
Theoretical Background ◽  
Traditional View ◽  
Assessment Practices ◽  
Learner Centered ◽  
Assessment Of Learning ◽  
Effective Assessment ◽  
Assessment Strategies

Advances in technology have been integrated into many facets of education, creating both opportunities and challenges for learning and assessment. This chapter provides an overview of effective assessment practices, largely targeted to higher education, with the mindset of using assessment for learning, rather than a more traditional view of assessment of learning. A brief theoretical background is presented as well as specific approaches for implementing learner-centered assessment strategies. Using assessment as a motivator and as a way to deepen, not just demonstrate, learning is discussed. Additionally, the chapter presents future considerations for assessment, especially as assessment can be enhanced by technology—“Education 3.0.”

Personal Factors that Relate to the Assessment Practices of Science Teachers

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Susan S. Salvador-Janer
Keyword(s):  
Science Teachers ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Personal Factors ◽  
Graduate Studies ◽  
Education Assessment ◽  
Documentary Analysis ◽  
Keywords Education ◽  
Effective Assessment

This descriptive study aims to determine the personal factors that relate to the assessment practices of 23 science teachers. The respondents are purposively chosen among the teacher education institutions in the province of Sorsogon. Data are gathered through survey, interview, and documentary analysis and analyzed using frequency counts and percentages. Results show that most of the respondents are females, undesignated, with units in Master’s degree, have been in the service for more than four years and have attended trainings related to their field of specialization. Some respondents are fond of using the traditional paper-pencil tests while others are in to authentic assessment methods. The personal factors of the respondents considered in this study all positively relate to the assessment practices of the teachers. Hence, this study recommends, among others that teachers should continuously upgrade themselves by pursuing their graduate studies and attend trainings if possible to develop or enrich their existing knowledge on assessment; and enhance their know-how and creativity in innovating and crafting valid and effective assessment tools.   Keywords - Education, assessment, assessment practices, documentary analysis, Philippines

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