scholarly journals Measurement of vocational competences: an analysis of the structure and reliability of current assessment practices in economic domains

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Esther Winther ◽  
Viola Katharina Klotz
Keyword(s):  
Assessment Practices ◽  
Current Assessment

Enhancing formative feedback in orthopaedic training: Development and implementation of a competency-based assessment framework

2019 ◽  
Author(s):  
Natalie Wagner ◽  
Anita Acai ◽  
Sydney A. McQueen ◽  
Com McCarthy ◽  
Andrew McGuire ◽  
...  
Keyword(s):  
Intraclass Correlation ◽  
Formative Feedback ◽  
Assessment Practices ◽  
Tool Development ◽  
Assessment Framework ◽  
Educational Impact ◽  
Postgraduate Training Program ◽  
Current Assessment ◽  
Competency Based ◽  
Orthopaedic Training

Objective: The purpose of this study was to develop, implement, and evaluate the effectiveness of an assessment framework aimed at improving formative feedback practices in a Canadian orthopaedic postgraduate training program. Methods: Tool development began in 2014 and took place in 4 phases, each building upon the previous and informing the next. The reliability, validity, and educational impact of the tools were assessed on an ongoing basis, and changes were made accordingly. Results: One hundred eighty-two tools were completed and analyzed during the study period. Quantitative results suggested moderate to excellent agreement between raters (intraclass correlation coefficient = 0.54-0.93), and an ability of the tools to discriminate between learners at different stages of training (p’s < 0.05). Qualitative data suggested that the tools improved both the quality and quantity of formative feedback given by assessors and had begun to foster a culture change around assessment in the program. Conclusions: The tool development, implementation, and evaluation processes detailed in this article can serve as a model for other training programs to consider as they move towards adopting competency-based approaches and refining current assessment practices.

scholarly journals Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

2016 ◽  
Vol 7 (2) ◽  
pp. 43-49
Author(s):  
John Hamilton
Keyword(s):  
Academic Writing ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Education Students ◽  
Academic Teaching ◽  
Current Assessment ◽  
Teaching Learning ◽  
Formative Learning ◽  
Concept Framework ◽  
Considerable Detail

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

2020 ◽  
pp. 256-271
Author(s):  
Abatihun Alehegn Sewagegn ◽  
Boitumelo Molebogeng Diale
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Institution ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Higher Education Institution ◽  
Traditional Assessment ◽  
Qualitative Research Design ◽  
Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

Effects of Assessment on Collegiate Recreation Programs

2014 ◽  
Vol 38 (1) ◽  
pp. 82-95
Author(s):  
Dallin George Young ◽  
Laura A. Dean ◽  
Douglas Franklin ◽  
William Kyle Tschepikow
Keyword(s):  
Professional Development ◽  
Mission Statements ◽  
Descriptive Study ◽  
Assessment Practices ◽  
Professional Literature ◽  
Institution Type ◽  
Current Assessment ◽  
Recreation Programs ◽  
Recreation Professionals ◽  
Collegiate Recreation

Collegiate recreation professionals were surveyed to determine whether, how regularly, and by what means they were conducting assessment. This descriptive study explored current assessment practices; surveyed resources used in assessment, including specific attention to CAS materials; and reported outcomes of assessment activities. Results indicated that more than 90% of respondents were engaged in assessment, regardless of institution type. Professional literature, professional development activities, and assessment teams were the most frequently used resources; approximately 40% reported using CAS materials. Most frequently reported outcomes of assessment were generally related to student staffing. Respondents also indicated that mission statements and professional staffing changed less frequently as a result of assessment efforts. Implications for the practice of assessment in collegiate recreation programs are discussed.

Eating Skills: A Review of Current Assessment Practices

1988 ◽  
Vol 8 (1) ◽  
pp. 38-51 ◽  
Author(s):  
Erika G. Gisel ◽  
Nancy A. Pollock
Keyword(s):  
Motor Development ◽  
Occupational Therapists ◽  
Assessment Practices ◽  
Eating Problems ◽  
Accurate Assessment ◽  
Motor Impairments ◽  
Pediatric Practice ◽  
Oral Motor ◽  
Current Assessment ◽  
Treatment Procedures

Occupational therapists in pediatric practice are often required to evaluate and treat children with eating problems. The lack of a standardized eating assessment has hindered therapists' ability to define normal oral-motor development, identify unequivocally those children who will benefit from intervention, refine treatment procedures using information gained through accurate assessment, and monitor progress in clinical and research settings. The purposes of this review are to (a) outline the scope of eating problems in children with oral-motor impairments, (b) establish the need for a quantitative eating assessment, (c) review the assessments currently available, and (d) suggest directions for future development.

Current Practices in the Assessment of Students with Severe Handicaps

1987 ◽  
Vol 12 (4) ◽  
pp. 264-273 ◽  
Author(s):  
Jeff Sigafoos ◽  
David A. Cole ◽  
Ralph J. McQuarter
Keyword(s):  
School Districts ◽  
School Children ◽  
Assessment Practices ◽  
Technical Adequacy ◽  
Alternative Strategies ◽  
Current Assessment ◽  
Severe Handicaps ◽  
Criterion Referenced ◽  
Selection Of ◽  
Current Practices

Little if any documentation exists regarding the types of tests currently used with students with severe handicaps. The purpose of this study was to estimate the frequency with which specific tests were administered to public school children with severe handicaps. The cumulative school files of 143 students (ages 6 years 5 months to 20 years 10 months) with severe handicaps from five metropolitan school districts were examined to determine what tests were administered to these students. Reliability, validity, norming characteristics, and the type of test for each device was determined. Results of the investigation indicated that (a) there is a lack of technically adequate norm-referenced tests appropriate for students with severe handicaps, (b) the technical adequacy of tests does not appear to be a major determinant in the selection of tests, and (c) criterion-referenced tests and adaptive behavior measures are used less frequently than suggested by the literature. Continued documentation of current assessment practices is recommended to determine the generality of the findings, the prevalence of alternative strategies, and the variables that influence current practices.

scholarly journals Principals’ views on the implementation of grade-free middle schools in Norway: justifications, challenges and opportunities

2019 ◽  
Vol 13 (2) ◽  
pp. 21-38
Author(s):  
Astrid Gillespie ◽  
Tony Burner
Keyword(s):  
Middle Schools ◽  
Student Involvement ◽  
Assessment For Learning ◽  
Assessment System ◽  
Assessment Practices ◽  
National Assessment ◽  
Challenges And Opportunities ◽  
Current Assessment ◽  
Depth Interviews

This article reports on four principals’ views on the implementation of so-called grade-free middle schools, i.e. schools that drop all grades on students’ performances except the two required by the national assessment regulation, as part of their work with Assessment for Learning (AfL). More specifically, we were interested in the under-researched area of how principals justify introducing and implementing grade-free schools, and what their experiences are regarding challenges and opportunities that have arisen during and as a result of the implementation. Semi-structured in-depth interviews were used to collect data. Findings suggest that principals rely on research and unsatisfying assessment practices when justifying a change to grade-free schools. However, they do not find the involvement of students, nor the information directed at parents about the implementation, to be sufficient. They also mention challenges related to the current assessment system, which they believe underpin a behavioristic understanding of learning. The article calls for more research on trust among various stakeholders and student involvement when implementing grade-free schools.

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