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.

scholarly journals Representation and Agency of Aging Superheroes in Popular Culture and Contemporary Society

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 18
Author(s):  
Kateřina Valentová
Keyword(s):  
Popular Culture ◽  
Graphic Novel ◽  
Contemporary Society ◽  
Social Events ◽  
Cultural Expressions ◽  
American Society ◽  
The Many

The figure of the superhero has always been regarded as an iconic representative of American society. Since the birth of the first superhero, it has been shaped by the most important historical, political, and social events, which were echoed in different comic issues. In principle, in the superhero genre, there has never been a place for aging superheroes, for they stand as a symbol of power and protection for the nation. Indeed, their mythical portrayal of young and strong broad-chested men with superpowers cannot be shattered showing them fragile or disabled. The aim of this article is to delve into the complex paradigm of the passage of time in comics and to analyze one of the most famous superheroes of all times, Superman, in terms of his archetypical representation across time. From the perspective of cultural and literary gerontology, the different issues of Action Comics will be examined, as well as an alternative graphic novel Kingdom Come (2008) by Mark Waid and Alex Ross, where Superman appears as an aged man. Although it breaks the standards of the genre, in the end it does not succeed to challenge the many stereotypes embedded in society in regard to aging, associated with physical, cognitive, and emotional decline. Furthermore, this article will show how a symbolic use of the monomythical representation of a superhero may penetrate into other cultural expressions to instill a more positive and realistic portrayal of aging.

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.

Being “in” assessment: the ontological layer(ing) of assessment practice

2014 ◽  
Vol 6 (1) ◽  
pp. 22-29 ◽  
Author(s):  
David Giles ◽  
Kerry Earl
Keyword(s):  
Teacher Education ◽  
Classroom Practice ◽  
Design Methodology ◽  
Teacher Educators ◽  
Educational Assessment ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Phenomenological Inquiry ◽  
Content Type ◽  
Knowledge And Practice

Purpose – Current discourses on educational assessment focus on the priority of learning. While this intent is invariably played out in classroom practice, a consideration of the ontological nature of assessment practice opens understandings which show the experiential nature of “being in assessment”. The purpose of this paper is to discuss these issues. Design/methodology/approach – Using interpretive and hermeneutic analyses within a phenomenological inquiry, experiential accounts of the nature of assessment are worked for their emergent and ontological themes. Findings – These stories show the ontological nature of assessment as a matter of being in assessment in an embodied and holistic way. Originality/value – Importantly, the nature of a teacher's way-of-being matters to assessment practices. Implications exist for teacher educators and teacher education programmes in relation to the priority of experiential stories for understanding assessment practice, the need for re-balancing a concern for professional knowledge and practice with a students’ way of being in assessment, and the pedagogical implications of evoking sensitivities in assessment.

scholarly journals Uma criança autista, um mundo autista, um Deus...

2019 ◽  
Vol 71 (284) ◽  
pp. 861
Author(s):  
Roberto Marinucci
Keyword(s):  
Autistic Child ◽  
Life Experience ◽  
Contemporary Society ◽  
Social Scientists ◽  
The Many

Este artigo nasce do encontro – ou do choque – entre o nascimento de um filho autista e a fé em um Deus libertador. Trata-se de uma experiência de vida que traz profundos questionamentos e, ao mesmo tempo, doa uma nova perspectiva hermenêutica da realidade. Nesse pano de fundo, o artigo se propõe a interpretar a sociedade contemporânea e a ação de Deus na história a partir de três fontes: a experiência da paternidade, as contribuições de cientistas sociais contemporâneos e a revelação cristã. Apesar das numerosas questões em aberto, o autor reafirma as preciosas potencialidades da esperança cristã.Abstract: This article was born of the encounter – or of the clash – between the birth of an autistic child and the faith on a liberating God. This is a life experience that brings deep questionings and, at the same times, gives a new hermeneutic perspective of reality. With this background, the article proposes to interpret contemporary society and God’s action in history from three sources: the experience of fatherhood, the contributions of contemporary social scientists and the Christian Revelation. In spite of the many questions left open, the Author reaffirms the valuable potentialities of Christian hope.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND ITS ROLE IN EDUCATIONAL ASSESSMENT

2016 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Marina Marina
Keyword(s):  
Learning Outcomes ◽  
Communication Technology ◽  
Technology Use ◽  
Educational Assessment ◽  
Assessment Practices ◽  
Information And Communication ◽  
Primary Focus ◽  
Support Students ◽  
Significant Factors

This paper identifies the role of ICT in assessment practices in education. The significant factors that schools and teachers should consider include the benefits it can provide to improve and enhance assessment. The primary focus of this paper is: What are the roles ICT can provide to support assessment in education? ICT has several roles and supports in educational assessment practices. This paper empha-sizes its roles in two parts: testing, and tasks. ICT can be used in testing to administer tests, to score the tests, to analyse the result and to facilitate teachers in assessing learning outcomes. Besides, ICT can be integrated in completing student’s task such as portfolio and project-based assessment. ICT provides opportunities for students to create electronic versions of their portfolio. ICT can also support students to complete their project. It is essential for teachers to realise that the rubric used to assess e-portfolios and projects must also assess students’ technology use.

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.

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

Reimagining american education: Possible futures: Possible futures for equitable educational assessment

2021 ◽  
Vol 103 (4) ◽  
pp. 54-57
Author(s):  
William R. Penuel
Keyword(s):  
Standardized Testing ◽  
Educational Assessment ◽  
Assessment Practices ◽  
American Education ◽  
Community Members ◽  
Student Work

The COVID-19 pandemic led states and districts to take a break from grading students and pause standardized testing. As part of an ongoing series of articles on how schools might reconceptualize their work, William Penuel considers what kinds of assessment practices should be carried forward, as schools attempt to become more equitable. He suggests that schools look to work students create as evidence of learning, that they ensure their assessment practices recognize students’ various cultures, and that they use student work to make connections with families and community members.

Variations in Adaptive Testing and Their Online Leverage Points

2006 ◽  
pp. 180-202 ◽  
Author(s):  
Roy Levy ◽  
John T. Behrens ◽  
Robert J. Mislevy
Keyword(s):  
Locus Of Control ◽  
Adaptive Testing ◽  
Frames Of Reference ◽  
Assessment Practices ◽  
Leverage Points ◽  
Assessment Design ◽  
Foundational Work ◽  
Online Format

This chapter builds on foundational work on probabilistic frames of reference and principled assessment design to explore the role of adaptation in assessment. Assessments are characterized in terms of their claim status, observation status, and locus of control. The relevant claims and observations constitute a frame of discernment for the assessment. Adaptation occurs when the frame is permitted to evolve with respect to the claims or observations (or both); adaptive features may be controlled by the examiner or the examinee. In describing the various combinations of these characteristics, it is argued that an online format is preeminent for supporting common and emerging assessment practices in light of adaptation.

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