scholarly journals Maintaining quality assessment practices under emergency remote online conditions

2021 ◽  
Author(s):  
Shalini Dukhan
Keyword(s):  
Quality Assessment ◽  
Assessment Practices

Fostering self-regulated learners in a community of quality assessment practices

CADMO ◽  
2011 ◽  
pp. 7-20
Author(s):  
Hopfenbeck Therese Nerheim
Keyword(s):  
Quality Assessment ◽  
Learning Outcomes ◽  
Educational Research ◽  
Empirical Research ◽  
Self Regulation ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Developing Communities ◽  
Important Field

Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students' learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

Drug quality assessment practices and communication of drug alerts among people who use drugs

2015 ◽  
Vol 26 (12) ◽  
pp. 1251-1257 ◽  
Author(s):  
Yuko Soukup-Baljak ◽  
Alissa M. Greer ◽  
Ashraf Amlani ◽  
Olivia Sampson ◽  
Jane A. Buxton
Keyword(s):  
Quality Assessment ◽  
People Who Use Drugs ◽  
Assessment Practices ◽  
Drug Quality

Grading of Neuroendocrine Tumors With Ki-67 Requires High-quality Assessment Practices

2012 ◽  
Vol 36 (9) ◽  
pp. 1359-1363 ◽  
Author(s):  
Satu Maria Remes ◽  
Vilppu J. Tuominen ◽  
Heikki Helin ◽  
Jorma Isola ◽  
Johanna Arola
Keyword(s):  
Quality Assessment ◽  
Neuroendocrine Tumors ◽  
Assessment Practices ◽  
High Quality ◽  
Ki 67

Quality Assurance in E-Learning

2011 ◽  
pp. 231-248
Author(s):  
Stacey McCroskey ◽  
Jamison V. Kovach ◽  
Xin David Ding ◽  
Susan Miertschin ◽  
Sharon Lund O’Neil
Keyword(s):  
Quality Assurance ◽  
Online Learning ◽  
Quality Assessment ◽  
Online Courses ◽  
Student Evaluations ◽  
Assessment Practices ◽  
Student Views ◽  
Industry Standards ◽  
E Learning

Quality is a subjective concept, and as such, there are many criteria for assuring quality, including assessment practices based on industry standards and accreditation requirements. Most assessments, including quality assurance in e-learning, frequently occur at three levels: individual course assessments, department or program assessments, and institutional assessments; frequently these levels cannot be distinctly delineated. While student evaluations are usually included within these frameworks, student views are but one variable in the quality assessment equation. To offer some plausible perspectives of how students view quality, this chapter will provide an overview of quality assurance for online learning from the course, program, and institutional viewpoints as well as review some of the key research related to students’ assessment of what constitutes quality in online courses.

Assuring quality of school-based assessment: the perspectives of heads of department in moderating tourism tasks

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zanele Dube-Xaba ◽  
Malehlohonolo Precious Makae
Keyword(s):  
Quality Assessment ◽  
Qualitative Case Study ◽  
School Curriculum ◽  
Assessment Practices ◽  
Limited Sample ◽  
Group Discussions ◽  
Content Type ◽  
School Based ◽  
Secondary School Curriculum

Purpose The aim of quality assessment is to support the development of learners’ competencies as required in 21st century economies. This paper aims to analyse the role and understanding of heads of department (HoDs) regarding quality assessment and the moderation of school-based assessment (SBA) tasks in tourism, which is a subject in the secondary school curriculum. Design/methodology/approach To elicit valid findings in this interpretative study, focus group discussions were conducted with 16 participants. The HoDs who participated in this study were purposively sampled based on their role as managers of tourism in their respective schools. Findings Informed by the context, input, process and output theoretical model, this study identified various elements that impacted the enactment of HoDs’ role in the moderation of SBA tasks, with particular reference to tourism. Despite these HoDs’ understanding of the importance of moderation as a key aspect in assuring quality assessment practices, it was found that the moderation of tourism SBA tasks was generally not conducted meticulously and appropriately. Research limitations/implications The qualitative case study on which this paper is based used a limited sample within a restricted timeframe and the results may thus not be generalised. However, the methodology produced trustworthy results and may thus be replicated and extended to other subjects with a practical component for enhanced insights into SBA practices. Practical implications This paper highlights the necessity for schools to rely on knowledgeable and principled curriculum leaders, particularly HoDs, for the effective management of assessment and moderation strategies to ensure quality outcomes. The qualitative case study on which this paper is based used a limited sample within a restricted timeframe, and the results may thus not be generalised. However, the methodology produced trustworthy results and may thus be replicated and extended to other subjects with a practical component for enhanced insights into SBA practices. Originality/value This paper contributes to the discourse on quality assurance and SBA, with particular focus on how quality assessment can be enhanced in the moderation process of tourism. The insights that this paper share may contribute to improved policy decisions regarding the SBA process in tourism.

scholarly journals Bridging the Gap between Work and Education in Vocational Education and Training. A study of Norwegian Apprenticeship Training Offices and E-portfolio Systems

2014 ◽  
Vol 1 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Hæge Nore ◽  
Leif C. Lahn
Keyword(s):  
Quality Assessment ◽  
Vocational Education ◽  
Education And Training ◽  
Learning Processes ◽  
Vocational Education And Training ◽  
Assessment Practices ◽  
Documentary Evidence ◽  
Parallel Learning ◽  
Apprenticeship Training ◽  
And Training

This article explores the effect that the use of e-portfolios initiated and organized by apprenticeship training offices has had on the learning processes and assessment practices of apprentices in Norwegian vocational education and training. Although these intermediate structures have the potential to bridge the gap between work and education, they seem to maintain a system of two parallel learning arenas. However, the article summarizes the innovative effects of these transformations as supportive structures for expansive apprenticeship. The study is based on data from a national project on quality assessment, which is supported by documentary evidence from e-portfolios in three different trades: plumbing, industrial mechanics and sales.

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