educational assessment
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2021 ◽  
Vol 11 (6) ◽  
pp. 121-141
Author(s):  
Alena Aleksandrovna Varakuta ◽  
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Pavel Yurievich Shelomentsev ◽  
Elena Vasilevna Andrienko ◽  
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...  

Introduction. The authors investigate a wide range of assessment systems in modern education. They analyze and compare changes in educational assessment procedures, taking into account the periodization of their development and modern requirements and standards. The purpose of the article is to identify and clarify various types of assessment systems and assessment procedures in the context of historical development. Materials and Methods. This theoretical research includes analysis, comparison, and generalization of Russian and international studies on the development of assessment systems based on the concept of the historical and socio-cultural determination of education. The study follows systemic, learner-centered and activity-based approaches in order to present the dynamics of the development of educational assessment as a system comprising interconnected parts and socio-psychological factors. Results. The authors clarified the essence of the dual nature of educational assessment as a didactic and socio-psychological phenomenon. They described the relationship between assessment procedures and the quality of modern education. The study identified the main periods in the development of educational assessment based on the criteria for changing the requirements for the content of education, as well as changes in the assessment system regarding tasks, methods, forms of assessment, point scales and methods of motivation. The authors have developed and justified the historical periodization of educational assessment, which includes eight main stages. The main types of assessment including partial assessment, effective assessment, systemic assessment, standardized assessment, formative assessment, summative assessment, evaluation for management, and rating assessment have been identified and described. Conclusions. The article concludes that modern education implements eight main types of assessment, which have been developed in a historical context. At the same time, standardization of education is considered as the main trend in the formation of assessment systems.


2021 ◽  
pp. 073428292110558
Author(s):  
Sevilay Kilmen

The present study has two main purposes. The first is to create a short form of the BTPS and to evaluate the psychometric properties of the short form. The second is to evaluate the performance of the ant colony optimization procedure and discuss the applicability of the ant colony optimization procedure in creating a short form. Results revealed that the 30-item short form of the BTPS can be applied to psychological or educational assessment settings to obtain valid and reliable results related to ten different facets of perfectionism. The current study also showed that the ant colony optimization procedure can be used to create the best short form which has variance, reliability, and high factor correlations between original and short versions of a scale.


2021 ◽  
Vol 103 (4) ◽  
pp. 54-57
Author(s):  
William R. Penuel

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.


2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Damian Murchan ◽  
Fazilat Siddiq

AbstractAnalysis of user-generated data (for example process data from logfiles, learning analytics, and data mining) in computer-based environments has gained much attention in the last decade and is considered a promising evolving field in learning sciences. In the area of educational assessment, the benefits of such data and how to exploit them are increasingly emphasised. Even though the use of process data in assessment holds significant promise, the ethical and regulatory implications associated with it have not been sufficiently considered. To address this issue and to provide an overview of how ethical and regulatory requirements interface with process data from assessments in primary and secondary education (K-12), we conducted a systematic literature review. Initial results showed that few studies considered ethical, privacy and regulatory issues in K-12 assessment, prompting a widening of the search criteria to include research in higher education also, which identified 22 studies. The literature that was relevant to our research questions represented an approximate balance in the number of theoretical and empirical studies. The studies identified as relevant interpret issues of privacy largely in terms of informed consent and the research pays little attention to ethical and privacy issues in the use of process data in assessment. The implications for the field of educational assessment and the use of process data are discussed. This includes the need to develop a specific code of ethics to govern the use of process- and logfile data in educational assessment.


2021 ◽  
Vol 03 (05) ◽  
pp. 152-165
Author(s):  
Zineb BOURIAH

The subject of the assessment is one of the important educational topics that has attracted the attention of educators, both old and new due to its importance. It is an essential aspect of the educational process that is used to judge the success of achieving the desired educational objectives. The educational assessment is a deliberate process through which those involved in supervision and adjustment ascertain the quality or poorness of the curricula and all aspects of the educational process for the aim of improvement and development to achieve high levels. On this basis, the study was built to highlight the active role of the educational assessment in the educational process and the significant impact that the latter has on it. Keywords: Assessment, Educational Assessment, Test, Educational Process.


2021 ◽  
Vol 2 (4) ◽  
pp. 5851-5869
Author(s):  
Palma Tonda Rodríguez

Entre el conjunto de los parámetros que miden la calidad de los sistemas educativos, se encuentra la evaluación, el elemento curricular que lo abarca todo, convirtiéndose en la pieza clave del dispositivo pedagógico (Sanmartí y Jorba, 1993). En estos momentos, la educación, y con ella la evaluación educativa, se encuentra inmersa en un proceso de transformación hacia un nuevo paradigma de la educación basado en competencias (EBC). Un modelo que asigna a la escuela una nueva función, dirigida a formar ciudadanos competentes, preparados para resolver problemas en situaciones reales, con capacidad de aprender a lo largo de toda la vida. El panorama de la educación española, medido en porcentaje de fracaso escolar, requiere que se adopten medidas urgentes al respecto. Y, aunque tocar la evaluación educativa siempre es un tema de controversia por las consecuencias implícitas, tanto sociales como económicas, muchas investigaciones (Tonda y Medina, 2013) confluyen en que, solo tocando la evaluación desde el nivel micro del sistema, puede modificarse el currículo y, para ello, se necesita una transformación en la mentalidad docente. Y mientras los docentes se resisten a dejar sus metodologías tradicionales, una alerta sanitaria mundial paraliza sus actuaciones, haciéndoles dudar de su modelo educativo. El nuevo panorama de la educación basado en competencias (De la Orden, 2011) encuentra su oportunidad abriéndose paso entre las enseñanzas tradicionales basadas en la evaluación de objetivos educacionales y apostando por la evaluación competencial. En ese contexto se desarrolla la tercera fase de esta investigación (Tonda, 2012), que culmina con la implementación de un modelo de evaluación competencial en un centro educativo de Algeciras (Cádiz), el colegio Los Pinos, en sus etapas desde Infantil a Secundaria. Reinventar la evaluación, utilizando la adversidad como una oportunidad para crecer y transformarse, a través de la formación de grupos colaborativos de docentes que trabajan la investigación-acción. Utilizando estrategias formativas basadas en la elaboración de mapas evaluativos competenciales y en la reflexión vertical para encontrar la escalera de contenidos más ajustada que permita conseguir el desarrollo competencial pleno del alumnado.   Educational assessment, the key piece of the pedagogical device (Sanmartí y Jorba, 1993), along with the rest of the parameters that measure the quality of education systems, is undergoing a process of transformation towards a new paradigm of education based on competences (EBC). A model that assigns a new role to schools, aimed at training competent citizens, prepared to solve problems in real-life situations, with the ability to learn throughout life. The picture of education in Spain, measured in terms of school failure rates, requires urgent action. And, although touching on educational assessment is always a matter of controversy because of the implicit consequences, both social and economic, many studies (Tonda and Medina, 2013) agree that the curriculum can only be modified by touching on assessment at the micro level of the system and, for this to happen, a transformation in the mentality of teachers is needed. And while teachers are reluctant to abandon their traditional methodologies, a global health alert paralyses their actions, causing them to question their educational model. The new landscape of education based on competences (Ministerial Order, 2011) finds its opportunity to break through traditional teaching based on the assessment of educational objectives and to focus on competency-based assessment. It is in this context that the third phase of this research is developed, culminating in the implementation of a competence assessment model in an educational centre in Algeciras, in its stages from Pre-school to Secondary Education. Reinventing evaluation, using adversity as an opportunity for growth and transformation, through the formation of collaborative groups of teachers working on research-action. Using training strategies based on the development of competency-based assessment maps and on vertical reflection to find the most appropriate content ladder to achieve the full competency development of students.


2021 ◽  
pp. 27-36
Author(s):  
Michael Freedman ◽  
John Houtz

2021 ◽  
Vol 40 (3) ◽  
pp. 127-128
Author(s):  
Katherine A. Reynolds ◽  
Sebastian Moncaleano

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