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Assessment & Evaluation in Higher Education最新文献

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Decolonizing academic integrity: knowledge caretaking as ethical practice 学术诚信的非殖民化：作为伦理实践的知识看护
Assessment & Evaluation in Higher Education Pub Date : 2024-02-09 DOI: 10.1080/02602938.2024.2312918
Sarah Elaine Eaton
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引用次数: 0
Assessing beyond grades: unravelling the implications on student learning and engagement in higher education 超越分数的评估：揭示高等教育对学生学习和参与的影响
Assessment & Evaluation in Higher Education Pub Date : 2024-02-09 DOI: 10.1080/02602938.2024.2314703
Keai Lim
{"title":"Assessing beyond grades: unravelling the implications on student learning and engagement in higher education","authors":"Keai Lim","doi":"10.1080/02602938.2024.2314703","DOIUrl":"https://doi.org/10.1080/02602938.2024.2314703","url":null,"abstract":"","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139790639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work 对高等教育评估中的 GenAI 政策进行批判性审查：呼吁重新考虑学生作品的 "原创性"
Assessment & Evaluation in Higher Education Pub Date : 2024-02-04 DOI: 10.1080/02602938.2024.2309963
Jiahui Luo (Jess)
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引用次数: 0
A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work 对高等教育评估中的 GenAI 政策进行批判性审查：呼吁重新考虑学生作品的 "原创性"
Assessment & Evaluation in Higher Education Pub Date : 2024-02-04 DOI: 10.1080/02602938.2024.2309963
Jiahui Luo (Jess)
{"title":"A critical review of GenAI policies in higher education assessment: a call to reconsider the “originality” of students’ work","authors":"Jiahui Luo (Jess)","doi":"10.1080/02602938.2024.2309963","DOIUrl":"https://doi.org/10.1080/02602938.2024.2309963","url":null,"abstract":"","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"12 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139866482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
ChatGPT performance on multiple choice question examinations in higher education. A pragmatic scoping review 高等教育多选题考试的 ChatGPT 成绩。务实的范围界定审查
Assessment & Evaluation in Higher Education Pub Date : 2024-01-17 DOI: 10.1080/02602938.2023.2299059
P. Newton, Maira Xiromeriti
{"title":"ChatGPT performance on multiple choice question examinations in higher education. A pragmatic scoping review","authors":"P. Newton, Maira Xiromeriti","doi":"10.1080/02602938.2023.2299059","DOIUrl":"https://doi.org/10.1080/02602938.2023.2299059","url":null,"abstract":"","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy 反馈生态的演变:重塑学生反馈素养的观念与实践
Assessment & Evaluation in Higher Education Pub Date : 2023-08-17 DOI: 10.1080/02602938.2023.2246701
A. Tam
{"title":"Evolution of feedback ecology: reshaping students’ conceptions and practices in feedback literacy","authors":"A. Tam","doi":"10.1080/02602938.2023.2246701","DOIUrl":"https://doi.org/10.1080/02602938.2023.2246701","url":null,"abstract":"","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114729837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Measuring what learners do in feedback: the feedback literacy behaviour scale 测量学习者在反馈中的行为:反馈读写行为量表
Assessment & Evaluation in Higher Education Pub Date : 2023-08-07 DOI: 10.1080/02602938.2023.2240983
P. Dawson, Zi Yan, A. Lipnevich, Joanna Tai, D. Boud, Paige Mahoney
{"title":"Measuring what learners do in feedback: the feedback literacy behaviour scale","authors":"P. Dawson, Zi Yan, A. Lipnevich, Joanna Tai, D. Boud, Paige Mahoney","doi":"10.1080/02602938.2023.2240983","DOIUrl":"https://doi.org/10.1080/02602938.2023.2240983","url":null,"abstract":"Feedback can be powerful, but its effects are dependent on what students do. There has been intensive research in recent years under the banner of ‘feedback literacy’ to understand how to help students make the most of feedback. Although there are instruments to measure feed-back literacy, they largely measure perceptions and orientations rather than what learners actually do. This paper documents the development and validation of the Feedback Literacy Behaviour Scale (FLBS), which is a self-report instrument intended to measure students’ feedback behaviours. A framework for feedback literacy was constructed with five factors: Seek Feedback information (SF), Make Sense of information (MS), Use Feedback information (UF), Provide Feedback information (PF), and Manage Affect (MA). An initial set of 45 questions were reviewed in an iterative process by feedback experts, resulting in 39 questions that were trialled with 350 student participants from four countries. Our final survey of 24 questions was generally supported by confirmatory factor and Rasch analyses, and has acceptable test-retest reliability. The FLBS provides a more robust way for educators and researchers to capture behavioural indicators of feed-back literacy and the impact of interventions to improve it.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129632719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices 你好GPT !告别家庭考试?人工智能聊天机器人对大学教师评估实践影响的探索性研究
Assessment & Evaluation in Higher Education Pub Date : 2023-08-01 DOI: 10.1080/02602938.2023.2241676
Alexandra Farazouli, T. Cerratto Pargman, K. Bolander-Laksov, C. McGrath
{"title":"Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices","authors":"Alexandra Farazouli, T. Cerratto Pargman, K. Bolander-Laksov, C. McGrath","doi":"10.1080/02602938.2023.2241676","DOIUrl":"https://doi.org/10.1080/02602938.2023.2241676","url":null,"abstract":"","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126916249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing 探讨中国大学生在写作中给予和接受同伴反馈时的学术情绪
Assessment & Evaluation in Higher Education Pub Date : 2023-07-22 DOI: 10.1080/02602938.2023.2235635
Wenlei Zhu, Shulin Yu, Yao Zheng
{"title":"Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing","authors":"Wenlei Zhu, Shulin Yu, Yao Zheng","doi":"10.1080/02602938.2023.2235635","DOIUrl":"https://doi.org/10.1080/02602938.2023.2235635","url":null,"abstract":"Abstract From a positive psychology perspective, this case study explores learners’ academic emotions in giving and receiving peer feedback on second language writing and the possible influences of emotions on learners’ uptake of peer feedback. The data were collected from five undergraduates at a Chinese university, including semi-structured interviews, stimulated recalls, peer feedback, students’ essays and observation notes. Using content analysis, the study revealed 24 academic emotions, including positive, neutral and negative emotions. Positive emotions were found to improve the number and quality of revisions, whereas negative emotions could not necessarily impede learners’ revision operations. The findings suggest the dynamic interplay among learners’ positive emotions, positive characteristics and harmonious writing community.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127880870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks 规则和脚本对协作解决问题任务中自我调节、自我效能和绩效的影响
Assessment & Evaluation in Higher Education Pub Date : 2023-07-20 DOI: 10.1080/02602938.2023.2236335
J. Fraile, María Gil-Izquierdo, Eva Medina-Moral
{"title":"The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks","authors":"J. Fraile, María Gil-Izquierdo, Eva Medina-Moral","doi":"10.1080/02602938.2023.2236335","DOIUrl":"https://doi.org/10.1080/02602938.2023.2236335","url":null,"abstract":"Abstract Rubrics and scripts are tools that can promote self-assessment. Although similar, rubrics and scripts differ in the metacognitive processes they support, their cognitive demands, how students use them and their focus. While there is ample evidence of the positive effects of rubrics, there is less research on the impact of scripts and their use in collaborative tasks. We aimed to compare the effects of rubrics and scripts on self-regulation, self-efficacy, academic performance and students’ perceptions when used in group tasks on econometrics. A total of 134 university students participated in a quasi-experiment under three conditions (rubrics, scripts, control). Positive effects on self-regulation were found for the experimental groups, and a positive impact on self-efficacy only for the rubric group. Additionally, as previous academic performance differed among conditions, difference-in-differences analysis was employed. In the rubric condition, the students that started from very high levels of academic achievement benefited more from using the rubric. In contrast, in the script condition, it was the students with intermediate or high levels of academic performance who experienced the greatest benefits from employing the script.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117125860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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