Assessment & Evaluation in Higher Education最新文献_第5页

Unpacking the impact of teacher assessment approaches on student writing engagement: a survey of university learners across different languages 解析教师评估方法对学生写作投入的影响:一项对不同语言的大学学习者的调查

Assessment & Evaluation in Higher Education Pub Date : 2023-06-07 DOI: 10.1080/02602938.2023.2219431

Yao Zheng, Jian Xu

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引用次数: 0

A systematic review – handwritten examinations are becoming outdated, is it time to change to typed examinations in our assessment policy? 系统检讨-手写考试已过时，我们的评核政策是否应改为打字考试?

Assessment & Evaluation in Higher Education Pub Date : 2023-06-05 DOI: 10.1080/02602938.2023.2219422

C. Chan

{"title":"A systematic review – handwritten examinations are becoming outdated, is it time to change to typed examinations in our assessment policy?","authors":"C. Chan","doi":"10.1080/02602938.2023.2219422","DOIUrl":"https://doi.org/10.1080/02602938.2023.2219422","url":null,"abstract":"Abstract With the advances of technologies, possessing digital and information literacy is crucial for the selection of candidates by employers in this digital AI era. For most students, receiving and outputting electronic text has become the norm, and thus examinations with writing components done by hand may not accurately reflect their abilities. It seems that such traditional handwritten examinations are incongruous when assignments are now expected to be in typed formats, so the question is should it become part of the university assessment policy to make it compulsory for students to type their examinations? To better assist higher education institutions in planning for long-term, future-oriented assessment policies, this study provides a systematic review of the literature focusing on typed and handwritten examinations. A classification scheme of the unambiguous advantages and disadvantages, ambivalent factors, and impacts and perceptions for different stakeholders, is developed based on the findings to provide a thorough and concrete foundation for stakeholders to act upon and navigate the complexities of transitioning to typed examinations.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114419196","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

Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results 揭示紧急在线学习中学生参与与学习成果之间的关系:定量和定性结果的综合

Assessment & Evaluation in Higher Education Pub Date : 2023-05-21 DOI: 10.1080/02602938.2023.2214345

Yangyang Guo, Zhijun Liu, Xuanyi Meng, Hongbiao Yin

{"title":"Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results","authors":"Yangyang Guo, Zhijun Liu, Xuanyi Meng, Hongbiao Yin","doi":"10.1080/02602938.2023.2214345","DOIUrl":"https://doi.org/10.1080/02602938.2023.2214345","url":null,"abstract":"Adopting a mixed methods approach, this study examined the relationships between undergraduate students' motivation, engagement and learning outcomes during the COVID-19 pandemic. An online questionnaire survey was administered to collect quantitative and qualitative data. A sample of 10,060 undergraduates from 23 universities in China participated in the survey. The results of quantitative analyses largely confirmed the hypothesised relationships between students' motivation, engagement and the two learning outcome indicators (i.e. mastery of generic skills and overall satisfaction). The qualitative analyses not only supported the quantitative findings, but also identified four types of learning outcomes of online learning emerging from the data. The results indicated that emergent online learning had a favourable influence on students' learning strategies, but had mixed or negative effects on their learning effectiveness, attitudes and emotions. The qualitative results revealed eight major factors that facilitated or hindered students' engagement in online learning during the pandemic. These findings contribute to the conceptualisation and measurement of student engagement in online learning, and emphasise the need to conduct mixed methods research in different learning contexts. The implications for improving online learning and teaching in higher education are discussed. [ FROM AUTHOR] Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126014709","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: 3

Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education 启动创造性合作:将真实反馈置于在线数字媒体教育的核心

Assessment & Evaluation in Higher Education Pub Date : 2023-05-18 DOI: 10.1080/02602938.2023.2209295

K. McLachlan, Neil Tippett

引用次数: 1

Students’ evaluations of native and non-native teachers in higher education 高等教育中学生对本土与非本土教师的评价

Assessment & Evaluation in Higher Education Pub Date : 2023-05-17 DOI: 10.1080/02602938.2023.2213422

Arnoud Oude Groote Beverborg, Barbara C. N. Müller

引用次数: 0

Beyond open book versus closed book: a taxonomy of restrictions in online examinations 超越开卷与闭卷:在线考试限制的分类

Assessment & Evaluation in Higher Education Pub Date : 2023-05-09 DOI: 10.1080/02602938.2023.2209298

P. Dawson, K. Nicola-Richmond, Helen Partridge

引用次数: 4

How does assessment drive learning? A focus on students’ development of evaluative judgement 评估如何推动学习?注重学生评价性判断能力的培养

Assessment & Evaluation in Higher Education Pub Date : 2023-05-04 DOI: 10.1080/02602938.2023.2206986

Juan Fischer, M. Bearman, D. Boud, Joanna Tai

引用次数: 0

Same grade for different reasons, different grades for the same reason? 相同的成绩不同的原因，不同的成绩相同的原因?

Assessment & Evaluation in Higher Education Pub Date : 2023-04-27 DOI: 10.1080/02602938.2023.2203883

Ilona Rinne

引用次数: 0

Exploring the experiences of distance learning students being supported to resubmit a final assignment following a fail result 探讨远程学习学生在不及格后被支持重新提交期末作业的经验

Assessment & Evaluation in Higher Education Pub Date : 2023-04-19 DOI: 10.1080/02602938.2023.2199953

Vince Mitchell, E. Borgstrom, Sam Murphy, Charlene Campbell, Sandy Sieminski, Sandy Fraser

引用次数: 0

Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment 物理治疗学生对持续适应性评估的可行性、可接受性和适当性的认知

Assessment & Evaluation in Higher Education Pub Date : 2023-04-19 DOI: 10.1080/02602938.2023.2201667

Rebecca Bevan, V. Pacey, J. Fuller, Vidya Lawton, Taryn M Jones

{"title":"Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment","authors":"Rebecca Bevan, V. Pacey, J. Fuller, Vidya Lawton, Taryn M Jones","doi":"10.1080/02602938.2023.2201667","DOIUrl":"https://doi.org/10.1080/02602938.2023.2201667","url":null,"abstract":"Abstract Assessment is a key learning tool to drive deep and sustained learning and develop lifelong learning skills. Individually, continuous assessments and adaptive assessments have demonstrated potential to positively impact learning. An opportunity to combine continuous and adaptive assessment to enhance learning potential within a physiotherapy program has been identified. Continuous adaptive assessment (CAA) is a learning orientated approach to assessment scaffolded to students’ current level of achievement, increasing in difficulty as standards are attained and allowing multiple attempts over a specified time with integrated actionable feedback. We used a mixed methods approach to evaluate student perceptions of feasibility, acceptability and appropriateness of CAA within an academic physiotherapy unit. Data on student perceptions were collected via survey and semi-structured interviews; performance and engagement data were downloaded from the learning management system. CAA was perceived by students to be feasible, acceptable and appropriate. Most students (83%) perceived CAA to be beneficial for learning, identifying multiple attempts, integrated feedback and regular engagement with unit content to be the primary contributors to this benefit; 70% of students perceived CAA to positively impact their learning more than a traditional quiz. Students’ perceptions of workload, pressure and scaffolding were more divided.","PeriodicalId":437516,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126883553","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

Assessment &amp; Evaluation in Higher Education最新文献

Assessment & Evaluation in Higher Education最新文献