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Assessment in Education-Principles Policy & Practice最新文献

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EduSEL-R – the refined educators’ social-emotional learning questionnaire: expanded scope and improved validity EduSEL-R - 经改进的教育工作者社会情感学习问卷：范围扩大，有效性提高
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-08-21 DOI: 10.1080/0969594x.2024.2391341
Ronen Kasperski, Merav E. Hemi
{"title":"EduSEL-R – the refined educators’ social-emotional learning questionnaire: expanded scope and improved validity","authors":"Ronen Kasperski, Merav E. Hemi","doi":"10.1080/0969594x.2024.2391341","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2391341","url":null,"abstract":"Educators’ Social-Emotional Learning (SEL) is crucial for fostering positive, supportive, and effective learning environments. This study seeks to improve SEL assessment among educators by addressi...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"176 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mapping oral feedback interactions in young pupils’ writing 绘制小学生写作中的口头反馈互动图
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-08-01 DOI: 10.1080/0969594x.2024.2386515
Pernille Fiskerstrand, Siv M. Gamlem
{"title":"Mapping oral feedback interactions in young pupils’ writing","authors":"Pernille Fiskerstrand, Siv M. Gamlem","doi":"10.1080/0969594x.2024.2386515","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2386515","url":null,"abstract":"The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils’ understa...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"21 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles 自我反馈模型（SEFEMO）：中学生和大学生的自我评估概况
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-07-16 DOI: 10.1080/0969594x.2024.2367027
Ernesto Panadero, Javier Fernández, Leire Pinedo, Iván Sánchez, Daniel García-Pérez
{"title":"A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles","authors":"Ernesto Panadero, Javier Fernández, Leire Pinedo, Iván Sánchez, Daniel García-Pérez","doi":"10.1080/0969594x.2024.2367027","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2367027","url":null,"abstract":"While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-asses...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"69 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141777613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Surprising Insights: rethinking Grades, Exams, and Assessment Cultures 惊人的洞察力：重新思考等级、考试和评估文化
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-06-26 DOI: 10.1080/0969594x.2024.2370091
Therese N. Hopfenbeck
{"title":"Surprising Insights: rethinking Grades, Exams, and Assessment Cultures","authors":"Therese N. Hopfenbeck","doi":"10.1080/0969594x.2024.2370091","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2370091","url":null,"abstract":"Published in Assessment in Education: Principles, Policy & Practice (Vol. 31, No. 2, 2024)","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"21 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141719490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The conceptualisation implies the statistical model: implications for measuring domains of teaching quality 概念化意味着统计模型：对衡量教学质量领域的影响
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-06-20 DOI: 10.1080/0969594x.2024.2368252
Mark White, Peter A. Edelsbrunner, Christian M. Thurn
{"title":"The conceptualisation implies the statistical model: implications for measuring domains of teaching quality","authors":"Mark White, Peter A. Edelsbrunner, Christian M. Thurn","doi":"10.1080/0969594x.2024.2368252","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2368252","url":null,"abstract":"Classroom observation rubrics are a widely adopted tool for measuring the quality of teaching and provide stable conceptualisations of teaching quality that facilitate empirical research. Here, we ...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"150 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An exploratory field study of students’ memory for written feedback comments 学生对书面反馈意见记忆的实地探索研究
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-06-20 DOI: 10.1080/0969594x.2024.2367029
Naomi E. Winstone, Robert A. Nash
{"title":"An exploratory field study of students’ memory for written feedback comments","authors":"Naomi E. Winstone, Robert A. Nash","doi":"10.1080/0969594x.2024.2367029","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2367029","url":null,"abstract":"Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study,...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"28 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study 课程和评估政策如何影响阅读在评估文化中的作用：新西兰案例研究
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-06-13 DOI: 10.1080/0969594x.2024.2365645
Henning Fjørtoft, Mei Kuin Lai, Mengnan Li
{"title":"How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study","authors":"Henning Fjørtoft, Mei Kuin Lai, Mengnan Li","doi":"10.1080/0969594x.2024.2365645","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2365645","url":null,"abstract":"Reading assessment is a critical feature of education systems. The aim of this study is to explore reading assessment policy in the New Zealand (NZ) assessment culture. We reviewed research publica...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"13 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Authentic assessment training for university teachers 为大学教师提供真实评估培训
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-05-08 DOI: 10.1080/0969594x.2024.2350395
Verónica Villarroel, Daniela Bruna, Carola Bruna, Gavin Brown, David Boud
{"title":"Authentic assessment training for university teachers","authors":"Verónica Villarroel, Daniela Bruna, Carola Bruna, Gavin Brown, David Boud","doi":"10.1080/0969594x.2024.2350395","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2350395","url":null,"abstract":"A training course grounded in the principles of authentic assessment was implemented with 24 academics from two Chilean universities. Through a single-group pre-test/post-test design, the change in...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"73 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141511261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Insight from research across the world: examining student responses, assessment practices, and feedback engagement 世界各地研究的启示：研究学生的反应、评估实践和反馈参与情况
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-04-16 DOI: 10.1080/0969594x.2024.2335719
Therese Hopfenbeck
{"title":"Insight from research across the world: examining student responses, assessment practices, and feedback engagement","authors":"Therese Hopfenbeck","doi":"10.1080/0969594x.2024.2335719","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2335719","url":null,"abstract":"Published in Assessment in Education: Principles, Policy & Practice (Vol. 31, No. 1, 2024)","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"51 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher-assigned grades and external exams: sources of discrepancy 教师指定的成绩和外部考试：差异的来源
IF 3.2 3区 教育学
Assessment in Education-Principles Policy & Practice Pub Date : 2024-04-11 DOI: 10.1080/0969594x.2024.2338764
José Manuel Arencibia Alemán, Astrid Marie Jorde Sandsør, Henrik Daae Zachrisson, Sigrid Blömeke
{"title":"Teacher-assigned grades and external exams: sources of discrepancy","authors":"José Manuel Arencibia Alemán, Astrid Marie Jorde Sandsør, Henrik Daae Zachrisson, Sigrid Blömeke","doi":"10.1080/0969594x.2024.2338764","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2338764","url":null,"abstract":"Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = .40–.60) have led many educational stakeholders to deem grades subjective and unreliable. H...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"49 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","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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