发布求助
文献互助 智能选刊 最新文献

Assessment in Education-Principles Policy & Practice最新文献

筛选
英文 中文
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信