Assessment in Education-Principles Policy & Practice最新文献

{"title":"Student views on the assessment medium for General Certificates of Secondary Education in England: insights from the 2020 examination cancellations","authors":"Kevin Woods, Tee McCaldin, Kerry Brown, Rob Buck, Nicola Fairhall, Emma Forshaw, David Soares","doi":"10.1080/0969594x.2024.2334298","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2334298","url":null,"abstract":"In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) has been for the last 35 years the most common qualification by which students’ attainment at age 16 ha...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587977","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}

{"title":"Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback","authors":"Robert A. Nash, Jason M. Thomas","doi":"10.1080/0969594x.2024.2332267","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2332267","url":null,"abstract":"Students who ignore feedback are poorly positioned to reap its intended benefits. In this study we examined three reflective assignments written by undergraduate Psychology students about their exp...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140171760","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}

{"title":"Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions","authors":"Siv M. Gamlem, Meerita Segaran, Synnøve Moltudal","doi":"10.1080/0969594x.2024.2325365","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2325365","url":null,"abstract":"This study explores lower secondary school teachers’ arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential ...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140151561","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}

{"title":"Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender","authors":"Isa Steinmann, Jianan Chen, Johan Braeken","doi":"10.1080/0969594x.2024.2318554","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2318554","url":null,"abstract":"We investigated two research questions: which students are more likely to respond inconsistently to mixed-worded questionnaire scales, and which country samples have larger shares of inconsistent r...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139767041","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}

{"title":"Moderation of non-exam assessments: a novel approach using comparative judgement","authors":"Lucy Chambers, Sylvia Vitello, Carmen Vidal Rodeiro","doi":"10.1080/0969594x.2024.2313237","DOIUrl":"https://doi.org/10.1080/0969594x.2024.2313237","url":null,"abstract":"In England, some secondary-level qualifications comprise non-exam assessments which need to undergo moderation before grading. Currently, moderation is conducted at centre (school) level. This rais...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139773638","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}

{"title":"Cultivating realistic self-appraisal: examining student overclaiming and fair assessment through PISA and classroom data","authors":"Therese Hopfenbeck","doi":"10.1080/0969594x.2023.2294428","DOIUrl":"https://doi.org/10.1080/0969594x.2023.2294428","url":null,"abstract":"Published in Assessment in Education: Principles, Policy & Practice (Vol. 30, No. 5-6, 2023)","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139396724","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}

{"title":"Students’ experiences in self-assessment: training, processes and feedback use in secondary and higher education","authors":"Leire Pinedo, Ernesto Panadero, Javier Fernández-Ruiz, Carlos Rodríguez-Hernández","doi":"10.1080/0969594x.2023.2284630","DOIUrl":"https://doi.org/10.1080/0969594x.2023.2284630","url":null,"abstract":"Self-assessment is a widely explored topic in educational research. However, more research is needed on some of the self-assessment practices and their relationship with academic performance. This ...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139065168","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}

{"title":"Decomposing social-emotional skill rubrics: a methodological approach to examining acquiescence in rubrics’ ratings","authors":"Gina Pancorbo, Ricardo Primi, Oliver P. John, Daniel Santos, Filip De Fruyt","doi":"10.1080/0969594x.2023.2271679","DOIUrl":"https://doi.org/10.1080/0969594x.2023.2271679","url":null,"abstract":"Rubrics are popular tools to assess students’ social-emotional skills. However, little research has been devoted to investigating whether rubrics’ performance level descriptions validly represent t...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541280","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}

{"title":"Use of technology-based assessments: a systematic review covering over 30 countries","authors":"Dandan Chen, Amos Jeng, Shiyu Sun, Bradley Kaptur","doi":"10.1080/0969594x.2023.2270181","DOIUrl":"https://doi.org/10.1080/0969594x.2023.2270181","url":null,"abstract":"ABSTRACTThe widespread adoption of technology-based assessments during the COVID-19 pandemic has exacerbated concerns about the digital divide, given global disparities in digital access, connectivity, and coping strategies. This systematic review was intended to assess how the use of technology-based assessments has affected the education system’s functioning in pre-college education, compared to traditional assessments. It covered 34 countries from 34 full-text English sources in 2018–2022. A total of 12 assumptions were tested, corresponding to six hypotheses about the learning, educating, and management facets associated with the use of technology-based assessments. Our findings revealed mixed evidence about technology-based assessments in reducing cheating, enhancing learning, supporting monitoring, improving instruction, and reducing non-teaching workload. However, strong evidence supported the assumptions that technology-based assessments improve measurement precision, interpretability, engagement, interaction, and teacher-parent communication. Limited but positive evidence supported the assumptions that technology-based assessments may reduce the cost and time of test administration.KEYWORDS: Educational technologysystematic reviewtechnology-based assessmentinternational context AcknowledgmentsThe authors express sincere appreciation and gratitude to Dr. Priyadarshani Joshi (Senior Research Analyst, GEM Report, UNESCO) and Dr. Patrick Montjouridès (Senior Program Specialist, UNESCO), who offered considerable feedback on the first draft of this paper. Also, the authors thank Dr. Jinming Zhang (Professor), Ms. Jing Zhang, and Mr. Yingbin Zhang (doctoral students) at the University of Illinois Urbana-Champaign for their support, and the journal editor and anonymous reviewers whose comments led to a significant improvement of this article. Any remaining errors or omissions are the authors’ own.Disclosure statementNo potential conflict of interest was reported by the authors.GeolocationArgentina, Australia, Canada, Chile, China, Croatia, Cyprus, Czech Republic, Denmark, France, Germany, India, Indonesia, Italy, Kazakhstan, Lithuania, Malaysia, Netherlands, Norway, Pakistan, Philippines, Poland, Russia, Saudi Arabia, Singapore, Slovakia, Slovenia, South Korea, Spain, Switzerland, Thailand, Turkey, United Kingdom, Vietnam.Data availability statementThe data that support the findings of this study are available, but restrictions apply to the availability of these data, which were used under licence for the current study, and so are not publicly available. Data are however available from the authors upon reasonable request.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/0969594X.2023.2270181.Additional informationFundingThis work was supported by the Global Education Monitoring (GEM) Report, UNESCO in Paris, France (Contract No. 4500461800). A previous version of this paper was prepared as","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725330","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}

{"title":"Overclaiming. An international investigation using PISA data","authors":"John Jerrim, Philip D. Parker, Nikki Shure","doi":"10.1080/0969594x.2023.2238248","DOIUrl":"https://doi.org/10.1080/0969594x.2023.2238248","url":null,"abstract":"This paper investigates the phenomena of overclaiming – the propensity for individuals to claim more knowledge about an issue or topic than they really (or could possibly) do. Using Programme for International Student Assessment (PISA) data from nine Anglophone countries and over 40,000 young people, we examine teenagers’ propensity to claim knowledge of three mathematics constructs that do not really exist. We find substantial differences in young people’s tendency to overclaim across countries, genders, and socio-economic groups. Those who are most likely to overclaim are also found to exhibit high levels of overconfidence and believe they work hard, persevere at tasks, and are popular amongst their peers. Together this provides important new insight into overclaiming, how this differs across groups, and how it relates to other psychological constructs.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135551953","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}