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Assessment & development matters最新文献

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SpLD Assessment Standards Committee (SASC) Guidance on the assessment and identification of Developmental Coordination Disorder (DCD)/Dyspraxia 发展性协调障碍(DCD)/运动障碍的评估和鉴定指南
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.53841/bpsadm.2021.13.3.25
C. Holden
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引用次数: 0
Back to basics: Assessing leadership style using a standardised format 回归基础:使用标准化格式评估领导风格
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.53841/bpsadm.2021.13.4.18
Roxane L. Gervias
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引用次数: 0
Explorers of implicit motivation 8: A critical look at the Leadership Motive Pattern (LMP) 内隐动机的探索者8:对领导动机模式(LMP)的批判性审视
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.53841/bpsadm.2021.13.4.36
H. McCredie
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引用次数: 0
Changes in the use of and reflections on formative assessment: From student teacher to beginning mathematics teacher—a case study 形成性评价的使用变化与思考:从学生教师到初级数学教师的个案研究
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.18296/am.0049
C. Andersson, Eva-lena Erixson
{"title":"Changes in the use of and reflections on formative assessment: From student teacher to beginning mathematics teacher—a case study","authors":"C. Andersson, Eva-lena Erixson","doi":"10.18296/am.0049","DOIUrl":"https://doi.org/10.18296/am.0049","url":null,"abstract":"In this case study, we follow the career of one student teacher (Ellen) from her pre-service training to her first year as a mathematics teacher. As part of a research project about what it means to become a mathematics teacher, the aim of the study was to gain insight into the development of formative assessment competence. To accomplish this, we used data from video-recorded lessons and audio-recorded conversations to depict changes in classroom practice and reflections on that practice during the study. Our findings show that Ellen made incremental changes in her classroom practice and that these had an impact on classroom interaction, formative assessment processes, and student involvement in those processes. Corresponding changes were identified in Ellen’s reflections, which also indicated that she increased her insight into formative assessment. We discuss our findings in relation both to what it means to become a mathematics teacher and to the development of formative assessment competence.","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78248613","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
Ethical assessment for EAL learners 对EAL学习者的道德评估
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.53841/bpsadm.2021.13.4.23
Di Leedham
{"title":"Ethical assessment for EAL learners","authors":"Di Leedham","doi":"10.53841/bpsadm.2021.13.4.23","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.4.23","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055329","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 the ‘furlough’ scheme on employee engagement 休假计划对员工敬业度的影响
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.53841/bpsadm.2021.13.1.12
Larissa Dalgarno, Peter Cartlidge, Jo Kandola, Stuart Duff
{"title":"The impact of the ‘furlough’ scheme on employee engagement","authors":"Larissa Dalgarno, Peter Cartlidge, Jo Kandola, Stuart Duff","doi":"10.53841/bpsadm.2021.13.1.12","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.1.12","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055167","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
Learning how to bounce back: Does age and experience impact resilience? 学习如何反弹:年龄和经历会影响恢复力吗?
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.53841/bpsadm.2021.13.2.7
A. Potter, Jessica Nelkin
{"title":"Learning how to bounce back: Does age and experience impact resilience?","authors":"A. Potter, Jessica Nelkin","doi":"10.53841/bpsadm.2021.13.2.7","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.2.7","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055650","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
How Chinese higher education students perceive and engage in self-assessment within the Integrated Quality Assessment (IQA) system: Threats to the validity of IQA self-assessment 中国高等教育学生如何看待和参与综合素质评估(IQA)体系下的自我评估:对综合素质评估(IQA)自我评估有效性的威胁
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.18296/am.0050
Tianxin Li, E. Hawe, Gavin Brown
{"title":"How Chinese higher education students perceive and engage in self-assessment within the Integrated Quality Assessment (IQA) system: Threats to the validity of IQA self-assessment","authors":"Tianxin Li, E. Hawe, Gavin Brown","doi":"10.18296/am.0050","DOIUrl":"https://doi.org/10.18296/am.0050","url":null,"abstract":"The Integrated Quality Assessment (IQA) in China is an officially mandated system that uses student self-assessment in addition to information provided by tests and examinations and other sources to make judgements about student achievement across a range of qualities. Officially, this system of assessment serves two purposes: to help students become more aware of their strengths and weaknesses and to provide summative scores and grades that are used to allocate scholarships and other valued outcomes. The small-scale exploratory study reported in this article investigated People’s Republic of China (PRC) students’ experiences and perceptions of IQA and self-assessment within the IQA system. Fifteen Chinese students studying at a New Zealand university who had the experience of IQA self-assessment in their undergraduate degrees participated in individual semistructured interviews. Findings highlighted how, when individuals perceived IQA self-assessment as low stakes, they went through the motions without any deep engagement, while those who perceived the same situation as high stakes did whatever was deemed necessary to achieve their goals. For this latter group of students, IQA self-assessment encouraged, reinforced, and rewarded less-than-honest and inaccurate self-evaluations, calling into question the validity of IQA and self-assessment within this system.","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82034165","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
Teacher-driven versus student-initiated peer review: A story of differential student engagement 教师驱动与学生发起的同行评议:学生参与程度差异的故事
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.18296/am.0051
Christopher Niles, Helen Dixon, E. Hawe
{"title":"Teacher-driven versus student-initiated peer review: A story of differential student engagement","authors":"Christopher Niles, Helen Dixon, E. Hawe","doi":"10.18296/am.0051","DOIUrl":"https://doi.org/10.18296/am.0051","url":null,"abstract":"Cognisant of the benefits and shortcomings of peer review in the enhancement of student learning, the current study investigated how Year 12 students engaged in this activity. Specifically, attention has been paid to how 14 secondary school statistics students experienced peer review, their perceptions of the value of feedback, and the conditions that supported or detracted from their engagement in the review process. Datasets comprised individual semistructured and focus group interviews, with students and classroom observations. Of note was the differential engagement of students when participating in peer review in formal, teacher-driven and informal, student-created settings and their reasoning for doing so. In order to mitigate student reluctance to engage in formal, teacher-driven peer review opportunities, recommendations are made in relation to the creation of alternative learning spaces that have the potential to facilitate student willingness to access their peers as learning and instructional resources.","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73925691","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
Survey of UK attitudes to tests and testing 2021 – Summary findings 2021年英国对考试和测试态度调查——调查结果摘要
Assessment & development matters Pub Date : 2021-01-01 DOI: 10.53841/bpsadm.2021.13.4.28
N. Evans, Laura Devlin
{"title":"Survey of UK attitudes to tests and testing 2021 – Summary findings","authors":"N. Evans, Laura Devlin","doi":"10.53841/bpsadm.2021.13.4.28","DOIUrl":"https://doi.org/10.53841/bpsadm.2021.13.4.28","url":null,"abstract":"","PeriodicalId":91054,"journal":{"name":"Assessment & development matters","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71055399","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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