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Jung, Lee Ann – Educational Leadership, 2018
What is Goal Attainment Scaling? In this article, Lee Ann Jung defines it as a way to measure a student's progress toward an individualized goal. Instead of measuring a skill at a set time (for instance, on a test or other assignment), Goal Attainment Scaling tracks the steps a student takes over the course of a year in a targeted skill. Together,…
Descriptors: Student Evaluation, Achievement Gains, Achievement Rating, Progress Monitoring
McCrann, John R. Troutman – Educational Leadership, 2018
John R. Troutman McCrann, a math educator and teacher leader at Harvest Collegiate High School in New York City, writes that teachers' autonomy to design and assess student learning has been siphoned away. In this article, he makes an argument for why assessment should be left in the hands of those who know students and standards…
Descriptors: Student Evaluation, Teacher Role, Evaluation Methods, Performance Based Assessment
Cassie, Jonathan – Educational Leadership, 2018
Games can be great tools to engage reluctant learners and provide ongoing feedback to educators about how their lessons are "sticking." Cassie discusses how to use gamified formative assessments to measure different kinds of skills and looks at the different ways teachers can use games in the classroom--from out-of-the-box board games to…
Descriptors: Formative Evaluation, Evaluation Methods, Student Evaluation, Feedback (Response)
McTighe, Jay – Educational Leadership, 2018
The author examines three essential questions on educational assessment: What really matters in a contemporary education? How should we assess those things that matter? How might our assessments enhance learning that matters, not just measure it? In answering these question, he argues that schools need a broader collection of measures, with a…
Descriptors: Evaluation Methods, Educational Assessment, Performance Based Assessment, Student Evaluation
Feldman, Jo – Educational Leadership, 2018
Have teachers become too dependent on points? This article explores educators' dependency on their points systems, and the ways that points can distract teachers from really analyzing students' capabilities and achievements. Feldman argues that using a more subjective grading system can help illuminate crucial information about students and what…
Descriptors: Grading, Evaluation Methods, Evaluation Criteria, Achievement Rating
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Diamond, Lindsay Lile – Intervention in School and Clinic, 2018
Problem solving is recognized as a critical component to becoming a self-determined individual. The development of this skill should be fostered in the early years through the use of age-appropriate direct and embedded activities. However, many early childhood teachers may not be providing adequate instruction in this area. This column provides a…
Descriptors: Problem Solving, Early Childhood Education, Young Children, Disabilities
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de Lima, Jorge Ávila; Silva, Maria João Tavares – Educational Assessment, Evaluation and Accountability, 2018
This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for…
Descriptors: Classroom Observation Techniques, Observation, Teacher Attitudes, Administrator Attitudes
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Noroozi, Omid; Kirschner, Paul A.; Biemans, Harm J. A.; Mulder, Martin – Educational Psychology Review, 2018
Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among learners in a group (i.e., first-order argument scaffolding). However, there is no evidence, and hence no…
Descriptors: Persuasive Discourse, Scaffolding (Teaching Technique), Skill Development, Scripts
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Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J. – Educational Assessment, Evaluation and Accountability, 2018
Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…
Descriptors: Teacher Evaluation, Evaluation Methods, Observation, Mathematics Instruction
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Peralta, Yadira; Moreno, Mario; Harwell, Michael; Guzey, S. Selcen; Moore, Tamara J. – Educational Research Quarterly, 2018
Variance heterogeneity is a common feature of educational data when treatment differences expressed through means are present, and often reflects a treatment by subject interaction with respect to an outcome variable. Identifying variables that account for this interaction can enhance understanding of whom a treatment does and does not benefit in…
Descriptors: Educational Research, Hierarchical Linear Modeling, Engineering, Design
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Hundley, Stephen P., Ed. – Assessment Update, 2018
This issue of "Assessment Update" presents the following articles: (1) James Madison University: Reflections on Sustained Excellence in Assessment (Keston H. Fulcher and Elizabeth R. H. Sanchez); (2) Editor's Notes: Assessment Excellence Abounds! (Stephen P. Hundley); (3) The Promise of an All-in-One Assessment System for Student…
Descriptors: Higher Education, Educational Assessment, Student Evaluation, Evaluation Methods
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van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben – School Effectiveness and School Improvement, 2018
Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being…
Descriptors: Gender Differences, Reading Achievement, Institutional Characteristics, Educational Resources
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de Klerk, Sebastiaan; Veldkamp, Bernard P.; Eggen, Theo J. H. M. – Educational Technology Research and Development, 2018
The development of any assessment should be an iterative and careful process. Ideally, this process is guided by a well-defined framework (see for example Downing in: Downing and Haladyna (eds) "Handbook of test development," Lawrence Erlbaum Associates, Mahwah, 2006; Mislevy et al. in "On the roles of task model variables in…
Descriptors: Vocational Education, Evaluation Methods, Foreign Countries, Performance Based Assessment
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Panadero, Ernesto; Andrade, Heidi; Brookhart, Susan – Australian Educational Researcher, 2018
We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on…
Descriptors: Student Evaluation, Learning Processes, Formative Evaluation, Evaluation Methods
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Mayes, Susan D. – Journal of Autism and Developmental Disorders, 2018
The smallest subset of items from the 30-item Checklist for Autism Spectrum Disorder (CASD) that differentiated 607 referred children (3-17 years) with and without autism with 100% accuracy was identified. This 6-item subset (CASD-Short Form) was cross-validated on an independent sample of 397 referred children (1-18 years) with and without autism…
Descriptors: Autism, Pervasive Developmental Disorders, Clinical Diagnosis, Accuracy
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