NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
No Child Left Behind Act 20012
What Works Clearinghouse Rating
Showing 1 to 15 of 449 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hoffmann, Jessica D.; Baumsteiger, Rachel; Seibyl, Jennifer; Hills, Elinor; Bradley, Christina; Cipriano, Christina; Brackett, Marc A. – Assessment in Education: Principles, Policy & Practice, 2022
Practical educational assessment tools for adolescents champion student voice, use technology to enhance engagement, highlight discrepancies in school experience, and provide actionable feedback. We report a series of studies that detail an iterative process for developing a new school climate assessment tool: (1) item generation that centres…
Descriptors: Computer Oriented Programs, Computer Software, Programming, Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Papanastasiou, Elena C.; Stylianou-Georgiou, Agni – Assessment in Education: Principles, Policy & Practice, 2022
? frequently used indicator to reflect student performance is that of a test score. However, although tests are designed to assess students' knowledge or skills, other factors can also affect test results such as test-taking strategies. Therefore, the purpose of this study was to model the interrelationships among test-taking strategy instruction…
Descriptors: Test Wiseness, Metacognition, Multiple Choice Tests, Response Style (Tests)
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Kerry; Woods, Kevin – Assessment in Education: Principles, Policy & Practice, 2022
In England, Wales and Northern Ireland, the General Certificate of Secondary Education (GCSE) has been the qualification by which students' attainment at age sixteen has been measured for the last thirty years. Despite the longevity of GCSEs, relatively little research has explored the views and experiences of those undertaking them. Using a…
Descriptors: Educational History, Secondary Education, Exit Examinations, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Ober, Teresa M.; Hong, Maxwell R.; Carter, Matthew F.; Brodersen, Alex S.; Rebouças-Ju, Daniella; Liu, Cheng; Cheng, Ying – Assessment in Education: Principles, Policy & Practice, 2022
We examined whether students were accurate in predicting their test performance in both low-stakes and high-stakes testing contexts. The sample comprised U.S. high school students enrolled in an advanced placement (AP) statistics course during the 2017-2018 academic year (N = 209; M[subscript age] = 16.6 years). We found that even two months…
Descriptors: High School Students, Self Evaluation (Individuals), Student Attitudes, High Stakes Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Matta, Michael; Mercer, Sterett H.; Keller-Margulis, Milena A. – Assessment in Education: Principles, Policy & Practice, 2022
Written expression curriculum-based measurement (WE-CBM) is a formative assessment approach for screening and progress monitoring. To extend evaluation of WE-CBM, we compared hand-calculated and automated scoring approaches in relation to the number of screening samples needed per student for valid scores, the long-term predictive validity and…
Descriptors: Writing Evaluation, Writing Tests, Predictive Validity, Formative Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Skar, Gustaf B.; Huebner, Alan – Assessment in Education: Principles, Policy & Practice, 2022
This study aimed to investigate the predictability of writing development and if scores on a writing test in the first weeks of first grade accurately predict students' placements into different proficiency groups. Participants were 832 first grade students in Norway. Writing proficiency was measured twice, at the start and at the end of first…
Descriptors: Writing Tests, Writing Skills, Grade 1, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Rogers, Paul M.; Marine, Jonathan M.; Ives, Samantha T.; Parsons, Seth A.; Horton, Ashlee; Young, Chase – Assessment in Education: Principles, Policy & Practice, 2022
This article reports on the implementation of a formative assessment tool (the Writing Engagement Scale, or WES) in grades 3-5 in schools in the United States. We used confirmatory factor analysis (CFA) to collect validity evidence for the WES for our population. Results demonstrated acceptable validity and reliability. In addition, survey results…
Descriptors: Formative Evaluation, Writing Instruction, Learner Engagement, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Graham, Steve; Harbaugh-Schattenkirk, Allen G.; Aitken, Angelique; Harris, Karen R.; Ng, Clarence; Ray, Amber; Wilson, John M.; Wdowin, Jeanne – Assessment in Education: Principles, Policy & Practice, 2022
This study evaluated the validity of a multi-dimensional measure of motives for writing. Based on an earlier instrument and theoretical conceptualisations of writing beliefs, we developed the Writing Motivation Questionnaire (WMQ). A sample of 2,186 fourth- (558 girls; 521 boys) and fifth-grade students (546 girls; 561 boys) completed 28 writing…
Descriptors: Student Motivation, Writing Instruction, Questionnaires, Test Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Wilson, Joshua; Myers, Matthew C.; Potter, Andrew – Assessment in Education: Principles, Policy & Practice, 2022
We investigated the promise of a novel approach to formative writing assessment at scale that involved an automated writing evaluation (AWE) system called MI Write. Specifically, we investigated elementary teachers' perceptions and implementation of MI Write and changes in students' writing performance in three genres from Fall to Spring…
Descriptors: Writing Evaluation, Formative Evaluation, Automation, Elementary School Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
McNamara, Danielle S.; Kendeou, Panayiota – Assessment in Education: Principles, Policy & Practice, 2022
We propose a framework designed to guide the development of automated writing practice and formative evaluation and feedback for young children (K-5th grade) -- the early Automated Writing Evaluation (early-AWE) Framework. e-AWE is grounded on the fundamental assumption that e-AWE is needed for young developing readers, but must incorporate…
Descriptors: Writing Evaluation, Automation, Formative Evaluation, Feedback (Response)
Peer reviewed Peer reviewed
Direct linkDirect link
Kennedy, Eithne; Shiel, Gerry – Assessment in Education: Principles, Policy & Practice, 2022
Formative assessment is an important driver in supporting children's writing development. This paper describes a writing rubric designed for use by teachers to formatively assess the writing of children in Pre-K to Grade 2, how the rubric was received by teachers, and its implementation in classrooms. Writing samples from 337 children in 33…
Descriptors: Writing Evaluation, Scoring Rubrics, Formative Evaluation, Preschool Children
Peer reviewed Peer reviewed
Direct linkDirect link
Steinmann, Isa; Sánchez, Daniel; van Laar, Saskia; Braeken, Johan – Assessment in Education: Principles, Policy & Practice, 2022
Questionnaire scales that are mixed-worded, i.e. include both positively and negatively worded items, often suffer from issues like low reliability and more complex latent structures than intended. Part of the problem might be that some responders fail to respond consistently to the mixed-worded items. We investigated the prevalence and impact of…
Descriptors: Response Style (Tests), Test Items, Achievement Tests, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Jönsson, Anders; Balan, Andreia; Hartell, Eva – Assessment in Education: Principles, Policy & Practice, 2021
In Sweden, grades are used for selection to upper-secondary school and higher education, even though agreement in teachers' grading is low and the selection therefore potentially unfair. Furthermore, measures taken to increase the agreement have not been successful. This study has explored how to increase agreement in teachers' grading by…
Descriptors: Grading, Grades (Scholastic), Alignment (Education), Summative Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Winstone, Naomi E.; Carless, David – Assessment in Education: Principles, Policy & Practice, 2021
In education systems across the world, teachers are under increasing quality assurance scrutiny in relation to the provision of feedback comments to students. This is particularly pertinent in higher education, where accountability arising from student dissatisfaction with feedback causes concern for institutions. Through semi-structured…
Descriptors: Accountability, Quality Assurance, Feedback (Response), College Faculty
Peer reviewed Peer reviewed
Direct linkDirect link
Gorgodze, Sophia; Chakhaia, Lela – Assessment in Education: Principles, Policy & Practice, 2021
Trust in centralised high-stakes exams in Georgia has grown since 2005, when the introduction of nationwide standardised tests for university entry successfully eradicated the deep-rooted corruption in the admissions system. In 2011, another set of high-stakes exams were introduced for school graduation, resulting in a minimum of 12 exams for…
Descriptors: Test Use, High Stakes Tests, Educational Policy, Teaching Methods
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  30