Search results for: Educational evaluation
Page 2/3 23 items
The study examines differences between preservice and inservice teachers’ knowledge of, perceived skills in, and attitudes toward educational measurement. The participants were preservice and inservice teachers teaching grades 5 to 10 in Oman. Results showed that inservice teachers demonstrated a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers.
Updated: Nov. 27, 2012
The purpose of this study was to identify critical factors expected in new-millennium learners (NMLs) competencies to prepare for their future and to construct an indicator of educational performance with valid and reliable criteria. The researchers developed the measurement of educational performance for NMLs on the basis of previous research and theoretical background. The researchers also conducted a meeting of experts, pilot studies, and a nationwide survey to define and refine a concept of educational performance required by a knowledge society.
Updated: Jul. 31, 2012
This article examines a few of the emergent cases that have used technology in educational assessment from the perspective of innovation and support for teaching and learning. The assessment cases were drawn from contexts that include large-scale testing programs as well as classroom-based programs. Assessment programs should be designed to produce results that allow educators and policy makers to address a variety of questions about how a nation, state, district, school, program, group, or individual is performing. The article concludes that extensive technology-based systems that link curriculum, instruction, and assessment at the classroom level might enable a shift from today’s assessment systems to a balanced design.
Updated: Jun. 11, 2012
Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes
The purpose of this study was to examine Queensland teachers’ conceptions of assessment and their relationship to their level of teaching and compared the results to teachers from New Zealand. A questionnaire-based survey of teachers’ attitudes, beliefs and practices in the areas of curriculum, pedagogy and assessment was conducted in 2003. Data revealed that teachers showed a willingness to integrate assessment into their professional duties of improved teaching and learning, tempered with caution about the quality and usefulness of the assessment resources being used to make students and schools accountable.
Updated: Nov. 29, 2011
The current paper describes the development and validation of the Student Tool for Technology Literacy (ST2L).The ST2L was designed to be a flexible tool for the assessment of student technology literacy in order to support the integration of technology into the curriculum and students' daily learning experiences. ST2L was found to be a sound assessment tool for the intended purpose of low-stakes assessment of technology literacy.
Updated: Mar. 09, 2011
In this article, the authors therefore offer for consideration an educational technology professional development (ETPD) assessment model that merges three theoretical constructs currently enjoying much note and utility, through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge) TPACK); (b) organizational learning; and (c) participant research and inquiry.
Updated: Jan. 02, 2011
The purpose of this documentary account is twofold. First, the authors describe two strategic instructional assignments embedded in university courses at a large research institution in the United States that were designed to help teaching candidates move toward mastery. Second, the authors explicate candidates' performances on the assessments as well as evidence of the reliability of the assessments and scoring procedures. This case study provides evidence that advanced secondary teaching candidates are able to address instructional issues and engage in the kind of pedagogical reasoning more characteristic of experienced teachers.
Updated: May. 09, 2010
Educational Technology Standards Scale (ETSS): A Study of Reliability and Validity for Turkish Preservice Teachers
The purpose of this study is to develop a scale, the Educational Technology Standards Scale (ETSS), to determine how effectively and appropriately preservice teachers use educational technologies. 460 seniorclass preservice teachers (189 male and 271 female) from six departments in the Education Faculty of Selçuk University in Turkey participated in this scale-development study in the academic year of 2005–2006. Analysis of the findings reveals that the scale (at the national level) helps universities in Turkey evaluate themselves for their education about educational technologies.
Updated: Jun. 25, 2009
This is a theoretical paper. It will explore whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school.
Updated: May. 25, 2009
Models of Cognition for Students With Significant Cognitive Disabilities: Implications for Assessment
With the advent of the No Child Left Behind Act (2002 ), all students, including students with significant cognitive disabilities, must be included in measures of large-scale educational assessment and accountability. This article addresses the application of the assessment triangle developed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001). Specifically, the article focuses on the first vertex of the assessment triangle, that of cognition, to examine characteristics of students with significant cognitive disabilities in representing what they know.
Updated: May. 20, 2009