Assessment & Evaluation (164 items)To section archive
The present study describes an assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. The study explores students’ perceptions of Assessment360. The findings suggested that students indicated Assessment360 potentially encouraged reflection, collaboration, and feedback.
Updated: Jul. 05, 2018
Measuring Preservice Teacher Self-Efficacy in Music and Visual Arts: Validation of an Amended Science Teacher Efficacy Belief Instrument
This study aimed to adapt the well-established Science Teaching Efficacy Belief Instrument- B (STEBI-B) for preservice teachers and to pilot the new instrument to determine its validity and reliability in The Arts. The authors argue that this study offers new contributions to the field of educational measurement in The Arts, specifically in measuring primary preservice teacher self-efficacy for learning areas like music and visual arts. The findings reveal that Arts Teaching Efficacy Belief Instrument (ATEBI) had good internal consistency and re-test reliability on the personal teaching efficacy scale. Furthermore, it was found that ATEBI had good validity statistics using ANOVAs on all scales.
Updated: May. 01, 2018
Enhancing International Postgraduates’ Learning Experience with Online Peer Assessment and Feedback Innovation
This article describes a Higher Education Academy Economics Network-funded research examined academic and international students' experience of innovative online peer assessment and feedback. The findings reveal that the innovative tools, like PeerMark, facilitate a simple but powerful educational principle for international students. Furthermore, the authors found that the heterogeneity in assessors’ ability levels may not affect the confidence of international students in online peer assessment.
Updated: Feb. 06, 2018
This study examines the correlation between supervisors' predictions and students' performance grades. The authors found a correlation between the high- and low-performing candidates’ grades in university course work and their scores on the performance assessment. However, the authors found differences between supervisor predictions and actual scores on the performance assessment. The results reveal that the majority of candidates whose supervisors predicted failure did not fail, and the majority of candidates who did fail had been predicted to pass.
Updated: Feb. 06, 2018