Search results for "ED assessment"

How do Finnish and Chinese students’ diverse pedagogical experiences shape feedback interpretation?

2023

Due to the dissemination of joint degree programmes in higher education, more students from different educational backgrounds are exposed to the same teaching and assessment without sharing a common pedagogical culture. Since this is relatively new in Finland, little is known about how students with diverse backgrounds experience assessment compared to their Finnish classmates and how this affects their overall performance. Having as a starting point an English for Specific Purposes course offered in Finland and China, this qualitative study focuses on the role of feedback through seventeen in-depth interviews. Themes such as grades and peer feedback were interpreted based on the educationa…

Embedding Preschool Assessment Methods into Digital Learning Games to Predict Early Reading Skills

2017

The aim of this pilot study was to explore the predictive accuracy of computer-based assessment tasks (embedded within the GraphoLearn digital learning game platform) in identifying slow and normal readers. The results were compared to those obtained from the traditional paper-and-pencil tasks currently used to assess school readiness in Finland. The data were derived from a cohort of preschool-age children (mean age 6.7 years, N = 57) from a town in central Finland. A year later, at the end of first grade, participants were categorized as either slow (n = 11) or normal readers (n = 46) based on their reading scores. Logistic regression analyses indicated that computer tasks were as efficie…

Desarrollo de las competencias básicas de los estudiantes de educación superior mediante la e-Evaluación orientada al aprendizaje

2013

Learning Oriented e-Assessment (e-LOA) is an ICT mediated learning process. It promotes the development of competences that are relevant to both students’ academic present and professional future. In this quasi-experimental research a pretest-posttest design with experimental and control groups is implemented. We believe that the actions of e-LOA favors further development of competences. The results show that in the experimental groups there is an improvement on the level of competence. Significant differences have been found between the pretest and posttest. In addition, there is a consistency between the competences that have improved and those considered in the literature (creativity, p…

How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?

2023

Critical thinking is a multifaceted construct involving a set of skills and affective dispositions together with self-regulation. The aim of this study was to explore how self-regulation and effort in test-taking contribute to undergraduate students’ performance in critical thinking assessment. The data were collected in 18 higher education institutions in Finland. A total of 2402 undergraduate students at the initial and final stages of their bachelor degree programmes participated in the study. An open-ended performance task, namely the Collegiate Learning Assessment (CLA+) International, was assigned to assess students’ critical thinking, and a self-report questionnaire was used to measu…

Assessment itineraries and its relation with academic achievement

2017

[EN] In recent years the university educational reality shows signs of change. Among other innovations, it has meant the introduction of new ways of assessment, arousing the scientific interest it deserves. Concretely, the formative and shared assessment is developed in assessment routes that try to adapt to the needs of the students. However, the continuous, mixed and final assessment methods are related to different academic performance, which is worth considering. This article tries to deepen in the relation that these itineraries have with the obtained marks and analyses descriptively teacher assessment trends and students’ system assessment preferences of choice. The results show, on t…

The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments

2021

Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and …

Dal formato cartaceo al formato digitale: uno studio qualitativo di test di matematica

Linguistic, Contextual, and Experiential Equivalence Issues in the Adaptation of a Performance-Based Assessment of Generic Skills in Higher Education

2022

This qualitative study investigated the various linguistic, contextual, and experiential equivalence issues embedded in a performance-based instrument aimed at assessing generic skills in higher education. A rigorous translation and adaptation process (American English to Finnish) was conducted on one instrument, namely Collegiate Learning Assessment (CLA+) International. The data were obtained from cognitive laboratories (n = 13), with think-alouds and follow-up interviews conducted among Finnish undergraduate students. Content logs were created, and the data were analyzed thematically. The findings revealed that linguistic and contextual equivalence issues were more prominent than experie…

Changes in Language Assessment Through the Lens of New Materialism

2022

AbstractIn this chapter, we analyze English tests that are part of two computerised assessment systems, the Finnish Matriculation Examination and the Danish National Tests. Language assessment is a fruitful field to explore from the perspective of materiality, to better understand what materialities exist in modern language tests and how students interact with such systems. Within the assessment and test-taking space, material objects exist that are imbued with political values and force test-takers to perform in specific ways. We explore what new materialism has to offer for interpreting current trends in language assessment and to what extent these perspectives allow for new insights to e…