Search results for "Educational assessment"

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

2017

Identifying three modes of policy legitimation in education, illustrated by shifts in Swedish educational assessment and grading policies over the past decades, the paper demonstrates significant trends with regard to national governments’ policymaking and borrowing. We observe a shift away from collaboracy – defined as policy legitimation located in partnerships and networks of stakeholders, researchers and other experts – towards more use of supranational agencies (called agency), such as the Organisation for Economic Co-operation and Development, the European Union and associated networks, as well as the use of individual consultants and private enterprises (called consultancy) to legiti…

2020

To validly assess teachers’ pedagogical content knowledge (PCK), performance-based tasks with open-response formats are required. Automated scoring is considered an appropriate ap-proach to reduce the resource-intensity of human scoring and to achieve more consistent scor-ing results than human raters. The focus is on the comparability of human and automated scor-ing of PCK for economics teachers. The answers of (prospective) teachers (N=852) to six open-response tasks from a standardized and validated test were scored by two trained human raters and the engine "Educational SCoRIng TOolkit" (ESCRITO). The average agreement between human and computer ratings, κw = .66, suggests a convergent …

The Semiotics of Test Design: Conceptual Framework on Optimal Item Features in Educational Assessment Across Cultural Groups, Countries, and Languages

2021

This paper offers a conceptual framework on test design from the perspective of social semiotics. Items are defined as arrangements of features intended to represent information, convey meaning, and capture information on the examinees’ knowledge or skills on a given content. The conceptual framework offers a typology of semiotic resources used to create items and discusses item representational complexity—the multiple ways in which the semiotic resources of an item are related to each other—and item semiotic alignment—the extent to which examinees share cultural experience encoded by items. Since the ability to make sense of items is shaped by the examinees’ level of familiarity with the s…

Skolēnu pašnovērtējums bioloģijas mācību procesā

2005

Practices of grading: an ethnographic study of educational assessment

2013

The school as an institution assumes that students' grades are constituted by their assessments. This paper examines the background of this presupposition and provides a micro-analytical perspective of the grading practice of teachers in German High Schools (Gymnasium). This paper conceptualises the theoretical framework of the research in educational measurement in discussion. It is shown that the measured assessment of students and the teacher's observations are linked. When grading, teachers construct their own assessments. This process is depicted in this paper by two forms of observations: self-observation within the context of written examinations and third-party observation within th…

Development and validation of a scale to assess social entrepreneurship competency in Higher Education

2019

This paper proposes an instrument to assess social entrepreneurship competency in higher education (SECS). 19 Features of social entrepreneurship competency were identified. The pilot test (n = 497) confirmed the validity and reliability of the SECS. Exploratory factor analysis proposed a set of categories consistent with the initial approach. Confirmatory factor analysis showed acceptable relationships among the scale categories and items, while the fit indices suggested that the data fit adequately to the default model. Pearson’s test verified significant, positive correlations among the revised categories in all cases. Therefore, the scale carries the potential to contribute to social en…

Análisis de las calificaciones compartidas en la modalidad participativa de la evaluación colaborativa entre docente y estudiantes

2020

Current trends in educational assessment in different branches of higher education share the common goal of uniting learning with assessment. Most approaches and theoretical and practical developments in this field revolve around four main factors: feedback, democratization, alignment and relevance. This paper proposes the use of co-assessment as a means of ensuring dialogue-based, democratic and fairer evaluations. With co-assessment, the responsibility is shared by the teacher and the students, who negotiate and agree on the appraisal of student tasks and, in this paper, also on the awarded mark. The aim of this study is to analyse the relationship between a series of jointly agreed marks…

What I Talk About When I Talk About Quality

2010

ABSTRACT During the 15 years that Quality in Higher Education has held a focal position in the field of higher education assessment, the concept of quality has evolved from a debatable and controversial concept to an everyday matter in higher education. The author takes a personal look into the development of the field by first tracking the discursive changes in the debate, and then reflecting on the shift of the quality discussion from a matter of political substance debate to a matter of technical implementation. The article finishes with a look into possible futures of the quality revolution.

Learning the electric field concept as oriented research activity

2003

This work is grounded in a constructivistic conception of the learning of science, more particularly on the model known as teaching–learning as oriented research. In accordance with this theoretical basis we have developed an empirical research project to investigate the teaching of electrostatics in high schools. The designs developed have enabled us to assess the learning achieved by the students from conceptual, procedural, and attitudinal stances. According to our findings we can say that the materials developed and the way we have worked with them have contributed to more significant learning and favored a more positive attitude toward the subject. © 2003 Wiley Periodicals, Inc. Sci Ed…

The international state of research on measurement of competency in higher education

2015

With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a complex and multidimensional task, which poses great methodological challenges. These challenges arise out of the high diversity of degree courses, study programs, and institutions of higher education. Nevertheless, we need to address these challeng…