The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment conceptions were best described by the following three main factors: 1) assessment of learning, 2) assessment for teaching and…

This survey study (N = 148) investigates the interrelationships between assessment conceptions, assessment self-efficacy, prior education, and teaching experience amongst Finnish pre-service special educational needs teachers (pre-service SENs). The results showed that assessment conceptions and assessment self-efficacy are intertwined. Assessment…

The processes to assess students' learning acquired in various non-formal and informal learning environments have become increasingly common in Finnish university language centres in recent years. This paper describes new developments at the University of Eastern Finland to assess students' non-formal and informal learning of English for Academic…

Living in learning societies encourages learning outside the classroom. Alongside this reality, higher education institutions have been incorporating policies and procedures that support recognition of prior learning (RPL). This development means establishing adequate RPL assessment practices. Our empirical study at the Aalto University Language…

With an increasing emphasis on measuring the outcomes of learning in higher education, assessment is gaining an ever more prominent role in curriculum design and development as well as in instructional practices. In formative assessment, feedback is regarded as a powerful pedagogical tool driving student engagement and deep learning. The efficacy…

This study looks at the fairness of assessing learning journals both as the fairness in creating a valid and robust marking process as well as how different student groups may have unfair disadvantages in performing well in reflective assessment tasks. The fairness of a marking process is discussed through reflecting on the practical process and…

This study investigates how different types of prior knowledge influence student achievement and how different assessment measures influence the observed effect of prior knowledge. We introduce a model of prior knowledge that distinguishes between different types of prior knowledge and uses different assessment measures to assess different types…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…