Initial teacher education in England is characterised by lesson observation and assessment of teaching evidence against criterion-referenced teachers' standards. In UK-based international teacher training, these situated practices are more challenging because of staff and trainees working in different time zones. In 2020, COVID-19 travel…

Since the rise of state assessments whose primary function is to yield scores that can be used to compare schools and groups of students, most states have developed their state assessment programs under the assumption that either: (a) state tests are not intended to meaningfully shape instruction, or (b), if they are, the information provided in…

The American Occupational Therapy Association's Fieldwork Performance Evaluation plays a vital role in occupational therapy education by guiding students and fieldwork educators in determining students' entry-level competence. This evaluation tool dates to 1953 and has undergone numerous revisions as the profession evolved and changes were made to…

Traditional, standardized instruction and assessment practices are insufficient to promote the development of skills such as critical thinking, creativity, collaboration, and communication, which have been deemed necessary for post-secondary success (Darling-Hammond & Adamson, 2013; Milner, 2018; Rickles et al., 2019). They also serve to…

An assessment for learning approach is foundational for student learning. The necessity to shift teaching and learning online as a response to COVID-19 has propelled digital assessment into the mainstream within higher education institutions. User experience is a common indicator of effectiveness of technologically enhanced initiatives; however,…

For over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple definitions and operationalisations of authentic assessment, current practice tends to foreground mimicking of work tasks. Authenticity cannot be…

This mixed-method study explored business faculty's perspectives on drawbacks and benefits associated with authentic assessment at 10 R1 Midwestern universities. In search of solutions, faculty were also asked to provide recommendations for implementing the authentic assessment. Quantitative and qualitative findings suggest that most business…

The systematic literature review (1) investigates whether 'serious games' provide a viable solution to the limitations posed by traditional high-stakes performance assessments and (2) aims to synthesize game design principles for the game-based performance assessment of professional competencies. In total, 56 publications were included in the…

Educational games have gained widespread interest among teachers and researchers across various fields due to their capacity to engage students, foster active participation, and improve learning outcomes. In the context of computer programming, which demands significant cognitive effort, the use of educational games has grown substantially. While…

Assessment has multiple purposes, one of which is to judge if students have met outcomes at the requisite level. Underperformance in assessment is frequently positioned as a problem of the student and attributed to student diversity and/or background characteristics. However, the assessment might also be inequitable and therefore exclude students…

The purpose of this article is to review the literature on the issue of grading as a method and technique of expressing students' performance in terms of school reality. Initially, a growing concern about the role of assessment of student's performance in the learning and, generally, in the educational process, is highlighted. Subsequently, the…

Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher-learner co-constructive feedback sessions (Adair-Hauck & Troyan, 2013). The present study examines…

Assessment practices have been increasingly informed by a range of philosophical positions. While generally beneficial, the addition of options can lead to misalignment in the philosophical assumptions associated with different features of assessment (e.g., the nature of constructs and competence, ways of assessing, validation approaches). Such…

In line with government policy to enforce classroom-based assessment (CBA) for lower primary school, science teachers need to focus more on student's character building through establishing a fun and meaningful teaching and learning culture. Based on the standards-based school curriculum, assessment must be done holistically and authentically as…

Various factors such as regulatory body mandates, graduate employability challenges, decreasing student engagement and increasing academic misconduct in higher education have motivated universities to explore alternative approaches to teach and assess. Accordingly, the oral assessment has taken precedence in many contexts as a popular form of…