The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S.…

The globalization of science and scholarship and the worldwide massification of post-secondary/tertiary education is creating an atmosphere that is at once competitive between and collaborative among colleges and universities. Because of the importance of these institutions to the shared economic futures of individuals and countries, there are…

The article reviews forms of higher education internationalisation at an institutional level. The relevance of theoretical background of internationalised study quality assessment is highlighted and definitions of internationalised studies quality are presented. Existing methods of assessment of higher education internationalisation are criticised…

This paper presents a critical review of literature investigating assessment of mathematical modelling. Written tests, projects, hands-on tests, portfolio and contests are modes of modelling assessment identified in this study. The written tests found in the reviewed papers draw on an atomistic view on modelling competencies, whereas projects are…

This article analyzes the ideology of accountability in contemporary education within the context of neoliberalism and its reconstruction of social relationships on the basis of the market, competition and efficiency. Drawing on contemporary critical philosophical accounts, it argues that the scholarship on education and accountability has not…

In recent years, the global community has developed a range of initiatives to inform the post-2015 global development agenda. In the education community, International Large-Scale Assessments (ILSAs) have an important role to play in advancing a global shift in focus to access plus learning. However, there are a number of other assessment tools…

Complex Problem Solving (CPS) skills are essential to successfully deal with environments that change dynamically and involve a large number of interconnected and partially unknown causal influences. The increasing importance of such skills in the 21st century requires appropriate assessment and intervention methods, which in turn rely on adequate…

Although assessment is acknowledged as being of central importance to the student learning experience, assessment practices have been consistently highlighted as one of the weakest features by the Quality Assurance Agency and identified by many as a crisis within higher education. This paper explores the use of Patchwork Text Assessment within a…

As test designers work to craft the new, common assessments set to debut in most of the nation's public schools in the 2014-15 school year, their goal is to provide all English-language learners (ELLs), regardless of their language-proficiency levels, the same opportunities to demonstrate their content knowledge and skills as their peers who are…

In this project, I examine the legacy of behaviorism's dismissal of experience on contemporary writing assessment theory and practice within the field of composition studies. I use an archival study of John B. Watson's letters to Robert Mearns Yerkes to establish behaviorism's systematic denial of experience and its related constructs: mind,…

Quality in early childhood settings has emerged as an important factor in determining whether the potential benefits of educational experiences before kindergarten will be realized. Research demonstrates that in order for such interventions to be beneficial to young children's development, the quality of their educational environments and…

As the demand for accountability and transparency in higher education has increased, so too has the call for direct assessment of student learning outcomes. Accompanying this increase of knowledge-based, cognitive assessments administered in a higher education context is an increased emphasis on assessing various noncognitive aspects of student…

How do assessments for learning differ from assessments of learning? What is the purpose of grading? After nearly two decades of immersion in standards-based curriculua and instruction, our nation's educators are often still confounded by the (admittedly complex) landscape of standards, assessment, and reporting. In "Answers to Essential…

This document contains summary information for the Iowa Department of Education's review of PreK-6th grade reading assessments for the purposes of Universal Screening and Progress Monitoring. It is intended to provide general information to help inform decisions about selecting assessments for use as a part of Iowa's Response to Intervention…

The article describes an approach to assessment of the performance of educational institutions with regard to their social context. To develop this approach, the authors were guided by (1) the results of numerous studies corroborating correlations between student performance and contextual factors (both in Russia and abroad); (2) the experience of…