The study aims to explore the practice of continuous assessment (CA) and associated challenges of implementation in higher education institutions located in Amhara National Regional State, Ethiopia. Drawing on assessment for learning and institutional theory, the qualitative multi-case design includes informants from three public universities.…

The rapid adoption of generative artificial intelligence (GenAI) technologies in higher education has raised concerns about academic integrity, assessment practices and student learning. Banning or blocking GenAI tools has proven ineffective, and punitive approaches ignore the potential benefits of these technologies. As a result, assessment…

Education for sustainability demands transformative knowledge, which can be obtained through problem-based, project-organized learning (PBL). However, the integration of PBL and sustainability in higher education has not yet met the needs required due to the lack of application of a systemic perspective and strategy. In this literature review, we…

The school-choice landscape in the United States is undergoing a rapid transformation, as states increasingly enact a new form of vouchers called Education Savings Accounts (ESAs). Unlike earlier voucher programs, which generally allowed subsidies only for private school tuition, ESAs represent a radically expansive--and potentially very…

In "The Enduring Promise of America's Great City Schools," Michael Casserly presents a forthright assessment of the past performance and future potential of large urban PreK-12 school districts in the United States. From a vantage of nearly five decades of work within the Council of the Great City Schools, which now represents…

In response to Bae's (2018) "Redesigning systems of school accountability: A multiple measures approach to accountability and support," this commentary expands on some key considerations for states and school districts as they seek different ways to support school improvement while also addressing the competing demands of educators,…

This chapter will identify and outline current gaps in research into assessment practice and tie the results of the ASSIST-ME project onto this outline. In this way, the chapter will present concrete research vistas that are still needed in international assessment research. The chapter concludes with a key theme that appears across many of the…

The use of program quality indicators (QIs) for teaching students with an intellectual disability (ID) is essential in meeting student needs and accessing curriculum. Principals who oversee and evaluate teachers of students with ID play a critical role in the implementation of QIs. A cross-sectional survey was conducted to investigate rural school…

This report provides a resource for state and district assessment staff as they develop requests for proposals (RFPs) for interim assessments for all of their students, including those who require accessibility features, to demonstrate their knowledge and skills as well as those who may need an alternate assessment because of their significant…

There is a growing call to reconsider current approaches to national and state assessment system policies and practices. State and local education agency leaders, educators, community leaders, and advocates have voiced concerns that current state assessment systems--defined primarily by end-of-year multiple-choice tests--are unable to meet…

In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school…

Teaching is a complex endeavor that requires deep knowledge of content, pedagogy, and students. Educational stakeholders design teacher competence frameworks to outline the knowledge, skills, and dispositions that teachers need to have to improve their teaching activity. These competence frameworks are guided by research and theory and tend to…

Fairness in assessment is seen as increasingly important but there is a need for greater clarity in use of the term 'fair'. Also, fairness is perceived through a range of 'lenses' reflecting different traditions of thought. The lens used determines how fairness is seen and described. This article distinguishes different uses of 'fair' which have…

Purpose: Making policy makers, researcher, education leaders, and assessment developers aware that what matters in education assessment is a wicked problem that cannot be easily solved following traditional approaches. Design/Approach/Methods: Starting from the questions that what matters in education assessment, this article presented such…

This chapter introduces the Borough of Manhattan Community College's Institutional Effectiveness Assessment Plan and the Shults Dorimé-Williams Taxonomy as resources for the enhancement of assessment within administrative, educational, and student support units.