This study aimed to (1) examine the current status of education quality evaluation in Guangxi's application-oriented undergraduate universities, (2) develop an evaluation indicator system for the educational quality of application-oriented undergraduate colleges in Guangxi, and (3) examine the feasibility and adaptability of the evaluation…

This paper informs users of data collected in international large-scale assessments (ILSA), by presenting argumentsunderlining the importance of considering two design features employed in these studies. We examine a commonmisconception stating that the uncertainty arising from the assessment design is negligible compared with that arisingfrom the…

This book brings together influential scholars of social and emotional learning (SEL) to discuss current issues in the field. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment. Children engage in a wide range of school-related tasks that require not only…

The search for alternative indicators of school quality has ignored a powerful data point that most schools already collect--a student's grade point average. Might it also be used to evaluate schools? To find out, we asked the University of Maryland's Jing Liu and co-authors Seth Gershenson (American University) and Max Anthenelli (UMD) to conduct…

An interdisciplinary curriculum provides integration of students' subjects and lives, guiding students to understand and engage with changes in the world through real situations and problems, with teachers playing a critical role. However, there is no assessment tool to explore teachers' interdisciplinary role perceptions (TIRP). In this study, an…

Higher education institutions increasingly promote course quality reviews (CQRs) to enhance the quality of online learning. However, limited research has examined the factors influencing faculty participation in these initiatives. This study used the Technology Acceptance Model (TAM) as a theoretical framework to inform faculty intentions to…

In recent years, the lower secondary school curriculum in the Republic of Ireland has been subject to assessment-led reform, many elements of which, such as the increased focus on continuous school-based assessment, reflect those of similar initiatives introduced in other countries. This paper explores the extent to which this reformed approach is…

The 2014 "Standards for Educational and Psychological Testing" describe universal design as an approach that offers promise for improving the fairness of educational assessments. As the field reconsiders questions of fairness in assessments, we propose a new framework that addresses the entire assessment lifecycle: universal design of…

This article presents the perspective of rural teaching that shows the invisibility and undermining within the prevailing evaluative policy regime in Chile, a country that controls education and its actors based on the structural foundation of accountability. We focus this study on rural territory to answer this research question: What experiences…

This book argues that competency-based practices are the key to creating school systems that meet students' academic needs and prepare students to effectively communicate, collaborate, and self-regulate. With comprehensive coverage of competency-based practices and recommended steps to explore new approaches to instruction and assessment, Marzano…

State and federal policymakers "see" school performance via formal measures -- data collected with attendance sheets and standardized tests. Such an approach, though not without its merits, is extremely limited and inherently exposed to the threat of systematic misperception and unintended consequences, especially as policymakers try to…

Primary school teachers in England are responsible for the statutory assessment of writing, using a set of criteria. The aim of this research was to analyse the responses of teachers to the criteria "at the expected" standard. An elicitation exercise with 10 primary school teachers was conducted, where teachers talked through their…

This report describes the authors' findings from a scoping literature review on the topic of instructional system coherence. The authors reviewed 77 pieces on coherence published from 1990 to 2023, including articles, reports, books, dissertations, and conference papers. The scope and definition of alignment and coherence have seemed to expand…

I review opportunities and threats that widely accessible Artificial Intelligence (AI)-powered services present for educational statistics and measurement. Algorithmic and computational advances continue to improve approaches to item generation, scale maintenance, test security, test scoring, and score reporting. Predictable misuses of AI for…

Ohio Revised Code 3302.038 requires the Department of Education and Workforce ("the Department") to submit a report regarding the effectiveness of the school district and building report cards by Dec. 31, 2024. The statute requires the Department to study data from the Ohio School Report Cards for the 2021-2022, 2022-2023, and 2023-2024…