Search results

This study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice.

The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach.

The program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research.

With its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools.

The purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education.

This paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed.

The results show that educational practice in entrepreneurship education continues to be dominated by the “About” form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using assessment in different ways.

This paper identifies that there have been few studies exploring assessment practice in entrepreneurship education and argues that further research is required in this area. It also highlights a need for a focus on assessment practice in disciplines beyond the business school. The work demonstrates that further research could explore other stakeholders in the assessment process and seek to understand how these external assessors affect student learning.

In conclusion, the paper highlights that assessment generally needs to become more innovative, more reflective in nature and include more stakeholders in the process.

Understanding is enhanced because the paper explores what entrepreneurship educators actually “do” when they assess entrepreneurship education and, therefore, the research moves beyond prescriptive accounts and provides a detailed understanding of actual practice.

This paper aims to introduce current debates on assessment practice in higher education and to explore educational research on assessment.

The paper progresses by exploring a number of outcomes and highlights their role in helping one to understand the potential reasons for engaging in enterprise education. The paper then applies this outcomes framework to assessment practice. It does so by reporting a series of focus groups undertaken at the International Small Business and Entrepreneurship (ISBE) Conference in 2005.

The focus groups engaged over 40 entrepreneurship and small business academics in a brainstorming exercise, which explored forms of assessment that could be used to meet particular outcomes in enterprise education. These results are presented according to different potential entrepreneurial outcomes.

The concluding part of the paper categorises these practices to develop and present the views of the participants and it provides a detailed analysis of assessment practice in enterprise education.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.

This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.

The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.

These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

To develop a roadmap of sustainability practices and assessment mechanisms to advance in the sustainable supply chain (SSC) performance assessment in the food supply chain. The analysis is grounded on the contingency and stakeholder theories.

The study follows a multiple case study approach analyzing the sustainability practices implementation and assessment across different supply chain stages in the food industry in Italy. The set of cases comprises 12 companies in the fresh fruit and vegetables (FFV), and seven companies in the “Balsamic Vinegar of Modena” (BVM) supply chains.

The sustainability practices and assessment in each company in both supply chains according to their objectives are identified. Different stakeholder pressures for sustainability implementation and assessment are analyzed. The contingency factors that foster sustainability assessment are outlined as well. Finally, the study develops a roadmap with five levels of progress considering the groups of practices implemented and the type of assessment applied.

The roadmap is a decision-making tool for planning and monitoring progress on SSC performance along five possible levels of progress. While identifying the assessment mechanisms implemented for different kind of sustainability practices, companies can develop a strategy according to their aims and capabilities and stakeholder's expectations.

The novelties in this study are threefold. First, the roadmap with five levels of progress. Second, investigating two different food supply chains that allowed for a broader view regarding sustainability practices and assessment. Third, the adoption of stakeholder and contingency theories in SSC studies.

There is a concerning disparity between students with disabilities and their peers without disabilities in their long-term, postsecondary outcomes. The former group tends to have a variety of poorer outcomes in important domains of life, such as employment, postsecondary education, independent living, and community participation. Policymakers, scholars, and the general public alike have called attention to this issue, resulting in both legal mandates and research on evidence-based practices in the area of transition services. While the law requires individualized, results-oriented transition services based upon age-appropriate transition assessment and a number of evidence-based transition practices and predictors have been identified, studies of individualized education programs and practices have revealed a significant underuse of best practices in transition assessment and services. In this chapter, we discuss the importance of comprehensive transition assessment as a foundation for setting postsecondary goals and designing services that best fit individual student strengths and needs and best prepare students to be successful in their adult lives. Further, we provide an overview of current recommendations for best practices in planning, conducting, and interpreting transition assessments, and offer suggestions for areas where further research is needed.

This chapter explores underlying ethical tensions and dilemmas that arise through assessment practices used by teachers, specialist teachers, and other educators in determining a child’s learning. An ethical dilemma arises when teachers are aware that an assessment is not the narrative that best represents the child, and in doing so, further perpetuates the deficit orientation toward learning. While the policy context may reflect a strong commitment to inclusive classrooms and communities, assessment policies and well-intentioned school practices can marginalize students with high needs, simply because the assessment tools are not suitable. Ethical issues in the day-to-day formal and informal assessment practices used by teachers are explored; practices that serve to reinforce for learners who struggle what they “cannot do” or “do not want to do.” Ethical assessment practices that allow the dignity of the learner to be upheld through a celebration of learning, however incremental, are needed. As outlined in this chapter, some decisions made by teachers are not their own, as pressures from outside their control influence the decisions they make. Policy directions can influence the focus of assessments, and unwittingly create the ethical dilemmas teachers face. When teachers question and challenge assessment policies and practices, they can initiate change for all learners. This might include challenging the status quo and finding other ways to include students, more visibly, in their own assessment. In these ways, ethical dilemmas can be addressed and new understandings of assessment emerge.

Current discourses on educational assessment focus on the priority of learning. While this intent is invariably played out in classroom practice, a consideration of the ontological nature of assessment practice opens understandings which show the experiential nature of “being in assessment”. The purpose of this paper is to discuss these issues.

Using interpretive and hermeneutic analyses within a phenomenological inquiry, experiential accounts of the nature of assessment are worked for their emergent and ontological themes.

These stories show the ontological nature of assessment as a matter of being in assessment in an embodied and holistic way.

Importantly, the nature of a teacher's way-of-being matters to assessment practices. Implications exist for teacher educators and teacher education programmes in relation to the priority of experiential stories for understanding assessment practice, the need for re-balancing a concern for professional knowledge and practice with a students’ way of being in assessment, and the pedagogical implications of evoking sensitivities in assessment.

Developing a lean supply chain is a continuous improvement effort, so it requires tracking the implementation progress by assessing the achieved level of leanness. However, lean supply chain practices depend on firm-to-firm relationships and an assessment method should consider these network interactions. Given the absence of such a method, this study aims to propose an alternative approach for assessing the leanness level of supply chains.

The authors extracted 18 typical lean supply chain practices from the literature, constituting the leanness assessment parameters. Then, the authors developed an assessment method based on the graph-theoretic approach due to its properties of capturing the interdependencies between elements of a system. The authors tested the proposed method in an automotive supply chain, selecting the focal firm and three of its first-tier suppliers.

The authors positioned partial and overall results in a visual classification scale and the supply chain presented a moderate leanness level. After empirical testing, the proposed method demonstrated its practical feasibility.

This paper contributes to the literature with a novel approach for supply chain leanness assessment. However, to increase its generalizability, it would be beneficial to test the method in non-automotive supply chains, extending the assessment scope to downstream firms and second-tier customers and suppliers.

For practitioners, this paper provides a self-assessment tool to monitor the supply chain leanness and set priorities for improvement.

Besides tackling the interrelationships between firms, the proposed method considers the interdependencies between lean practices, providing partial and overall feedback to enable a systemic assessment.