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In noting the human being′s propensity to value and evaluate, explores five levels of assessment from the casual to the very serious and rigorous. A distinction is made between management or normative appraisals and leadership or discretionary evaluations for organizational improvement and making a difference. The importance of rigorous assessment of the school by the school head or principal is underscored in the discussion of the why, what, and how of school evaluation for management and leadership by the head or principal.

Evaluation is the process by which we estimate how things should go, explore how things are going, and determine how things went in terms of course redesign. In this chapter, we examine formative and summative methods for assessing student learning and establishing teacher effectiveness and course quality. Evaluation is a subjective, value-laden process. To introduce the rigor needed to make it meaningful, evaluation should be multifaceted, planned in advance, made transparent to learners, and employ valid and reliable methods. Moving courses online presents both opportunities and challenges for evaluation. We explore ways to implement assessment to make full use of the advantages of technology while mitigating the problems associated with online delivery.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

This section describes sustainable development (SD) in relation to infrastructure projects and explains how to evaluate SD. SD is assessed as context-dependent, considering the project’s economic, social, and ecological context. Sustainable road infrastructure projects (SRIP) should encapsulate the complete life cycle from idea to development, functionality, and maintenance. SD should be considered as part of the evaluation process prior to project execution, but it can also serve other functions. Sustainability evaluation must start with project appraisal or evaluation and the earliest stages of project decision-making. Sustainable infrastructure projects (SIPs) are evaluated using a variety of techniques and models, such as cost-benefit analysis (CBA), multi-criteria techniques, ecological and societal impact assessments, ranking techniques, models, and evaluation guidelines. Established SD structures and modelling techniques for infrastructure projects are presented from an SD perspective, with the primary objective of investigating how they operate and determining whether existing models provide an effective method for applying the SD idea into infrastructure development. CBA is a widely used strategy for evaluating alternatives to maximize sociocultural well-being. It is based on the likelihood of costing customer advantages and negative impacts and has been discussed in scholarly articles. The multi-criteria decision analysis (MCDA) approach is an acceptable methodology for addressing complex matters involving high risk, conflicting objectives, different types of information and data, different concerns and points of view, and the representation of complex and evolving biological, ecological, and financial frameworks. It combines many methodologies and offers various advantages over more conventional ways of decision-making and plan development. It should be used to increase community participation and empower partner organizations and should apply several criteria at the same time, including those that are difficult to adjust and quantify. The key difficulty with this strategy is the usage of weightings, which has been sharply criticized by several researchers. Life-cycle assessment (LCA) is an adaptive tool used to assess the ecological effects of a particular action, task, or procedure. It is applied globally to decision-making in numerous fields, including transportation, energy, and water, and has become a typical tool for determining the ecological performance of infrastructure projects. However, it has a few flaws and could benefit from improvements to assess SD with greater precision. It is a fragmented mechanism for assessing the three components of SD, but its incorporation into other evaluation approaches is desirable. The evaluation of societal implications has been conducted using a variety of methods and techniques, but there is currently no standard method for assessing the communal and appropriation consequences of infrastructure initiatives. Social life-cycle assessments (SLCAs) are advancing, but consensus remains a challenge. The Evaluation Partnership and the Centre for European Policy Studies identified several obstacles and challenges to implementing an outstanding societal assessment, such as the term ‘societal impacts’ being potentially overbroad and not adequately defined, and the lack of a suitable method for quantitatively evaluating sociological effects. Additionally, a large section of societal assessments is biased and frequently inconsequential. The chapter discussed the theoretical and methodological stances on sustainable road infrastructure, using current SID concepts and evaluation techniques thoroughly.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

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

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

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

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 paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

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

Professional program assessment is necessary in an accreditation process, in order to ensure educational quality and public accountability. One avenue of assessment is through an internship. The challenge is to determine how evidence from this indirect learning experience can aid in accreditation. The purpose of this paper is to describe the use of internship supervisor evaluation feedback within the accreditation process for a professional interior design degree program.

In this study, internship assessment was provided by feedback from intern supervisors. Ten years of supervisor feedback were analyzed using descriptive statistics and a content analysis of supervisor comments.

Two hundred forty-seven internship supervisor evaluation documents were analyzed. Overall, supervisors positively evaluated the performance of the intern as Good to Excellent. A majority of supervisors (91%) provided comments that were positive yet vague, as most could not differentiate between the intern and the intern's performance.

This study links experiential learning to its evidence that can be used in an accreditation process. The challenges for educators in developing an assessment tool useful for accreditation evidence and to be shared by multiple program degree stakeholders are also described.

Research on internships usually focuses on the student's viewpoint. This study is original in that it examines the use of internship supervisor's evidence in program accreditation.

With the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of utmost importance. The purpose of this paper is to examine the influence and appropriateness of current assessment methods for engineering and technology students in Nigerian and British HEIs.

The study employs a qualitative research method with a case study approach to investigate the impact and suitability of assessment methods currently used within entrepreneurship education in Nigeria and England.

The results reveal that lecturers across both countries believed that assessment methods currently in use were appropriate, but were not uniform in its influence on learning. However, students were unanimous in that most assessment methods currently used were not effective at enhancing their learning, not very appropriate, and were not a good judge of their work and effort. The results were used in building a framework to understand the importance of assessment methods in entrepreneurship education.

In light of the inadequate literature, this paper covers an acute gap in the field. This will allow policymakers and different interested parties to reassess the development of suitable assessment methods to involve students as key stakeholders.

As new technologies such as immersive and augmented platforms emerge, training approaches are also transforming. The virtual reality (VR) platform provides a completely immersive learning experience for simulated training. Despite increased prevalence of these technologies, the extent literature is lagging behind in terms of evaluating and assessing such innovative training models. The purpose of this paper is to address this gap through exploring the traditional approaches of quantitative, qualitative and mixed methods as well as the cutting-edge biometric approach in the evaluation and assessment of the VR-based simulated training and discuss implications for simulated training based on immersive technologies.

Evaluation and assessment is one of the most critical components of training and development. Inaccurate or ineffective approaches to evaluate and assess training programs not only risk the successful attainment of training goals and outcomes, but they also harm trainees by misleading them about their training performances and experiences. This paper uses a review of existing literature to explore effective approaches for the evaluation and assessment of VR-based simulated training and conceptually discusses new capacities in capturing involuntary trainee reaction toward stimuli, in addition to traditional evaluation and assessment methods.

Immersive VR-based simulated training is uncharted territory for trainers and human resource development professionals. The findings indicate that existing approaches are still viable options for the evaluation and assessment of this new training technology. However, biometrics presents new frontiers in this arena through its capacity for obtaining trainee emotional responses to stimuli during training, as well as providing a venue free of personal bias and external influences in determining trainee perceptions.

This paper addresses an important gap in the field of training and development by studying the affordances of the latest biometric technology for evaluation and assessment in VR-based simulated training. The existing literature is very limited in its focus on immersive training technologies such as VR in general and evaluation and assessment in particular. The paper presents new insights to both researchers and practitioners in the field of training and development.