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Article
Publication date: 1 March 2008

S. G. Grant and Jill M. Gradwell

Although standardized testing of K-12 student knowledge and understanding garners considerable attention, few observers profess satisfaction with the assessments in place…

Abstract

Although standardized testing of K-12 student knowledge and understanding garners considerable attention, few observers profess satisfaction with the assessments in place. In this exploratory paper, we report on the data gathered from an open-ended email survey of small, convenience samples of teachers and researchers. Although no clear consensus about alternative assessments of students’ historical knowing and understanding emerged, we argue that the potential for a consensus exists. Any emergent consensus, however, must be negotiated with several issues in mind.

Details

Social Studies Research and Practice, vol. 3 no. 1
Type: Research Article
ISSN: 1933-5415

Article
Publication date: 13 July 2012

Mahmoud F. Alquraan

The purpose of this paper is to explore the assessment methods used in higher education to assess students' learning, and to investigate the effects of college and grading…

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Abstract

Purpose

The purpose of this paper is to explore the assessment methods used in higher education to assess students' learning, and to investigate the effects of college and grading system on the used assessment methods.

Design/methodology/approach

This descriptive study investigates the assessment methods used by teachers in higher education to assess their students' learning outcomes. An instrument consisting of 15 items (each item is an assessment method) was distributed to 736 undergraduate students from four public universities in Jordan.

Findings

Findings show that traditional paper‐pencil test is the most common method that is used to assess learning in higher education. Results also show that teachers in colleges of science and engineering and colleges of nursing use different assessment methods to assess learning, besides traditional testing such as: real life tasks (authentic assessment), papers, and projects. Also, the results show that teachers use the same assessment methods to assess learning, despite the grading systems (letter or numbers) used at their institutes.

Research limitations/implications

The sample of the study was limited to undergraduate students and teachers' points of views about the frequent use of assessment methods were not studied.

Practical implications

Higher education institutes should encourage teachers to use new and modern assessment methods as well as traditional paper‐pencil testing, and study the reasons for not using these new methods.

Originality/value

The paper should alert the higher education institutes about the important of developing the assessment process, through knowing their students' points of view about the assessment methods. This will help to get students involved in the learning process.

Details

Education, Business and Society: Contemporary Middle Eastern Issues, vol. 5 no. 2
Type: Research Article
ISSN: 1753-7983

Keywords

Book part
Publication date: 11 August 2021

Eugene F. Asola and Samuel R. Hodge

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in…

Abstract

In this chapter, we discuss health-related physical fitness and motor development assessments for students with physical disabilities or other health impairments in special education using traditional and innovative techniques. Traditional assessment techniques are those that are more standardized and formalized, while innovative assessment techniques refer to new variations or ways (alternative/authentic) to assess the abilities of students with physical disabilities and other health impairments. According to the United States Department of Education (2009), students with disabilities must be included in State and local assessments. Even though there has been significant growth in numbers, diversity and academic orientation of persons with physical disabilities, assessments practices have largely remained the same over the years. Adopting innovative pedagogies and emerging innovative assessment techniques may address some unmet needs of current students with disabilities faced with assessment biases.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Book part
Publication date: 11 August 2021

Festus E. Obiakor, Sunday Obi and Andrew T. Carrington

Assessment is used to describe the process of gathering information to make judgments about how well someone has performed, how much progress has been made, and how much…

Abstract

Assessment is used to describe the process of gathering information to make judgments about how well someone has performed, how much progress has been made, and how much potential someone has. In other words, gathering information and forming judgments are both indispensable to good teaching. Educational institutions, government agencies, and professional associations are placing increasing emphasis on assessing performance in relevant areas of their domains. In this chapter, several issues important to the establishment of appropriate assessment procedures and the potential uses of both traditional and innovative assessment techniques are discussed. Finally, the limitations of traditional assessment techniques are considered, followed by the future perspectives on assessment techniques.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Abstract

Details

The Future of Recruitment
Type: Book
ISBN: 978-1-83867-562-2

Article
Publication date: 25 April 2022

Irshad Ali, Anil K. Narayan and Dilani Gedera

The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to…

Abstract

Purpose

The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to technology-based methods. 10; 10;

Design/methodology/approach

This reflective commentary is based on personal reflections and experiences of three senior academics from the same university on the accelerated utilisation of online assessment in accounting education due to COVID-19. Further information was obtained from document analysis, informal conversations with colleagues and observations.

Findings

The findings of this paper suggest that despite numerous challenges, online assessments may replace traditional face-to-face assessments such as tests and exams in accounting and if done properly, this could drive significant improvements in student learning and outcomes. Institutions need to invest in appropriate technology, provide appropriate staff training and ensure good online assessment design that incorporates principles of authenticity and fairness. Robust online assessment practices need to be integrated with e-proctoring systems to ensure academic integrity is upheld.

Practical implications

The paper provides functional insights to higher education management, teaching staff and other stakeholders such as professional accreditation bodies on challenges and opportunities in utilising online assessments. It offers guidance to educators on transforming assessment of learning using the power of technology.

Originality/value

The ideas in this paper are original. The paper shares our lived experiences in transforming established assessment practices in accounting courses to align with online teaching and learning due to COVID-19.

Details

Pacific Accounting Review, vol. 34 no. 4
Type: Research Article
ISSN: 0114-0582

Keywords

Article
Publication date: 1 September 1996

Karen Hinett and Peter Knight

Assessment is used for purposes of accountability and the improvement of teaching and learning. In addition, stakeholders such as employers and government funding councils…

2631

Abstract

Assessment is used for purposes of accountability and the improvement of teaching and learning. In addition, stakeholders such as employers and government funding councils rely on assessment to provide them with data ensuring quality of provision and standards of education. Illustrates how these seemingly conflicting demands can be met with reference to three empirical sources: interviews with staff at the University of Central Lancashire, England; and fieldwork conducted at James Madison University (JMU), Virginia, and Alverno College, Milwaukee, USA. Makes a case for assessment which is integrated into the learning experience, responsive to student needs, and which is congruent with the aims of individual programmes and the mission statement of the institution.

Details

Quality Assurance in Education, vol. 4 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 11 August 2021

Shannon Stuart and Tia Schultz

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative…

Abstract

This chapter provides evidence-based assessment techniques for students with autism spectrum disorder (ASD). An overview of formative and summative assessment, innovative formative assessment strategies for students with ASD, and innovative summative assessment strategies for students with ASD are included. Discussion includes case studies and clear examples of how technology can support the assessment process. Practitioners may combine the assessment supports presented in this chapter because each support addresses more than one characteristic or need.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Article
Publication date: 24 April 2007

Sema Sakarya, Molly Eckman and Karen H. Hyllegard

Traditional market selection analysis relies on purely macroeconomic and political factors and fails to account for an emerging market's dynamism and future potential. The…

32320

Abstract

Purpose

Traditional market selection analysis relies on purely macroeconomic and political factors and fails to account for an emerging market's dynamism and future potential. The objective of this paper is to present a tool composed of four criteria specific to the preliminary assessment of emerging markets (EM) as international expansion opportunities.

Design/methodology/approach

Based on the literature pointing out the limitations of international market selection (IMS) models and the need for a specialized approach, additional criteria are introduced to assess emerging market potential. Review of prior work on internationalization, EM and market selection provided the rationale for the selected criteria. Using secondary data and primary data from a sample of 500, the proposed criteria are applied to the assessment of an emerging market for US apparel specialty retailers.

Findings

Assessment of the emerging market with the criteria introduced revealed growth and sourcing opportunities that might otherwise have been overlooked. Case application exposed strong future market potential, manageable level of cultural distance, supportive and developing local industry and positive customer receptiveness for foreign products and business. The findings illustrate the need to improve and supplement assessment criteria of traditional analysis for EM.

Research limitations/implications

Follow‐up studies validating, integrating and determining the relative importance of the criteria introduced will contribute to the development of an assessment model for EM.

Practical implications

A useful complementary tool for international marketers.

Originality/value

The paper develops the body of knowledge on IMS by addressing the shortcomings of traditional analysis and expands the two prior studies on emerging market potential.

Details

International Marketing Review, vol. 24 no. 2
Type: Research Article
ISSN: 0265-1335

Keywords

Article
Publication date: 1 April 2005

Sara Marcus

To examine whether students have higher retention rates of material when they participate in online quizzes or online alternative student‐centered assignments on the…

667

Abstract

Purpose

To examine whether students have higher retention rates of material when they participate in online quizzes or online alternative student‐centered assignments on the material presented in the F2F class.

Design/methodology/approach

Reviews the literature; and analyzes data from the implementation of both types of assessment for the online sessions of the course (student‐centered and faculty‐centered) as correlated with mid‐term and final examination scores.

Findings

A significant difference was found on both mid‐term and final examination scores by participants and non‐participants in the assessments. A significant difference was not found in the participation levels in the various assessment types. In addition, a minimal relationship was found between the assessment type and the act of participating in the assessment. The assessment type was not found to have a significant effect, though the participation in the assessment type did have an effect.

Research limitations/implications

Only two terms' worth of students, in one course, were examined. The assessments were not analyzed for equivalence in their coverage of the materials. Further research is needed on types of activities and level of participation, types of participation and level of learning, and participation scale grade rather than a yes/no method, are correlated.

Practical implications

Provides a very useful source of information, guidance, and support for instructors considering the use of online assessments in their hybrid courses.

Originality/value

This paper fulfils an identified need in the usage of alternative assessments and offers practical help to faculty teaching a theatre arts hybrid class.

Details

Campus-Wide Information Systems, vol. 22 no. 2
Type: Research Article
ISSN: 1065-0741

Keywords

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