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Download full textKaminskiene, Lina; Stasiunaitiene, Egle – Quality of Higher Education, 2013
The article identifies the validity of assessment of non-formal and informal learning achievements (NILA) as one of the key factors for encouraging further development of the process of assessing and recognising non-formal and informal learning achievements in higher education. The authors analyse why the recognition of non-formal and informal…
Descriptors: Foreign Countries, Educational Assessment, Higher Education, Validity
Direct linkParks, Amy Noelle; Schmeichel, Mardi – American Educational Research Journal, 2014
Despite the increased use of video for data collection, most research using assessment interviews in early childhood education relies solely upon the analysis of linguistic data, ignoring children's bodies. This trend is particularly troubling in studies of marginalized children because transcripts limited to language can make it difficult to…
Descriptors: Early Childhood Education, African American Students, Preschool Children, Rural Schools
Brown, Gavin T. L.; Irving, S. Earl; Peterson, Elizabeth R.; Hirschfeld, Gerrit H. F. – Learning and Instruction, 2009
This study aimed to investigate how students' conceptions of assessment relate to one another, how students define assessment, and how student conceptions of assessment relate to their definitions of assessment. A nationally representative sample of New Zealand secondary students (N = 705) responded to a 45-item Conceptions of Assessment inventory…
Descriptors: Informal Assessment, Foreign Countries, Social Environment, Evaluation Methods
Nelson Laird, Thomas F.; Smallwood, Robert; Niskode-Dossett, Amanda Suniti; Garver, Amy K. – New Directions for Institutional Research, 2009
The formal assessment of student engagement, as it has developed in recent years, is not necessarily a faculty-driven activity. Most faculty members who teach undergraduates are involved in the informal assessment of student engagement by taking attendance, observing student behaviors or expressions in class, providing feedback on assignments, and…
Descriptors: Feedback (Response), Undergraduate Study, Campuses, Student Behavior
Beirne-Smith, Mary; Riley, Tamar F. – Assessment for Effective Intervention, 2009
Accurate spelling is a complex act that requires cognitive and linguistic knowledge of the phonological, morphological, syntactical, and semantic principles of our language. Students with disabilities frequently exhibit spelling difficulties related to language learning disorders and inefficient cognitive processing. These difficulties often are…
Descriptors: Spelling, Informal Assessment, Disabilities, Student Evaluation
Dukes, Lyman L., III; Shaw, Stan F.; Madaus, Joseph W. – Assessment for Effective Intervention, 2007
The Individuals with Disabilities Education Improvement Act of 2004 mandates that students with disabilities graduating or aging out of the P-12 school system be provided with a summary of academic achievement and functional performance (SOP). The SOP should provide the student with one document that summarizes available formal and informal…
Descriptors: Documentation, Educational Assessment, Performance Based Assessment, Informal Assessment
Shermis, Mark D.; DiVesta, Francis J. – Rowman & Littlefield Publishers, Inc., 2011
"Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then…
Descriptors: Student Evaluation, Standardized Tests, Scores, Measurement
Spinelli, Cathleen G. – Reading & Writing Quarterly, 2008
Existing research indicates that there is a disproportionate number of students with cultural and linguistic differences, English Language Learners (ELL), who are misidentified as learning disabled when their problems are due to cultural and/or linguistic differences. As a consequence, these students do not receive appropriate services. With the…
Descriptors: Informal Assessment, Formative Evaluation, Second Language Learning, Cultural Pluralism
Sitlington, Patricia L. – Reading & Writing Quarterly, 2008
The transition to adult life for students with reading and writing challenges is an area that is not often addressed. The purpose of this article is to relate the informal assessment process to the broader context of high stakes assessment, high school exit exams, diploma options, and transition planning; identify the competencies needed for a…
Descriptors: Informal Assessment, Disabilities, Transitional Programs, Writing Difficulties
