In the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning. Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the…

The purpose of this study is to examine the views of the course teacher, students' and participant researcher's field notes about traditional (smart board, pen and paper, oral) and Web 2.0 supported (A Sample of Kahoot) formative assessment in 5th grade science course. The study employed case study design. The participants of the study were a…

This paper explores school principals' and teachers' views of the Italian teachers' appraisal system and related indicators. In particular, the research aimed at examining the opinions of school principals and teachers regarding the domains to be considered for teacher appraisal purposes. An investigation involving 37 school principals and 868 in…

The importance of improving teachers' use of culturally responsive practice (CRP) in the classroom setting has been widely recognized. Although quantitative data on teachers' use of CRP has potential to be a helpful decision-making tool in advancing that goal, little is known about the psychometrics of classroom-based CRP measures, their utility…

Low-stakes assessment has gained attention in recent years due to its link to enhancing learning effects and its essential role in learning evaluation. Unlike high-stakes assessments, low-stakes assessments have little or no consequences for learners' academic performance, and are designed to support the feedback-oriented learning process.…

Teachers' beliefs about students' errors are influenced by structural factors and by other beliefs towards education and students that teachers may hold. The literature on this topic has provided some evidence and some mixed results. Furthermore, some structural aspects related to errors have not been considered in framing teachers' beliefs about…

Argumentation, a key scientific practice presented in the "Framework for K-12 Science Education," requires students to construct and critique arguments, but timely evaluation of arguments in large-scale classrooms is challenging. Recent work has shown the potential of automated scoring systems for open response assessments, leveraging…

Researchers and educators have explored representations of people with marginalized identities in children's picturebooks for over 30 years. Disability has not been widely acknowledged as a marginalized identity nor explored as an aspect of diversity prevalent in classrooms. In the United States, over seven million students are identified with a…

Educators rely on a conglomeration of assessment instruments to appraise, measure, monitor, and document evidence of students' academic readiness, learning progressions, acquisition of interdisciplinary knowledge, and extensive educational needs. The Mississippi Academic Assessment Program for Mathematics (MAAP-M) and the i-Ready Assessment…

The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators…

This study aims to examine the language skills of Turkish-speaking primary school students who have learning disabilities (LD) and of their peers with typical development (TD) in comparison, by assessing these skills in the context of narration. For this, a comparative descriptive research model was used in the study. The study participants…

Along with standards describing what music students should be able to do, the National Core Arts Standards developed Model Cornerstone Assessments suggesting how teachers can measure student learning for each artistic process. This article explores the Respond Model Cornerstone Assessment. This column explains the Model Cornerstone Assessment for…

This study proposes a two-stage causal modeling with instrumental variables to mitigate selection bias, provide correct standard error estimates, and address nonnormal and missing data issues simultaneously. Bayesian methods are used for model estimation. Robust methods with Student's "t" distributions are used to account for nonnormal…

This study examines the creation and implementation of a video-based assessment of teacher knowledge of effective teaching called the Video Assessment of Teacher Knowledge (VATK). The VATK was developed with the intention of creating an easily administered, standardised assessment that can potentially provide information on teacher candidate…

This dissertation comprises two articles. In the first article, I review and synthesize literature on how prospective teachers (PTs) might evaluate students' mathematical thinking as manifested in written work. After defining evaluation, I argue that evaluating students' thinking in productive ways is both necessary and desirable within the…