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Thinking in Possibilities: Unleashing Cognitive Creativity through Assessment in a Problem-Based Learning Environment
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Servant, Virginie F. C.; Noordzij, Gera; Spierenburg, Emely J.; Frens, Maarten A. – Journal of Problem Based Learning in Higher Education, 2015
This paper addresses the way in which students' cognitive creativity and the construction of meaning could be fostered by means of assessment in a Problem-based learning programme. We propose that a dual assessment structure within such a programme through examinations and coursework assignments could ensure the acquisition of a foundational…
Descriptors: Foreign Countries, Problem Based Learning, Cognitive Processes, Creativity
Analysing Tests of Reading and Listening in Relation to the Common European Framework of Reference: The Experience of The Dutch CEFR Construct Project
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Alderson, J. Charles; Figueras, Neus; Kuijper, Henk; Nold, Guenter; Takala, Sauli; Tardieu, Claire – Language Assessment Quarterly, 2006
The Common European Framework of Reference (CEFR) is intended as a reference document for language education including assessment. This article describes a project that investigated whether the CEFR can help test developers construct reading and listening tests based on CEFR levels. If the CEFR scales together with the detailed description of…
Descriptors: Test Content, Listening Comprehension Tests, Classification, Test Construction
Will that Be on the Test? Perceived Task Demands and Test Performance in a Classroom Context
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Broekkamp, Hein; Van den Bergh, Huub; Van Hout-Wolters, Bernadette H. A. M.; Rijlaarsdam, Gert – European Journal of Psychology of Education, 2002
Departing from a realistic classroom context, this study focuses on the relationship between students' perception of task demands and their learning performance. History teachers (N=20) and their 11th-grade students (N=375) rated the relative importance of sections of an instructional text on which teachers would be giving a test. In addition,…
Descriptors: Student Attitudes, Grades (Scholastic), Academic Achievement, Test Content
Assessing Test Validity through the Use of Teachers' Judgments.
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Dolmans, Diana H. J. M.; And Others – 1992
A method was developed for assessing the extent to which a test reflects the topics addressed in the problems presented in a problem-based learning environment (curriculum validity). The intended curriculum for a unit from the second year of medical school at the University of Limburg in Maastricht (Netherlands) was analyzed, and an 132-item topic…
Descriptors: Achievement Tests, College Curriculum, Content Analysis, Educational Objectives