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Liesbeth K. J. Baartman; Kathleen M. Quinlan – Perspectives: Policy and Practice in Higher Education, 2024
We argue that assessment and feedback practices in higher education need to be transformed to better address three purposes: "promoting" learning, "assuring" assessment rigour, and "communicating" students' employability. To address shortcomings in the current assessment and feedback culture, we propose programmatic…
Descriptors: Feedback (Response), Student Evaluation, Foreign Countries, Learning
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Gys-Walt Van Egdom; Iris Schrijver; Heidi Verplaetse; Winibert Segers – Interpreter and Translator Trainer, 2024
This article explores the impact of collaboration on target text quality in translator training. By comparing team translations with those by individual peers, and analysing the highest and lowest scoring teams, the authors aimed to understand the impact of collaboration on quality. The comparison indicates that translations in a skills lab…
Descriptors: Foreign Countries, College Students, Translation, Cooperative Learning
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M. E. De Vos; L. K. J. Baartman; C. P. M. Van der Vleuten; E. De Bruijn – Journal of Vocational Education and Training, 2024
The assessment of workplace learning by educators at the workplace is a complex and inherently social process, as the workplace is a participatory learning environment. We therefore propose seeing assessment as a process of judgment embedded in a community of practice and to this purpose use the philosophy of inferentialism to unravel the judgment…
Descriptors: Vocational Education, Workplace Learning, Communities of Practice, Foreign Countries
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Jitske de Vries; Roos Van Gasse; Marieke van Geel; Adrie Visscher; Peter Van Petegem – European Journal of Teacher Education, 2024
Two aspects of formative assessment practices in the Dutch and Flemish educational context were explored: the degree to which secondary mathematics teachers implement a variety of assessment techniques in their classrooms, and the extent to which their students are involved in assessment practices. By developing profiles based on the combination…
Descriptors: Profiles, Student Participation, Student Evaluation, Evaluation Methods
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Spiegel, Tali; Nivette, Amy – Assessment & Evaluation in Higher Education, 2023
This study investigates the relationship between take-home (open-book) examinations (THE) and in-class (closed-book) examinations (ICE) on academic performance and student wellbeing. Two social science courses (one bachelor and one master) were included in the study. In the first cohort (2019), students from both courses performed an ICE, whereas…
Descriptors: Test Format, Tests, Academic Achievement, Retention (Psychology)
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Pablo Bezem; Anne Piezunka; Rebecca Jacobsen – Leadership and Policy in Schools, 2024
In an era of test-based accountability, school inspections can offer a more nuanced understanding of why schools fail. Yet, we have limited knowledge of how inspectors arrive at their decisions on school quality. Analyzing inspectors' decision-making can reveal the underlying views regarding school accountability and open opportunities for school…
Descriptors: Inspection, Decision Making, Accountability, Institutional Evaluation
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Christel H. D. Wolterinck-Broekhuis; Cindy L. Poortman; Kim Schildkamp; Adrie J. Visscher – Educational Assessment, Evaluation and Accountability, 2024
Many schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch…
Descriptors: Student Evaluation, Student Attitudes, Mathematics Education, Foreign Countries
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Arts, J. G.; Jaspers, M.; Joosten-ten Brinke, D. – Cogent Education, 2021
Feedback can be effective to student learning if the feedback practice meets several success criteria. It appears, however, that it is not easy to put insights from theory into practice. Using a cover sheet to provide structured feedback may provide a solution. Just how cover sheets influence feedback practice is, however, still largely unknown.…
Descriptors: Written Language, Feedback (Response), Student Evaluation, Evaluation Methods
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de Vries, Jitske A.; Dimosthenous, Andria; Schildkamp, Kim; Visscher, Adrie J. – School Effectiveness and School Improvement, 2023
Assessment for learning (AfL) can facilitate students' development of metacognition. However, teachers often struggle with the implementation of AfL in their classroom. The dynamic approach can help teachers develop professionally in the complex competency that is AfL. The dynamic approach is based on four principles: (a) addressing the…
Descriptors: Secondary School Students, Metacognition, Secondary School Teachers, Mathematics Teachers
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Norbert G. C. Huyer; Jeroen Dikken; Ellen Sjoer; R. I. Hutter; Anne Venema; Peter G. Renden – Higher Education Studies, 2024
The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and…
Descriptors: Student Evaluation, Evaluation Methods, Student Attitudes, Teacher Attitudes
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Kaskens, Jarise; Segers, Eliane; Goei, Sui Lin; van Luit, Johannes E. H.; Verhoeven, Ludo – Mathematics Teacher Education and Development, 2023
In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic…
Descriptors: Elementary School Teachers, Grade 4, Mathematics Instruction, Faculty Development
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Winstone, Naomi E.; Ajjawi, Rola; Dirkx, Kim; Boud, David – Studies in Higher Education, 2022
The increasing prominence of neoliberal agendas in international higher education has led to greater weight being ascribed to student satisfaction, and the national surveys through which students evaluate courses of study. In this article, we focus on the evaluation of feedback processes. Rather than the transmission of information from teacher to…
Descriptors: Feedback (Response), National Surveys, Student Surveys, Student Satisfaction
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Sudakova, Natalia E.; Savina, Tatyana N.; Masalimova, Alfiya R.; Mikhaylovsky, Mikhail N.; Karandeeva, Lyudmila G.; Zhdanov, Sergei P. – Education Sciences, 2022
Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease…
Descriptors: Computer Assisted Testing, Formative Evaluation, Higher Education, Bibliometrics
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Arensman, Bodille – American Journal of Evaluation, 2020
Advocacy outcomes are not self-evident. Identifying advocacy outcomes is extremely difficult because they are often intangible, arising from (personal) interactions, and they are not always traceable. This challenges conventional evaluation methods, which is recognized in the advocacy evaluation literature. However, current evaluation methods…
Descriptors: Advocacy, Outcome Measures, Objectives, Evaluation Methods
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Kasja Weenink; Noelle Aarts; Sandra Jacobs – Assessment & Evaluation in Higher Education, 2024
Student evaluations of courses and teaching (SETs) are used for various purposes, are omnipresent in academic teaching, and cause tensions within universities. Their analytical power is contested, and specific uses are problematised for negative effects on lecturers and academic relationships. This interpretive interview study addresses how…
Descriptors: College Students, Research Universities, Educational Policy, Foreign Countries
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