The purpose of this paper is to explore the nature of the scholarly literature between 2016 and 2023 on the impact of classroom technology on higher education instructors' assessment practices through the lens of the assessment design in a digital world framework (Bearman et al., 2022). Specifically, the paper focuses on (a) describing the…

Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science…

Few studies have been conducted to investigate the ethical perspectives of in-service teachers on assessment issues cross-culturally. The purpose of the study was to investigate the ethical judgment by in-service teachers in the United States and China on twenty scenarios of student assessment practices. In the spring of 2020, 130 American…

Integrating literacy in science and mathematics learning and teaching has been an ongoing endeavour. There are frameworks developed to guide teachers' practices, but little is reported on assessing literacy simultaneously with scientific or mathematical content knowledge. We reviewed the literature on assessing literacy in science and mathematics…

There are many varied approaches to involving parents in assessment, but a coherent knowledge base is lacking. To gain a deeper understanding of the role of parental involvement in student learning, we accessed journal articles from three databases following the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses"…

Despite the substantial shifts in education to align classroom instruction and assessment to common academic standards, traditional grading practices remain largely associated with longstanding beliefs and practices. Research suggests that traditional grading may be an inequitable practice that inaccurately communicates student learning (Plourde,…

This study examined differences in the assessment criteria used by the USA and Spanish university instructors to assign course grades. The US sample included two hundred and fifty course syllabi (159 from universities and 91 from 4-year colleges) developed by randomly selected instructors from five academic disciplines (education, math, science,…

Classroom assessment dynamics are shaped by individual and local understandings of assessment (assessment micro-cultures), as well as common assessment beliefs and practices that stem from system-wide features, such as large-scale testing (assessment macro-cultures). Teachers' approaches to assessment reveal how they navigate assessment micro- and…

Social semiotic discussions about the role played by representations in effective teaching and learning in areas such as physics have led to theoretical proposals that have a strong common thread: in order to acquire an appropriate understanding of a particular object of learning, access to the disciplinary relevance aspects in the representations…

The purpose of this study is to investigate the use of both formative and summative assessment in Taiwan and the United States. The focus is on the comparisons between undergraduate and graduate students and between U.S. and Taiwanese students in their attitudes toward the use of assessment in higher education. Responses from 349 undergraduate and…

In this paper, the authors discuss their experiences with ungrading at a small public university in the U.S. and a large public university in Germany. The courses described are Calculus 1 and a content course for pre-service secondary teachers of mathematics. The professors teach differently: one with lecture, the other with inquiry-based…

Teachers of students with disabilities require a vast set of knowledge and skills for effective practice. While preparation programs provide a broad array of content and experiences through course work and guided practice, the wide scope of knowledge and skills required for beginning teachers, in conjunction with increased accessibility to online…

Currently, computer-based tests are widely used in large-scale assessments in education. However, the effective participation of people with visual impairments (PwVI) through the use of Assistive Technologies (ATs) to take these tests equitably and independently is an open challenge, particularly in countries with high social inequality, as…

This report uses data from the RAND Corporation's American Educator Panels to understand the state of infrastructure to support elementary social studies instruction during the 2021-2022 school year. The report is focused at the elementary (specifically, kindergarten through grade 5 [K-5]) level because the authors hypothesized that infrastructure…

This research aimed at evaluating the development and use of low-cost affective domain assessment instruments, culminating with personal and group characterization of representative global information technology (IT) professional values. Values and valuing are a compelling component of Bloom's affective domain of learning for engineering…