The role of individual feedback in (online) learning has been widely studied by researchers, but collective feedback based on quizzes and its impact on various academic outcomes has been overlooked to date. The aim of the present study was to compare the effects of displaying individual or collective feedback during an online course on students'…

Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its…

During the first lockdown due to COVID-19 pandemic, project-based learning (PBL) had to be implemented remotely. To gain knowledge on this learning context, we monitored motivation (in Self-Determination Theory framework), flow, social identification and self-rated performance during a 10-day project conducted with 281 engineering students. Final…

This article synthesises some findings of an international research project called "Know&Pol" to question the effects of the OECD's Programme for International Student Assessment (PISA) on the public debate in three European countries (France, Portugal and Scotland). Using a political science approach, it shows that Pisa did not…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…

Purposeful and strategic connections between schools, families, and communities are critical characteristics of effective middle level education. Area-based initiatives (ABIs) have been particularly visible family-school-community policy developments in recent years--especially the federally funded "Promise Neighborhoods," which attempt…

The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math…

This study aims to explain how the practice of two languages (French and Creole) in French overseas departments affects the first educational competencies acquired by children. The students' performance in both languages was investigated at the beginning of kindergarten, and their reading capacities were measured at the end of Grade 1. The data…

Over the past year, the nation's governors and state school chiefs have achieved laudable consensus around a set of math and English standards, developed voluntarily and without federal involvement through the Common Core State Standards Initiative (CCSSI). Most states have signed on to them. More recently, the states have again teamed up--this…

Since the 1980s an extensive research literature has investigated how to improve student success in higher education focusing on student outcomes such as retention, completion and employability. A parallel research programme has focused on how students engage with their studies and what they, institutions and educators can do to enhance their…

Educational assessment in France is characterized by three current themes: (1) national standards and testing of student achievement; (2) mechanisms for promoting institutional quality control; and (3) development of curriculum-integrated approaches to assessment. (SK)

A sampling of student assessment and accountability in selected countries to help put trends in the United States in perspective. Examines national student assessments in England, France, and Hong Kong. Also looks at several international collaborative assessment projects for reading literacy, mathematics, and science. (Contains 10 references.)…

Most other nations have a very different approach to measuring academic achievement at the end of high school and signaling that information to universities and other interested parties. In Australia, Denmark, England, Scotland, Finland, France, Ireland, the Netherlands, and many Canadian and German provinces, for example, high school exit…

Investigates children's development of causal explanations of success and failure. Compares two measures of causal attribution to show that the use of unipolar scales best depicts differences in causal factors used by children. Explores two hypotheses about the impact of normative context on the development of causal differentiation. (DSK)

The growing interest in assessing the quality of education outcomes can be seen in the ever-increasing frequency of use of international and national surveys (e.g., Program for International Student Assessment [PISA], the Progress in Reading and Literacy Study [PIRLS], or the Third International Mathematics and Science Study [TIMSS]). These…