Learning outcomes and assessment frameworks guide educators in curricular decisionmaking, impact assessment, gap identification, and equity evaluation, aligning with anticipated learning objectives. Common frameworks include Bloom's taxonomy, Kirkpatrick's model, Fink's taxonomy, and Moore's Outcomes model. The authors identified a lack of focus…

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…

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,…

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"…

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…

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…

Generative artificial intelligence (GenAI) impacts higher education assessment and learning outcomes, which are closely related and intertwined. Literature suggests that educators and researchers have many varied concerns regarding student assessment in the higher education GenAI context, such as how to assess students' learning and the new…

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…

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…

The purpose of this study was to compare pre-service teachers' views of ethical issues in assessment practices in the US and China. Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China. Results indicated that the inclusion of effort in grading is a key issue for the pre-service…

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Family Engagement." Contents include: (1) Solving the Digital Divide Requires…

Research indicates that several factors variably influence teachers' approaches to classroom assessment. Building on previous assessment literacy research, this study empirically examines variability in teachers' approaches to classroom assessment across a set of dimensions including their conceptions of assessment purposes, processes, fairness,…

Assessment of students' work in Virtual Exchange (VE) frequently focuses on their participation in the activities and may also include an evaluation of students' learning. In this chapter, we discuss a two-sided approach to assessing students' work in an intercultural VE project. On the one hand, we evaluated students' engagement in the exchange…

Classroom assessment has become a cornerstone of today's standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers' approaches to assessment. The primary purpose of this research was to use a new instrument predicated on…