Decades of research indicate that formative assessment promotes achievement (Black & Wiliam, 1998a; Hattie & Timperley, 2007) and that we must learn more about how to implement formative assessment effectively in higher education settings (Bennett, 2011; Kingston & Nash, 2011; Morris et al., 2021) where most instructors deliver…

This article presents a comprehensive exploration of ipsative and sociomaterial assessment methodologies, dissecting their theoretical frameworks, practical implementations, and the resultant effects on educational paradigms. The purpose of this article is to introduce a combined ipsative-sociomaterial assessment framework for science education at…

Over the past two decades, self-regulation has captured the attention of researchers in language learning. It is an acknowledged fact that self-regulated learners' performance surpasses those who are not self-regulated. In an educational context, assessment is one of the major factors which increase or decrease the level of self-regulation. The…

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…

The main objective of this study is to revise and validate the assessment of self-presentation skills of middle school students. The assessment is based on existing self-assessment scales and adaptively modified for a more accurate assessment of middle school students' self-presentation skills. Considering the characteristics of middle school…

The university supervisor's role is to evaluate student teachers during the field experience process. The processes for onboarding and evaluation of university supervisors vary widely at universities in the United States but are determined, in part, by the data collection requirements of the programmatic accreditation process. An interview study…

In this work, the authors document an expansion of the Public Speaking Competency Rubric (PSCR). First developed in 2012 by Schreiber, et al., the original rubric has only one item related to non-verbal communication. The authors of this work expanded the rubric to include 10 items related to the non-verbal aspects of public speaking and had it…

Instructional strategies employing complex problem-solving examine how learners represent the problem space and argue for decisions. Unlike problems with few solutions (e.g., multiple choices), instructors struggle to evaluate solutions to ill-structured problems quickly and consistently across students. This prevents instructors to provide timely…

A peer-assessment system provides a structured learning process for students and allows them to write textual feedback on each other's assignments and projects. This helps instructors or teaching assistants perform a more comprehensive evaluation of students' work. However, the contribution of peer assessment to students' learning relies heavily…

This study investigated the beliefs and practices of university lecturers around assessment theories and their links with teaching practices. Given the discrepancies in the literature, the research explored the gap in theoretical understandings of summative and formative assessment and the relationship between them, as well as the relationship…

The theory of formative assessment highlights the importance of ipsative assessment, which uses internally generated criteria and goals to compare students' performance with their past performance. This study designed a formative ipsative assessment practice as part of inquiry learning in high school and clarified its significance and challenges.…

Educators are faced with many decisions regarding supporting students' writing. While writing achievement and curriculum-based measure scores provide numbers that are important for high-stakes decisions like determining special education eligibility, they do not provide educators with information on a student's explicit instruction needs. Written…

Assessment in higher education is a complex path to navigate, with unexpected twists and turns. Although many studies project the positive outcomes of assessment for learning, the outcomes do not always match the intention. Even when formative assessment is well-planned, the implementation may take such a toll, leaving a lecturer physically…

Assessment literacy is the knowledge and skills one needs to develop and practice in order to investigate what students know and can do, interpret the results of assessment, and use such results to decide how to improve learning effectively. This study explored pre-service teachers' assessment literacy and the implications thereof for the teaching…

Science, Technology, Engineering, and Math (STEM) skills are increasingly required of students to be successful in higher education and the workforce. Therefore, modeling assessment outcomes accurately, often using more types of student data to get a complete picture of student learning, is increasingly relevant. The Program for International…