Many contemporary analyses criticise metrics-based evaluation in the higher education context as a neoliberal technology, notwithstanding the different national contexts and organisational topographies in which metrics are used. This Anglo-German study offers a comparative exploration of the role of metrics in two contrasting cases: highly…

Remote online second language (L2) writing instruction, in general, and remote online L2 writing assessment, in particular, require a holistic structural approach that results in improving students' L2 writing, as well as offering an authentic and fair assessment of students' L2 writing performance. The study described in this paper employed a…

This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through…

While high-stakes testing has influenced music teacher evaluation, evidence of music teacher agency influencing the policy process has been scarce. One notable exception is the Tennessee Fine Arts Portfolio Model (TNFAPM), designed by music teachers in Tennessee as an alternative to music teacher evaluations that have been based, at least in part,…

Teacher evaluation has been closely tied to professional development. In special education, professional development experiences are meant to promote special educator learning and implementation of high leverage practices. Yet, the connection between teacher evaluation outcomes and professional development decisions of special educators is largely…

Students with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The…

This research explores Iranian teachers' and students' attitudes toward using e-portfolios for speaking assessment in an institutional context. This qualitative study involved 12 intermediate students as well as 14 EFL teachers at an English language institute (Safir) in Tehran, Iran. Data were gathered through interviews and focus group…

This paper reports on the findings of a baseline study focusing on teachers' understanding of classroom assessment, their assessment practices, and implications for professional development. Specifically, the study explored English language teachers' perceptions of classroom assessment practices, the student's expectations of assessment feedback,…

This study investigated English as a Foreign Language (EFL) teachers' beliefs concerning the use of an AI grading tool (CoGrader) for essay scoring and feedback. The study also explored the factors which contributed to those beliefs. EFL teachers (n = 10) from public universities (n = 3) in Saudi Arabia participated in this study. The study…

The problem addressed through this study is the lack of understanding of the instructional faculty members' perspectives at southeastern university (SEU, pseudonym) on the strengths and professional activities for improvement of professional development program. The purpose of this study was to investigate how instructional faculty members at SEU…

Teachers play a critical role in deciding what curricula are used in their classrooms. We examine the factors that teachers describe as influencing their sustainment or discontinuation of a literacy curriculum, "Zoology One," following their participation in a randomised controlled trial (RCT) examining the curriculum's efficacy. This…

Using evidence of student thinking and performance is crucial to enacting ambitious science teaching because intimate, formative data can be responsive to student ideas about science. However, narratives and policies about assessment and data use do not always position teachers to draw on the breadth and variety of evidence from the classroom to…

Formative assessment and related processes continue to prove to be a high-leverage instructional practice that has potential to support all learners, especially those who demonstrate misconceptions with significant mathematics concepts. Teachers use formative assessment practices in varied ways and share different perspectives of the value of…

The article is aimed at the studies of the assessment practices currently applied in translation training at Ukrainian universities in the context of cutting-edge trends and dispositions in translator's education observed worldwide. They include the synergism of both evaluative and formative assessment, the extensive use of diverse assessment…

This study investigated the relationships between Iranian EFL teachers' conceptions of assessment and their self-efficacy. For this purpose, 154 Iranian EFL teachers were selected through purposeful sampling and completed the 27-item teachers' conceptions of assessment scale (TCoA) (Brown, 2006), and the 24-item teachers' self-efficacy scale…