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Elgort, Irina – Language Teaching, 2022
What does it mean to learn a word? How can we tell when a sequence of letters or sounds becomes a word in the mind of the learner? While many second language (L2) vocabulary teaching and learning studies continue to use traditional vocabulary tests to measure learning (such as multiple choice, translation, gap-fill), these measures tend to come…
Descriptors: Vocabulary Development, Second Language Learning, Student Evaluation, Evaluation Methods
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Hong, Quan Nha; Bouix-Picasso, Julien; Ruchon, Christian – Education for Information, 2022
Critical appraisal of evidence is performed to assess its validity, trustworthiness and usefulness in evidence-based practice. There currently exists a large number and variety of critical appraisal tools (also named risk of bias tools and quality assessment instruments), which makes it challenging to identify and choose an appropriate tool to…
Descriptors: Evaluation Methods, Online Catalogs, Literature Reviews, Evaluation Criteria
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Darr, Charles – set: Research Information for Teachers, 2022
Approaching assessment from an end-to-end perspective helps with appropriate assessment selection, design, and practice. Thinking in terms of end-to-end reminds teachers to keep in sight the aspirations (or ends) associated with any assessment activity. It also helps teachers to consider how to integrate assessment activities and capabilities into…
Descriptors: Student Evaluation, Evaluation Methods, Test Selection, Standards
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Ping-Lin Chuang – Language Testing, 2025
This experimental study explores how source use features impact raters' judgment of argumentation in a second language (L2) integrated writing test. One hundred four experienced and novice raters were recruited to complete a rating task that simulated the scoring assignment of a local English Placement Test (EPT). Sixty written responses were…
Descriptors: Interrater Reliability, Evaluators, Information Sources, Primary Sources
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Mohammad Ahmadi Safa; Bahare Nasiri – Language Testing in Asia, 2025
Studies have confirmed that fair assessment practices in educational contexts affect learners' motivation, self-regulation, and above all teacher credibility, yet the concept has been subject to educational stakeholders' diverse outlooks and perspectives. On this basis, this study delves into the high school English as Foreign Language (EFL)…
Descriptors: Student Evaluation, High School Teachers, Evaluation Methods, English (Second Language)
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Thippayacharoen, Thanakrit; Hoofd, Chonlatee; Pala, Napat; Sameephet, Banchakarn; Satthamnuwong, Bhirawit – LEARN Journal: Language Education and Acquisition Research Network, 2023
Research on English Medium Instruction (EMI) is rapidly increasing and well-documented worldwide; however, recent studies in EMI have given less emphasis on assessments in EMI classrooms. Indeed, assessment plays a significant role in informing teaching and learning competencies, but what to assess and how to assess are questions which have been…
Descriptors: Language of Instruction, English (Second Language), Second Language Learning, Second Language Instruction
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Mona Najjarpour; Esmaeel Ali Salimi – International Journal of Language Testing, 2024
While the potential of Dynamic Assessment (DA) and its variants (Computerized Dynamic Assessment (CDA) and Group Dynamic Assessment (GDA)) for EFL classrooms has been recognized, there is a lack of research on its practical implementation compared to the well-established field of Summative Assessment (SA). Thus, the objective of this qualitative…
Descriptors: Summative Evaluation, English (Second Language), Second Language Learning, Second Language Instruction
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Kevin Whiteacre – Intersection: A Journal at the Intersection of Assessment and Learning, 2024
High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence…
Descriptors: Behavioral Objectives, Educational Objectives, Outcome Measures, Student Evaluation
Kendra M. Johns – ProQuest LLC, 2024
The purpose of this qualitative study was to determine if teacher perceptions of dyslexia accommodations affect the proper implementation of accommodations in the testing process with a focus on formative and summative assessments. The following research question and sub-questions guided the study: What are the perceptions of teachers regarding…
Descriptors: Academic Achievement, Middle School Students, Students with Disabilities, Dyslexia
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Ruoxuan Li; Lijuan Wang – Grantee Submission, 2024
Causal-formative indicators are often used in social science research. To achieve identification in causal-formative indicator modeling, constraints need to be applied. A conventional method is to constrain the weight of a formative indicator to be 1. The selection of which indicator to have the fixed weight, however, may influence statistical…
Descriptors: Social Science Research, Causal Models, Formative Evaluation, Measurement
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Mansi Wadhwa; Jingwen Zheng; Thomas D. Cook – Review of Educational Research, 2024
Clearinghouses set standards of scientific quality to vet existing research to determine how "evidence-based" an intervention is. This paper examines 12 educational clearinghouses to describe their effectiveness criteria, to estimate how consistently[underlined] they rate the same program, and to probe why their judgments differ. All the…
Descriptors: Clearinghouses, Standards, Evaluation Criteria, Reliability
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Sin Wang Chong; Tingjun Lin – Assessment & Evaluation in Higher Education, 2024
Feedback provided by peer reviewers plays a pivotal role in any journal peer-review model. Peer-review feedback helps authors reconsider their manuscripts in a new light and improve their work before it is published. While there is a wealth of knowledge and empirical evidence focusing on effective feedback practices in educational settings, there…
Descriptors: Peer Evaluation, Feedback (Response), Journal Articles, Authors
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Thuy Thi-Nhu Ngo; Howard Hao-Jan Chen; Kyle Kuo-Wei Lai – Interactive Learning Environments, 2024
The present study performs a three-level meta-analysis to investigate the overall effectiveness of automated writing evaluation (AWE) on EFL/ESL student writing performance. 24 primary studies representing 85 between-group effect sizes and 34 studies representing 178 within-group effect sizes found from 1993 to 2021 were separately meta-analyzed.…
Descriptors: Writing Evaluation, Automation, Computer Software, English (Second Language)
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Erica Litke; Amber Candela; Melissa Boston; Leslie Dietiker – ZDM: Mathematics Education, 2024
When analyzing instructional quality in mathematics, observational measures can consider domain-specific instructional approaches (e.g., effective teaching of mathematics) and content-focused practices (e.g., effective teaching of a specific mathematical topic). In this study, we analyze lesson videos from secondary algebra classrooms using two…
Descriptors: Educational Quality, Mathematics Instruction, Algebra, Feedback (Response)
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Rossío Barrios-Ipenza; Arturo Calvo-Mora; José L. Roldán; Rafael Miranda Ayala – Quality in Higher Education, 2024
Graduate higher education coverage has expanded worldwide due to globalisation, the demand for more specialised human resources and online education, exacerbated by the COVID-19 pandemic. This article validates an evaluation model of academic service quality in graduate studies that integrates HiEduQual instruments with the Kano method for…
Descriptors: Foreign Countries, Universities, Graduate Study, Educational Quality
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