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Beth Archer-Kuhn; Natalie Beltrano; Juyan Wang; Sahar Esmaeili – Journal of Teaching in Social Work, 2025
This paper reflects the results from a 3-year quantitative study in higher education on inquiry-based learning (IBL). Utilizing primary data collection in a quasi-experimental survey, we examined the impact of IBL on six cohorts of undergraduate students. We aimed to answer our main research question: Can IBL be an effective pedagogy that helps…
Descriptors: Active Learning, Inquiry, Social Work, Skill Development
Morgan L. McNair; Victoria Mondejar; Erin J. Libsack; Nicole H. Mordekai; Clark McKown; Nicole M. Russo-Ponsaran; Matthew D. Lerner – Journal of Autism and Developmental Disorders, 2025
Social problem solving (SPS) represents a social cognitive reasoning process that gives way to behavior when individuals are navigating challenging social situations. Autistic individuals have been shown to struggle with specific aspects of SPS, which, in turn, has been related to social difficulties in children. However, no previous work has…
Descriptors: Elementary School Students, Autism Spectrum Disorders, Interpersonal Competence, Social Problems
Hadfield, Kimberleigh Felix – Statistics Education Research Journal, 2023
Implementing formative assessment in large-enrollment statistics courses is recommended by mathematics and statistics education communities. Yet research maintains that large-enrollment courses employ few, if any, formative assessments, exacerbating negative attitudes toward statistics and low student achievement. This conceptual essay applies an…
Descriptors: Formative Evaluation, Introductory Courses, Statistics Education, Large Group Instruction
Hanushek, Eric A.; Luo, Jin; Morgan, Andrew J.; Nguyen, Minh; Ost, Ben; Rivkin, Steven G.; Shakeel, Ayman – National Bureau of Economic Research, 2023
A fundamental question for education policy is whether outcomes-based accountability including comprehensive educator evaluations and a closer relationship between effectiveness and compensation improves the quality of instruction and raises achievement. We use synthetic control methods to study the comprehensive teacher and principal evaluation…
Descriptors: Teacher Evaluation, Principals, Administrator Evaluation, Teacher Salaries
Joni Lämsä; Anne Virtanen; Päivi Tynjälä; Jussi Maunuksela; Pekka Koskinen – LUMAT: International Journal on Math, Science and Technology Education, 2023
Central goals of higher education in STEM domains include learning of problem solving and self-assessment skills. To achieve these goals, we propose a novel self-assessment method called the Solve-Correct-Assess-Negotiate (SCAN) method of assessing problem solving that includes both formative and summative elements. We study students' learning…
Descriptors: Problem Solving, STEM Education, Self Evaluation (Individuals), Evaluation Methods
Chahna Gonsalves – Journal of Learning Development in Higher Education, 2023
Multiple-choice quizzes (MCQs) are a popular form of assessment. A rapid shift to online assessment during the COVID-19 pandemic in 2020, drove the uptake of MCQs, yet limited invigilation and wide access to material on the internet allow students to solve the questions via internet search. ChatGPT, an artificial intelligence (AI) agent trained on…
Descriptors: Artificial Intelligence, Technology Uses in Education, Natural Language Processing, Multiple Choice Tests
Hillman, Garnet; Stalets, Mandy – Solution Tree, 2021
When designed in ways that inspire and motivate, assessment is a gift to our students. With this resource as your guide, you will embrace a fresh mindset where assessment becomes a process that propels meaningful learning for all. Authors Garnet Hillman and Mandy Stalets dive deep into how you can work individually or collaboratively to…
Descriptors: Student Evaluation, Evaluation Methods, Formative Evaluation, Summative Evaluation
Aisah Apridayani; Wei Han; Kanyanat Sakkanayok – Asian-Pacific Journal of Second and Foreign Language Education, 2024
Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to…
Descriptors: English for Academic Purposes, Writing Skills, Self Evaluation (Individuals), Second Language Learning
Alice Barana; Marina Marchisio Conte – Journal on Mathematics Education, 2024
Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully…
Descriptors: Equal Education, Sustainable Development, Socioeconomic Status, Mathematics Achievement
Alice Lesnick; Sabea Evans; Margo Schall; Alison Cook-Sather – International Journal for Students as Partners, 2024
Although assessment of student learning remains a thorny area for co-creation in education, a growing number of researchers and practitioners advocate and enact partnership in formative and summative assessment as part of equity work. In this case study, we join these efforts in reflecting on students' and our own experiences of the midterm…
Descriptors: Interpersonal Communication, Equal Education, Inclusion, Formative Evaluation
Willem C. van Wyk; Gary W. Collins; Maria M. Swanepoel – Transformation in Higher Education, 2024
Journalism's societal role hinges on effective communication, demanding proficient language skills. This study assesses a South African University of Technology's Department of Journalism, probing existing selection methods' efficacy in predicting success in two English modules. Concerns persist about these methods accurately identifying students…
Descriptors: Foreign Countries, Journalism Education, Undergraduate Students, English (Second Language)
Deidre Walker; Tena Patten; Simon Stephens – Irish Educational Studies, 2024
This study explores teachers' experiences of peer observation in a post-primary setting. We begin by reviewing the literature on the peer observation of teaching, teacher professional development, professional learning communities and reflective practice. A qualitative, inductive, multi-method case study is used. Four pairs of teachers…
Descriptors: Peer Evaluation, Observation, Teacher Evaluation, Collegiality
Tami Seifert – Journal of Educators Online, 2024
Online teaching is an inseparable part of the education system and necessitates the development of educators' abilities to integrate knowledge on assessment and techno-pedagogic knowledge to enable the intelligent use of basic online assessment methods. This study considers how the cocreation of a teamwork rubric to assess the production of a…
Descriptors: Self Evaluation (Individuals), Cooperative Learning, Electronic Learning, Scoring Rubrics
Kailea Saplan; Sam Abramovich; Peter Wardrip – Educational Technology Research and Development, 2024
Public libraries have embraced the popularity of maker education and makerspaces by integrating maker education in their program offerings, and by developing makerspaces that enable patrons to tinker and create products. But less attention has been paid to supporting librarians and maker educators in assessing the impact of these spaces. To expand…
Descriptors: Public Libraries, Design, Shared Resources and Services, Library Personnel
Katherine Maslowski; Rina Biswakarma; Michael J. Reiss; Joyce C. Harper – Health Education Journal, 2024
Objective: Most countries teach limited information about sex and reproductive health education, often concentrating on how not to get pregnant. In this study, we examine what 16- to 18-year-olds in England have learnt and their views about reproductive health education. Design: This is a mixed-methods study. An anonymous, online survey was…
Descriptors: Foreign Countries, Secondary School Students, Birth, Sex Education