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Mbwile, Beni; Ntivuguruzwa, Celestin; Mashood, K. K. – African Journal of Research in Mathematics, Science and Technology Education, 2023
This study aimed at exploring the understanding of concept inventories for classroom assessment by physics tutors and pre-service teachers in selected diploma teachers' training colleges in Tanzania. The study employed a qualitative research approach and a case study design. Eight physics tutors and 20 second-year pre-service physics teachers from…
Descriptors: Foreign Countries, Science Teachers, Preservice Teachers, Physics
Dettman, Shani; Choo, Dawn; Au, Agnes; Luu, Amy; Dowell, Richard – Journal of Speech, Language, and Hearing Research, 2021
Purpose: This retrospective study aimed to amass large data sets to enable statistical comparisons of communication outcomes for infants receiving cochlear implants (CIs) before 9 months of age compared to groups who received their first CI between 9 months and 3.5 years of age. Method: Speech perception scores and experienced clinicians'…
Descriptors: Auditory Perception, Speech Communication, Hearing Impairments, Infants
Newton, Paul E. – Research Papers in Education, 2022
There are two major myths concerning A level exam standards in England. First, the Ancient Myth, which insists that standards were norm-referenced until the 1980s, when they transitioned to being criterion-referenced. Second, the Modern Myth, which insists that standards transitioned again, during the 2010s, to being based upon the comparable…
Descriptors: Foreign Countries, Misconceptions, Exit Examinations, Norm Referenced Tests
Heather Ann Medve – ProQuest LLC, 2023
For over a century, teacher-centered learning occurred as the most prominent method of teaching students (Medve, 2023). The student-centered classroom provides students the opportunity to focus their learning on curriculum which is interesting to them. "Problem-Based learning (PBL) is a type of student-centered learning heavily influenced by…
Descriptors: Problem Based Learning, High School Students, Student Centered Learning, Norm Referenced Tests
Jennifer Louise Berne – ProQuest LLC, 2023
This study assessed the impact of COVID-19 on secondary teachers' assessment, grading, and reporting practices in south Florida. The study included a review of the literature on the history of traditional versus criterion-based grading and reporting; accountability and equity in grading prior to COVID-19; challenges in implementing alternative…
Descriptors: Grading, COVID-19, Pandemics, Secondary School Teachers
Setlhomo Koloi-Keaikitse; Anne Traynor – Cogent Education, 2023
As teachers implement a diverse repertoire of assessment methods to gather information about students' progress, they may recognise shortfalls in their own assessment skills. These perceived growth areas may be productive targets for future professional learning. To quantify any discrepancies between teachers' self-reported assessment use needs…
Descriptors: Foreign Countries, Evaluation Methods, Student Evaluation, Public School Teachers
Jingxuan Liu; Michelle Wong; Bridgette Hard – Journal of the Scholarship of Teaching and Learning, 2024
The present study examined how information about different grading systems affects students' course expectations, particularly in ways that may have downstream consequences for learning and other academic outcomes. In an online experiment using a preregistered design, we prompted two samples of current and recent college students (N = 547) with a…
Descriptors: Norm Referenced Tests, Criterion Referenced Tests, Grading, Student Attitudes
Chloe Wasendorf; Joshua W. Reid; Rebecca Seipelt-Thiemann; Z. T. Grimes; Brock Couch; Nick T. Peters; Julia Massimelli Sewall; Audrey L. McCombs; Patrick I. Armstrong; Nancy Boury – Journal of Biological Education, 2024
Most biology undergraduates learn about mutations in multiple classrooms throughout their college career. Understanding personalised genome test results, genome editing controversies, and the appearance of new variants of viruses or antibiotic resistant bacteria all require foundational knowledge about mutations. However, the abstract nature of…
Descriptors: Test Construction, Test Validity, Criterion Referenced Tests, Biology
Sternberg, Robert J.; Chowkase, Aakash; Parra-Martinez, Fabio Andres; Landy, Jenna – Journal of Intelligence, 2022
Criterion-referenced testing is usually applied to the assessment of achievement. In this article, we suggest how it can also be applied to the assessment of adaptive intelligence, that is, intelligence as adaptation to the environment. In the era of the Anthropocene, we argue that adaptive intelligence is what is most important not only for…
Descriptors: Criterion Referenced Tests, Intelligence Tests, Intelligence, Intelligence Quotient
Privette, Chelsea; Fabiano-Smith, Leah – EBP Briefs (Evidence-based Practice Briefs), 2023
Clinical Question: Would a bilingual preschooler with suspected speech sound disorder (P) be more accurately diagnosed via an assessment approach that integrates sociolinguistic information (I) or via standardized assessment with traditional scoring modifications (C) as shown by diagnostic compatibility with the converging concern approach (O)?…
Descriptors: Preschool Children, Speech Impairments, Clinical Diagnosis, Phonetics
Mamba, Maria; Tamayao, Antonio; Vecaldo, Rudolf – International Journal of Education and Practice, 2020
The graduation of the first two batches of the Filipino senior high school (postsecondary) graduates calls for an examination of their college readiness since admission to tertiary education is one of the curricular exits of the K to 12 Program. Using the College Readiness Test (CRT) as a criterion-referenced measure, this study determined the…
Descriptors: College Readiness, Foreign Countries, High School Graduates, Criterion Referenced Tests
Townsley, Matt; Schmid, David – Journal of Competency-Based Education, 2020
Due to a lack of buy-in from multiple stakeholder groups, institutions of higher learning may struggle to reorient their entire course and program offerings to embrace the full breadth of competency-based education. One such way of overcoming these systematic issues to make incremental progress toward competency-based education is to consider…
Descriptors: College Faculty, Competency Based Education, Grading, Mastery Learning
Rivers, Michelle L. – Educational Psychology Review, 2021
Over a century of research has established practice testing as a highly robust learning strategy that promotes long-term retention. However, learners do not always appreciate the benefits of testing for memory and do not use it as effectively as they could during their own self-regulated learning. The goal of this review is to identify common…
Descriptors: Metacognition, Learning Strategies, Retention (Psychology), Decision Making
Salmani Nodoushan, Mohammad Ali – Online Submission, 2021
This paper follows a line of logical argumentation to claim that what Samuel Messick conceptualized about construct validation has probably been misunderstood by some educational policy makers, practicing educators, and classroom teachers. It argues that, while Messick's unified theory of test validation aimed at (a) warning educational…
Descriptors: Construct Validity, Test Theory, Test Use, Affordances
Ward, Brooke; Collet, Vicki; Eilers, Linda – Research Papers in Education, 2022
This study considers a contextualized approach to grammar instruction, asking: "Does embedded instruction using published authors as mentors improve grammar and usage for young writers?" Twenty-three students in one second-grade classroom participated. Students were taught grammar conventions through use of mentor texts for 45 minutes a…
Descriptors: Grammar, English Instruction, Writing Instruction, Elementary School Students