A New Method for Assessing Student Knowledge
We often say that one person knows more than another about a given topic – whether the character of an acquaintance, the news headlines, or academic subjects like math, literature,…
39th annual conference (2013)
Examiners’ ICT proficiency level and attitude towards on-screen assessment of public examinations in Nigeria
In Nigeria, the West African Examinations Council (WAEC) in August 2012 launched the e-marking portfolio on a trial scale preparatory to the full-embrace of the paradigm shift towards examiners’, marking…
Dilemmas in Accommodating Candidates with Special Needs
Accommodating candidates with special needs has taken a new turn in Swaziland. With the advent of Free Primary Education, an increasing population with special access needs is emerging. This means…
Scholastic Abilities and Academic Decision-Making Patterns as Predictors of Dropout in Higher Education
This study posits a new group of factors as potential predictors of dropout in the higher education system. These factors are characteristic of the individual',s academic decision-making patterns. Specifically, we…
Contextual Factors that Affect Singapore Secondary School Teachers’ Assessment Literacy
There exist studies such as that of James and Pedder (2006), Brown (2004), Hargreaves, Earl, and Schmidt (2002) which purport to measure teachers’, assessment conceptions and practices. However, there has…
A Framework for Designing and Developing Multimedia-Based Performance Assessment in Vocational Education
Professional assessment development takes place according to a developmental framework (e.g. Downing, 2006, Mislevy, Steinberg, &, Almond, 1999) due to the complex nature of assessment development. The development of assessments…
Learning from Digital Games
Most educational publishers are developing pedagogical approaches that go beyond the walls of schools, trying to reach informal educational environments. Research supports the idea that digital games are a good…
Formative Assessment with Cognition in Mind: The Cognitively Based Assessment of, for and as Learning (CBALTM) Research Initiative at Educational Testing Service
Traditional standardized educational tests often serve a summative purpose, reporting what students know after the learning phase has been completed. In this sense, they serve as an assessment of learning,…
Online Large-Scale and High-Stakes Assessment: The Israeli Experience
Fourteen years ago, the Examination Division at the Israeli Ministry of Education started using ICT for standardized large-scale and high-stakes exams at the end of high-school. Today, thousands of high-school…
Computer-based Assessment of Collaborative Problem Solving Skills: Human-to-Agent versus Human-to-Human
In order to understand how students perform on collaborative problem solving (CPS) computer-based assessment, it is necessary to examine empirically the multi-faceted performance that may be distributed across collaboration methods.…