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Full-Text Articles in Education
Framework For Formative Assessment Learning Strategies In Built Environment Higher Education Programmes, Lloyd Scott, Christopher Fortune
Framework For Formative Assessment Learning Strategies In Built Environment Higher Education Programmes, Lloyd Scott, Christopher Fortune
Conference papers
Formative assessment has begun to be recognized as a driving force for enhancing student learning. This paper addresses the context of Built Environment (BE) undergraduate programmes and the findings from a research project in the context of the changing Higher Education (HE) environment. The analysis of the literature on formative assessment shows that there is a common concern among the educational researchers about the function and position of assessment in HE today. The overall aim of this research is to contribute to an improvement in the quality of student learning in BE undergraduate education through the development of a theoretical …
Development And Initial Validation Of An Innovation Assessment, Jacob D. Wheadon
Development And Initial Validation Of An Innovation Assessment, Jacob D. Wheadon
Theses and Dissertations
In the past two decades, there has been an increased demand for more innovative individuals and organizations. In response to this need, a number of groups have begun to teach innovation courses to improve people's innovation skills. While many of these groups report success in helping people become more innovative, there is no way to test the effectiveness of the innovation courses. This study describes the development and initial validation of an innovation test instrument. It demonstrates how the author identified the content domain of the test and created test items. Then it describes initial validation testing of the instrument. …
A Teaching Practice Review Of The Use Of Multiple-Choice Questions For Formative And Summative Assessment Of Student Work On Advanced Undergraduate And Postgraduate Modules In Engineering, Aidan O'Dwyer
Articles
This paper reflects on, reports on and evaluates the use of multiple-choice questions, in both formative and summative assessment modes, on control engineering modules taken by advanced undergraduate and postgraduate engineering students, over four academic years. The material covered by the modules is analytical in nature. The rationale for examining the assessment strategy was the poor performance by students in a closed book traditional terminal examination on one of the advanced undergraduate modules over some years. The change in assessment strategy has improved student learning, as measured by assessment data; student feedback on the assessment methods is broadly positive. The …