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Articles 61 - 65 of 65
Full-Text Articles in Education
Monitoring Trends In Educational Growth Class 6 School Principal Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan: Source Version - English, Australian Council For Educational Research (Acer)
Monitoring Trends In Educational Growth Class 6 School Principal Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan: Source Version - English, Australian Council For Educational Research (Acer)
Monitoring Trends in Educational Growth (MTEG)
This school context questionnaire for year 6 principals in Afghanistan, is produced by ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the principal and his/her school.
Measuring Teachers' Knowledge And Use Of Data And Assessments: Creating A Measure As A First Step Toward Effective Professional Development, Courtney Vidacovich
Measuring Teachers' Knowledge And Use Of Data And Assessments: Creating A Measure As A First Step Toward Effective Professional Development, Courtney Vidacovich
Electronic Theses and Dissertations
Current teaching standards and practices are dictated, at least in part, by state- and district-mandated standardized tests. Yet, despite being surrounded by data, teachers receive only basic trainings on how to use assessments. In reality, teachers use data and assessments daily--even minute by minute--through the assessment process, which uses multiple data sources to make informed decisions on student learning and teaching practices. A measure was needed to understand how the policies and expectations from schools, districts, and states compare with actual classroom practices. The teachers Knowledge and Use of Data and Assessment (tKUDA) measure was designed to do just that. …
Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch
Feedback, Iterative Processing And Academic Trust - Teacher Education Students' Perceptions Of Assessment Feedback, Susan E. Davis, Joanne M. Dargusch
Australian Journal of Teacher Education
Abstract: Feedback and reflective processes play an important role in learning with both teachers and students required to play active roles. The importance of feedback processes and practices takes on an added dimension in the field of teacher education as the assessment and feedback processes are also professional practices that students themselves will be enacting in their professional roles. To this end, feedback provides opportunities for students to develop their own professional assessment literacy but also draws attention to the role of the teacher-education lecturer or assessor and the roles and relationships involved. This article reports on a research study …
Fijian Teachers' Conceptions Of Assessment, Hem Chand Dayal, Govinda Ishwar Lingam
Fijian Teachers' Conceptions Of Assessment, Hem Chand Dayal, Govinda Ishwar Lingam
Australian Journal of Teacher Education
Abstract: Teacher’s conceptions are important as they have a strong influence on their professional practices. This study set out to explore Fijian teacher’s conceptions of assessment. Seventy teachers enrolled in an assessment course at a university in Fiji were involved in this study. Data was collected by asking teachers to write a reflection on assessment. The reflective exercise contained four open-ended items. Data was analyzed qualitatively. The results indicate that Fijian pre-service teachers generally held an assessment of learning view, while majority of in-service teachers see assessment as formative.
An Evaluation Of Math Assessment Policy Process In A Southwestern School District, Alicia O'Brien
An Evaluation Of Math Assessment Policy Process In A Southwestern School District, Alicia O'Brien
Walden Dissertations and Doctoral Studies
An Evaluation of Math Assessment Policy Process in a Southwestern School District
by
Alicia Taber O'Brien
EdS, Walden University, 2011
MA, Western Governors University, 2004
BS, New Mexico State University, 1994
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Teacher Leadership
Walden University
September 2015
This project study addressed the lack of evaluation of a math assessment policy in a rural elementary school district in the southwestern United States. This district implemented a math assessment policy in the spring of 2005, yet no evaluation had been conducted to determine whether the policy …