Educational Assessment, Evaluation, and Research Commons^™

Near-Peer Student-Run Virtual Stem Summer Camp: Lessons Learned, Andrew Lee, Jeremy Reynolds, Margaret Reynolds, Freda Li, Lubjana Beshaj

Journal of Humanistic Mathematics

The United States Military Academy is uniquely positioned to contribute to our nation’s Science, Technology, Engineering, and Math (STEM) outreach initiatives. As one of the country’s most highly regarded undergraduate engineering schools, the institution receives a steady influx of Cadet near-peer mentors who volunteer to lead STEM modules. When the COVID-19 pandemic shut down in-person STEM workshops for the better part of 2020-2021, the Center for Leadership and Diversity in STEM adeptly transitioned to a virtual platform. Informed by research on STEM education and delivery, the Center successfully executed its signature summer camp event in a virtual format for two …

Students’ Geo-Capabilities Skills Improvement: The Role Of Differentiated Spatial Project Learning Development Using Qgis, Budi Handoyo, Alfyananda Kurnia Putra, Ramadhani Lausi Mkumbachi, Aulia Nindy Fadila Gastama

Jurnal Pendidikan Geografi: Kajian, Teori, dan Praktek dalam Bidang Pendidikan dan Ilmu Geografi

The research aims to develop a learning model integrating Differentiated Learning, Project-Based Learning, and Spatial-Based Learning, known as the Differentiated Spatial Project Learning (DSPL) model, using the Quantum Geographic Information System (QGIS). The study addresses two main research questions: (1) What are the steps of the DSPL model developed from the integration of differentiated instruction, project-based learning, and spatial-based learning with the utilization of QGIS? (2) Is there a difference in the average geo capability (GC) between classes taught using the DSPL model and those not taught using the DSPL model? To answer these questions, the Successive Approximation Model (SAM) …

Ai Systems In Teaching And Learning: Principles And Practical Examples. Building A Path Forward, Jonathan Brazil, Suijing Yang, Fabienne Van Der Kleij

Digital learning research

This document provides guiding principles and practical examples for using AI in teaching and learning. Underpinned by a human-centred approach, the PATH principles serve as key guidance to ensure the ethical and effective integration of AI systems into teaching and learning. The PATH principles are: Promote teaching and learning; Advance wellbeing and social interaction; Train for AI literacy; and Harness AI ethically. Practical examples of AI applications are provided to highlight not only the diverse types of education-specific AI systems but also how generative AI can be employed to support teaching and learning. From adaptive learning platforms to AI-driven content …

Exploring School Teachers' Cyber Security Awareness, Experiences, And Practices In The Digital Age, R Ravichandran, Sonam Singh, P Sasikala

Journal of Cybersecurity Education, Research and Practice

This study investigates the awareness and practices of cyber security among school teachers, exploring their understanding of cyber threats, online behaviours, and response mechanisms to cyber incidents. A structured questionnaire was administered to gather data on demographic information, cyber security training, online practices, and experiences with cybercrime. The findings reveal varying levels of awareness among teachers, with many reporting limited knowledge of prevalent cyber threats such as phishing and identity theft. Despite the increasing reliance on digital tools for teaching, a significant number of respondents indicated a lack of formal training in cyber security. The study highlights the necessity for …

Empowering Teaching And Learning With Educational Technology: Literature Review, Suijing Yang, Daniel Taylor-Griffiths, Fabienne Van Der Kleij, Pauline Taylor-Guy, Ralph Saubern

Digital learning research

Many existing reviews of educational technologies focus on the affordances of specific types of technology rather than how different technologies can be designed and used to achieve specific teaching and learning objectives. Furthermore, there appears to be a widely held assumption that the use of educational technology will result in improved outcomes. However, there has been limited scrutiny of evidence about the extent to which use of educational technologies impacts teaching and learning outcomes in school contexts. To address these gaps in understanding of educational technologies, this literature review examines the design of technologies, exploring how they have been leveraged …

Self-Regulation: Skill Development Framework, Claire Scoular, Ian Teo, Jonathan Heard, Adam Wardell

Assessment and Reporting

This self-regulation skill development framework was developed to address the challenges associated with teaching and assessing self-regulation. It provides a general definition of self-regulation and describes this construct as it applies in classroom-based learning. This framework synthesises and harmonises existing theory and research on self-regulation. It outlines self-regulation processes along prescribed strands and aspects that are informed by evidence. The strands contained within the framework are 1. Cognitive regulating; 2. Behavioural regulating; and 3. Emotional regulating. The strands are further broken down into aspects to inform teaching and assessment.

Action Research As A Pathway To Discovery In The School Library, David Vickers Loertscher, Michelle Young

Learning Hub

No abstract provided.

Remodeling Pedagogical Evaluation Tools To Incorporate Student Self-Efficacy And Sense Of Belonging In Scientific Research, Richelle L. Tanner, Nicholas P. Burnett, Emily E. King, Anne E. Todgham

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational “soft” …

مهارة معلمي المدارس الحكومية في تعزيز الاستيعاب البصريّ للمفاهيم الجغرافيّة لدى طلبة الأساسي, Afaf Omar Ibrahim Albalawneh

Journal of the Association of Arab Universities for Research in Higher Education مجلة اتحاد الجامعات العربية للبحوث في التعليم العالي

هدف المقال التعرُّف على مهارة معلمي المدارس الحكومية في تعزيز الاستيعاب البصري للمفاهيم الجغرافيّة لدى طلبة المدارس الحكومية في ديرعلا من وجهة نظر معلمين الجغرافية، من وجهة نظر المعلمين. إذ اتّبعت الدراسة المنهج الوصفيّ التحليليّ، وتكوّنت عينة الدراسة من (276) معلمًا ومعلمةً، في المدارس الحكومية في لواء ديرعلا، واعتمدت الدراسة على أداة الاستبانة، وتمّ استخدام برنامج الحزمة الإحصائية (spss)؛ لتحليل نتائج الدراسة. وخلُصَت النتائج إلى أنّ مهارة استخلاص المعاني من الشكل البصري حصل على أعلى درجة، ثمّ أوصت الدراسة على ضرورة العمل على تحسين، وتطوير مهارة إدراك، وتفسير الغموض في الشكل البصري، لتعليم المفاهيم الجغرافية، وتعزيز مهارة ربط العلاقات بالشكل …

Autoethnographic Action Research As A Contemplative Practice: Awareness And Transformation Of Inner And Outer Selves, Jiju Varghese, Bal Chandra Luitel, Niroj Dahal

The Qualitative Report

Contemplation as a spiritual practice has taken various forms across different religious traditions and regions worldwide. Over the years, various contemplative practices have evolved and become popular even outside religious traditions to promote the well-being of all for inner and outer selves’ transformation. In education, many scholars worldwide have expounded on the benefits of contemplative practices in the classroom for students and teachers. Contemplative practices have penetrated research practices in the form of contemplative inquiry considering performative, philosophical, and artistic transformations, where researchers enter into a deep, thoughtful, and reflective introspective journey to see the connection between what is seen …

Education For Citizenship In Times Of Global Challenge: Iea International Civic And Citizenship Education Study 2022 International Report, Wolfram Schulz, John Ainley, Julian Fraillon, Bruno Losito, Gabriella Agrusti, Valeria Damiani, Tim Friedman

Civics and Citizenship Assessment

This open access book investigates the ways in which young people around the world are prepared to undertake their roles as citizens. It presents the international results from the third cycle of the study IEA’s International Civic and Citizenship Education Study (ICCS 2022). Based on data from 24 countries or benchmarking participants from Europe, Latin America, and Asia, ICCS 2022 studies contexts for and learning outcomes of civic and citizenship education in a wide range of national contexts at the beginning of the third decade of the 21st Century. It responds to both enduring and emerging challenges of educating young …

National Assessment Program Civics And Citizenship 2024 : Technical Report., Kate O'Malley, Renee Kwong, Dulce Lay, Jorge Fallas

Civics and Citizenship Assessment

This report describes the procedures and processes involved in the conduct of the National Assessment Program – Civics and Citizenship (NAP – CC) 2024. The report is divided into chapters covering: the assessment framework and instrument design, item development, test design, scoring student responses, the student questionnaire, student background information, sampling and weighting, data collection procedures and data management, and scaling procedures. The report include an extensive collection of tables and figures.

Computing In The Commonwealth: Specialized Education In Computer Science And Information Technology For High School Students In Virginia – An Environmental Scan, Amy Corning, Jonathan D. Becker, Jon Graham, James Carrigan, Keisha Tennessee

ICRE Publications

Over the past two decades, Virginia has invested substantially in STEM education, in part through specialized programs focused on computer science and information technology (CS/IT). This study represents the first effort to identify Virginia’s specialized secondary CS/IT programs and examine them collectively. Findings from the statewide environmental scan indicate that the programs are delivered through a wide variety of institutional structures, including Governor’s STEM Academies, Governor’s Schools, specialty centers, and academies, but most often through Career and Technical Education (CTE) centers. Programs tend to be concentrated in metropolitan areas, and some rural divisions may not be served. The programs provide …

Teaching And Learning International Survey (Talis) 2024 Conceptual Framework, John Ainley, Wolfram Schulz

OECD Teaching and Learning International Survey (TALIS)

This document articulates a conceptual framework for the fourth cycle of the Teaching and Learning International Survey (TALIS) programme, TALIS 2024. It reflects major concepts from research literature as well as policy interests and was developed by researchers in consultation with the OECD, international stakeholders, and participating countries and territories. The 2024 cycle is designed to address four contemporary issues for education systems and four broad content areas concerned with teaching and learning. The contemporary issues for education systems are: diversity and equity; the educational use of technology; social and emotional learning; and environmental and sustainability education. The broad content …

From Accountability To Algorithms: Interorganizational Learning And The Transformation Of Quantification In Education, Jose Eos R. Trinidad

Interdisciplinary Studies Faculty Publications

While studies often explore the intended and unintended consequences of technologies, few have theorized how and why they change. One crucial transformation in quantitative technologies is the shift from evaluative accountability to predictive algorithms, such as in schools that use dropout prediction systems. Using the case of ninth-grade early warning indicators, I argue that the transformation of quantification resulted from interorganizational learning, or the acquisition of new knowledge through the interaction of different organizations. In particular, I show how technology changes gradually from organization-level evaluation to individual-based prediction to systems-focused improvement. Pivotal to such changes were new forms of knowledge …

Multi-Tiered School University Partnerships: How Schools And Universities Can Work Together To Make Collective Impact, Tracy Driehaus

Education Faculty Research

No abstract provided.

Leadership For Teacher Education In Challenging Times: A Collaborative Approach, Rebecca West Burns, Thomas Conway, Tracy Driehaus, Tracy Keyes

Education Faculty Research

No abstract provided.

Newcomers: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 32 annotations from recent and seminal literature regarding the education of foreign-born students and families who have recently arrived in the United States, often referred to as Newcomers. These annotations build on the annotations regarding Newcomers in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working …

English Learners With Disabilities: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

English Learners with Disabilities: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding English Learners (ELs) who are dually identified as students with disabilities. These annotations build on the annotations regarding ELs with disabilities in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence …

Designated Eld: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Designated ELD: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 19 annotations from recent and seminal literature regarding designated English Language Development (d-ELD). These annotations build on the annotations regarding designated ELD in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for English Learners.

The contributors provide a comprehensive selection …

Assessment: A Selected Annotated Bibliography For English Learner Research, Policy, And Practice, Center For Equity For English Learners

Annotated Bibliographies

Assessment: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 18 annotations from recent and seminal literature regarding the assessment of English Learners and Multilingual Learners. These annotations build on the annotations regarding assessment in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

The contributors provide a comprehensive selection …

Teacher Practice Improvement Tool. Preliminary Version, Australian Council For Educational Research (Acer)

School and system improvement

Research shows the profound impact teachers can have on student outcomes. The Teacher Practice Improvement Tool (TPIT) describes the practices of highly effective teachers, based on an extensive review of international research. Five domains—or aspects of practice—have been identified from this evidence. These areas of teachers’ work are strongly interrelated. The TPIT provides a point of reference for teachers to reflect on their current practices and identify areas for professional growth. This tool can be used for teacher self-reflection and to identify specific areas for further professional growth. The TPIT can also be used by aspiring teachers and other education …

Community-School Partnerships In Action: Exploring Student Needs, Outcomes, And Perceptions In A Communities-In-Schools Program In North Texas, Teresa Vega Uriostegui

Educational Leadership & Policy Studies Dissertations - Archive

The purpose of this study was to examine the extent to which elementary students’ characteristics and educational backgrounds were associated with their identified need of academic, behavioral, and social service supports, and how these factors were associated to students’ end-of-year outcomes, as in improvement related to the support services they received. In addition, the study aimed to explore students’ perceptions of their satisfaction with and experiences of the integrated support services provided through the CIS program. This study, conducted in three Title 1 public elementary schools in suburban North Texas, included 306 students in grades PreK through 5^th. …

2024-2025 Continuous Improvement, Southwestern Oklahoma State University

Assessment Center Reports

The 2024-2025 Continuous Improvement report produced by the SWOSU Assessment Center.

Exploring Rubrics And Ai, Beth Bailey

Faculty Publications

In the evolving landscape of educational assessment, rubrics have long been considered essential tools that bridge the gap between subjective evaluation and objective measurement of student performance (Bean, 2011). As educational institutions increasingly embrace digital learning environments, the integration of artificial intelligence (AI) tools in rubric development can represent a significant advancement in assessment methodology. This paper explores the fundamental principles of rubric design, examines various types of rubrics, and investigates how AI tools can enhance the creation and implementation of effective assessment instruments.

The importance of clear, consistent, and fair assessment cannot be overstated in educational contexts. Rubrics serve …

Investigating The State Of Graduate Education In The Philippines: Challenges, Opportunities, And Policy Implications, Anne K. Candelaria, Eric Arthur N. Dio, Jovelyn G. Delosa

Political Science Department Faculty Publications

This study provides a comprehensive assessment of the graduate education sector, revealing that it is highly privatized, NCR-centric, and dominated by enrollment in Education and Business/Administration fields. The analysis confirms that the primary driver for this high demand, particularly in teacher education (which accounts for over half of all enrollment), is the use of graduate degrees as a key requirement for career advancement and promotion within agencies like the Department of Education (DepEd). This policy-driven demand, however, is linked to systemic issues, including the proliferation of “diploma mills” that undermine quality, extremely low on-time completion rates (averaging 18.77% for Master’s …

Pairwise Comparison Method Toolkit. A Toolkit For Countries To Measure Global Learning Outcomes., United Nations Educational, Scientific And Cultural Organization (Unesco), Australian Council For Educational Research (Acer)

Global education monitoring

This toolkit has been co-authored by the Global Education Monitoring (GEM) Centre at the Australian Council for Education Research (ACER) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics (UIS). ACER provides technical support to the UIS, which has been mandated to monitor the progress of countries towards achieving Sustainable Development Goal 4 (SDG 4) in education to “ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all” (United Nations, 2021). The GEM Centre sponsors and contributes to public goods and activities that facilitate education systems reporting against SDG 4 in a …

Art Teams Grant Report Year 4, Guy Trainin, Kimberley D'Adamo, Hyeonjin Yoon, Azadeh Hassani, Zohreh Tamimdari, Jiabin Lyu, Michael Nti Ababio, Sarah Trainin

Research and Evaluation in Education, Technology, Art, and Design

Year Four of the Art TEAMs grant was designed to continue the professional learning for cohort two while following cohort one to measure implementation sustainability. Our second cohort of educators is excited about the program. It brings great diversity in art forms, including five ceramics teachers, a digital media teacher, and generalists from career and technical education and family and consumer science. This diversity of teaching domains helps illustrate the versatility and impact of the arts across K-12 curricula. We have revamped our professional learning curriculum and the process of learning from the educators who take part in the program. …

Evaluating Experiential Learning In Undergraduate Agricultural Education: A Content Analysis Of Course Syllabi From A College Of Agriculture, Tyler Newberry

Theses and Dissertations--Community & Leadership Development

This study evaluated the presence and depth of experiential learning within undergraduate course syllabi from the Martin-Gatton College of Agriculture, Food, and Environment. Through a content analysis of 41 syllabi across five academic majors, the study examined how course objectives and assignments aligned with Kolb’s Experiential learning cycle (1984), Webb’s depth of knowledge (1997), and Joplin’s Mini to maxi Scale (1981). A structured coding instrument was used to quantify the frequency of learning elements across these three frameworks. The findings revealed that Abstract Conceptualization and Reflective Observation were the most common stages in both objectives and assignments, while Concrete Experience …

Cct College Teaching, Learning And Assessment Strategy 2024-2027, Cct College Dublin

Strategy Documents

CCT's Institutional Strategic Plan in respect of Teaching, Learning and Assessment effective from 2024-2027.