Zobrazeno 1 - 10
of 640
pro vyhledávání: '"assessment practices"'
Autor:
Yechekour Abdenour, Zemour Abdelkader
Publikováno v:
Annals of the “Ştefan cel Mare” University: Physical Education and Sport Section - The Science and Art of Movement, Vol 17, Iss 1, Pp 216-228 (2024)
The purpose of this study was to investigate the impact of the difference in évaluation practices in teaching from one teacher to another, depending on the scientific qualification of physical education and sports teachers in secondary education in
Externí odkaz:
https://doaj.org/article/6574641860814f06a1927f59f7b4ed4d
Publikováno v:
Cogent Education, Vol 11, Iss 1 (2024)
This study explores self-assessment (SA) practices and perceptions among primary school English as a foreign language (EFL) teachers in China. Data were collected through a qualitative web-based questionnaire from 97 EFL teachers in primary public sc
Externí odkaz:
https://doaj.org/article/30fd47b721e14842aa4e2604b87cc21b
Pedagogic and assessment innovative practices in higher education: the use of portfolio in economics
Publikováno v:
Journal of International Education in Business, 2024, Vol. 17, Issue 2, pp. 228-245.
Externí odkaz:
http://www.emeraldinsight.com/doi/10.1108/JIEB-07-2023-0047
Autor:
Nia Kania, Yaya S. Kusumah, Jarnawi Afgani Dahlan, Elah Nurlaelah, Ferit Gürbüz, Ebenezer Bonyah
Publikováno v:
REID (Research and Evaluation in Education), Vol 10, Iss 1, Pp 64-79 (2024)
Test content-based proof of validity is a type of evidence that supports the validity of a measuring instrument. This research aims to develop a mathematical problem-solving assessment instrument utilizing five experts. This study is classified as de
Externí odkaz:
https://doaj.org/article/9c817372667d47e3b79870b267d2aa7b
Autor:
Masoomeh Estaji
Publikováno v:
Language Testing in Asia, Vol 14, Iss 1, Pp 1-28 (2024)
Abstract In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. However, various factors
Externí odkaz:
https://doaj.org/article/39e0828489774ac1ba70c668c8da1f38
Autor:
David Martínez-Maireles
Publikováno v:
Formazione & Insegnamento, Vol 22, Iss 2 (2024)
The school assessment process can be analysed and constructed by operating at different interconnected levels: the underlying assessment approach, the assessment program, assessment situations, and related activities. Integrated analysis and design o
Externí odkaz:
https://doaj.org/article/4116a468d8f84110a539376ee16dc47b
Autor:
Basil Oguguo, David Nnaji, Iro Uwakwe, Faith Omeke, Clifford Ugorji, Anthonia Ngwu, Chinwe Enyi, Obiageli Njoku, Cletus Ugbor, Okwudili Ugwu, Cliff Okebanama
Publikováno v:
Je-LKS: Journal of E-Learning and Knowledge Society, Vol 20, Iss 2 (2024)
The Internet of Things (IoT) presents a unique flexibility that facilitates higher productivity and rapid advancement in the educational sector, and more specifically in educational assessment. However, the huge cybersecurity issues associated with c
Externí odkaz:
https://doaj.org/article/73c507daa4b24dc7ac499f99ec6ab8e1
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Generative Artificial Intelligence (GAI) holds tremendous potential to transform the field of education because GAI models can consider context and therefore can be trained to deliver quick and meaningful evaluation of student learning outcomes. Howe
Externí odkaz:
https://doaj.org/article/424d1e247d5e4047933af6a551df7ed8
Autor:
Gabriel Cote Parra, Alexis A. López
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 26, Iss 1, Pp 97-113 (2024)
This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online
Externí odkaz:
https://doaj.org/article/77050de291f949bdb7f4e0f8fc9da5c3
Autor:
Abderrahmane Benrherbal, Miranda Rioux
Publikováno v:
The Journal of Quality in Education, Vol 14, Iss 23 (2024)
Internationally, we observe that the results of Moroccan students in mathematics are significantly lower than the average results of students from other countries. This observation, could in part, be explained by maintaining an approach based on the
Externí odkaz:
https://doaj.org/article/347ee649f73f462f8e98f45f4137ab9d