Although many researchers acknowledge that Assessment for Learning can significantly enhance student learning, the factors facilitating or hindering its implementation in daily classroom practice are unclear. A systematic literature review was conducted to reveal prerequisites needed for Assessment for Learning implementation. Results identified prerequisites regarding the teacher, student, ass...

One of the benefits of computer-based assessment is that, if used for formative assessment, it can improve student performance in summative assessments (Charman & Elmes 1998; Sly & Rennie, 1999). During the introduction of computerbased assessment in a first-year module on numeracy and statistics in Biology, online assessment was used to replace OMR-marked multiple-choice tests. The online syst...

Electrical Engineering (EE) programs seeking accreditation from the EAC of ABET must demonstrate that they satisfy eight general Accreditation Criteria, plus any program specific criteria. Two of the most challenging and debated criteria are: Criterion 3 Student Outcomes (SOs), and Criterion 4 Continuous Improvement (CI). At the University of Portland, to prepare our EE program for a successful...

Tutors often have difficulty in accurately assessing their tutees‟ understanding. However, it is unclear how tutors‟ professional experience influences their assessment accuracy. Therefore, we conducted a study with N = 46 tutor-tutee dyads and compared the accuracy with which teacher tutors and student tutors assessed a tutee‟s understanding of the human circulatory system at the level of ment...

Classroom assessment tasks and environment are central to supporting student learning, yet are under-studied at the tertiary level, especially in China’s test-driven culture. This study explores the relationship between students’ perceptions of assessment tasks and classroom assessment environment, within the university context of teaching English as a foreign language (EFL) in China. A questio...

THE IMPACT OF ACADEMIC OPTIMISM ON STUDENT ACHIEVEMENTIN FIVE MIDDLE SCHOOLS

Our paper addresses firm size as a driver of systematic credit risk in loans to small and medium enterprises (SMEs). Key contributions are the use of a unique data set of SME lending by over 400 German banks and relating systematic risk to the size dependence of regulatory capital requirements. What sets our sample apart is its comprehensive coverage of the particularly rich and well developed ...

We present results demonstrating similar distributions of student scores, and statistically indistinguishable gains on two popular research-based assessment tools: the Brief Electricity and Magnetism Assessment (BEMA) and the Conceptual Survey of Electricity and Magnetism(CSEM). To deepen our understanding of student learning in our course environment and of these assessment tools as measures o...

Traditional forms of assessment used in face-to-face and distance learning education are insufficient to ascertain the learning progress of student and therefore do not provide enough information to detect student learning gaps and improve learning. Another point is that traditional assessment ways rarely involve the student in monitoring his or her own learning through his metacognitive abilit...