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https://files.eric.ed.gov/fulltext/ED504468.pdf

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https://drive.google.com/file/d/1OW_Ot-kMf_irb2ntyiJkcRunKoPwuqhw/view?usp=sharing

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THE OVERALL EFFECTS OF END-OF-COURSE ASSESSMENT ON STUDENT PERFORMANCE: A COMPARISON BETWEEN MULTIPLE CHOICE TESTING, PEER ASSESSMENT, CASE-BASED ASSESSMENT AND PORTFOLIO  ASSESSMENT.pdf

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https://drive.google.com/file/d/1MxsQkEYFGbZdfKOv9l25P2NYXzxo6d_n/view?usp=sharing

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Alignment of Scores on Large Scale Assessments and Report-Card Grades.pdf

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https://drive.google.com/file/d/1-AGJN5Xz6fZ_rtNLglhtO7oY_PtKhI3n/view?usp=sharing

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https://drive.google.com/file/d/1GHElkVZ0fGEAAajXX7Lr-3gAzLz_Jo4g/view?usp=sharing

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Consistency of report card grades and external assessments in a Canadian province.pdf

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https://drive.google.com/file/d/1GCtMFOi3lKBEolAQG1wQtjyVTSuw2WzA/view?usp=sharing

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Exploring the factors teachers consider in determining students grades.pdf

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 Some useful resources that deal with the shortcomings of examinations relative to outcomes addressing competencies. 

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 Some useful resources that deal with the shortcomings of examinations relative to outcomes addressing competencies. 

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Barber, M., Hill, P., (2014). Preparing for a Renaissance in Assessment. Accessed at https://www.pearson.com/uk/educators/schools/making-an-impact/research-summaries/preparing-for-a-renaissance-in-assessment.html on Sept. 29, 2020

JISC (2010).  Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback. Accessed at www.jisc.ac.uk/elearningprogramme on Sept. 8, 2020

JISC (2020). The future of assessment: five principles, five targets for 2025 Accessed at  https://www.jisc.ac.uk/reports/the-future-of-assessment# on  Sept. 8, 2020

R M Results Whitepaper (2018), Qualifying the skills of the future: Education and reform around the world. Accessed at  https://content.rmresults.com/skillsofthefuture
on Sept. 14, 2020

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Overview

This whitepaper explores how curricula, assessment and qualifications are being reviewed and adapted by countries around the world, to reflect the skills demanded in the 21st century. The role that technology does and will continue to play in this transformation is also explored.

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Whitepaper: Qualifying the Skills of the Future

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Overview This whitepaper explores how curricula, assessment and qualifications are being reviewed and adapted by countries around the world, to reflect the skills demanded in the 21st century. The role that technology does and will continue to play in this transformation is also explored.

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An example of an alternative to a traditional unit final

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An example of an alternative to a traditional unit final

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“Overall, the researchers found little evidence of effects of state high school exit exams on student mathematics or reading achievement, and such effects, they stated, “are hardly worth the substantial economic and personal costs of state HSEEs to students, parents, teachers, and the general public. (Grodsky et al., 2008)” (CEP, p. 27)

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“Overall, the researchers found little evidence of effects of state high school exit exams on student mathematics or reading achievement, and such effects, they stated, “are hardly worth the substantial economic and personal costs of state HSEEs to students, parents, teachers, and the general public. (Grodsky et al., 2008)” (CEP, p. 27)

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“Because students in the MC-conditions… had more information at their immediate disposal, less difficulties were experienced in discussing the items in the final test and higher test scores emerged” (K. Struyven et al., 2006, p. 216

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“Because students in the MC-conditions… had more information at their immediate disposal, less difficulties were experienced in discussing the items in the final test and higher test scores emerged” (K. Struyven et al., 2006, p. 216

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“Report card grades could provide a bracing reality signal because parents tend to overestimate the test performance of their children (Pezdeket al. 2002). These findings suggest that report cards contribute to the alignment of student self-efficacy, parent expectations and actual achievement.” (Ross and Kostuch, 2011, p. 176)

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“Report card grades could provide a bracing reality signal because parents tend to overestimate the test performance of their children (Pezdeket al. 2002). These findings suggest that report cards contribute to the alignment of student self-efficacy, parent expectations and actual achievement.” (Ross and Kostuch, 2011, p. 176)

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“At a single glance, it becomes apparent that the MC conditions (Le and Mc) outperform the other conditions for almost all categories, except for the problem-solving skills on which average marks are obtained.”  (K. Struyven et al., p. 213)

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“At a single glance, it becomes apparent that the MC conditions (Le and Mc) outperform the other conditions for almost all categories, except for the problem-solving skills on which average marks are obtained.”  (K. Struyven et al., p. 213)

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The relationship between achievement and self-efficacy is reciprocal, generating upward and downward spirals p. 161

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The relationship between achievement and self-efficacy is reciprocal, generating upward and downward spirals p. 161

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he authors set out a ‘Framework for Action’ that details the steps that should be taken for “Framework for Action" That details the steps that should be taken for policymakers, schools, school-system leaders and other key players to prepare for the assessment renaissance”:   Think long-term - we don’t know when the renaissance will arrive, but we need to be prepared by investing in the capacity to bring it about.   Build partnerships - we need to build partnerships between teachers and governments and everyone working in education and technology.    Create the infrastructure - having high-quality technological infrastructure at all levels in the system, including at the individual schools level, is critical.     Develop teacher capacity - invest in developing teachers’ familiarity with both technology and sophisticated assessment.    Allow variation in implementation - encourage schools and teachers to innovate with a framework for implementation and learn from the most successful examples.    Adopt a delivery approach - make it a priority, plan ahead, ensure routine check-ins with all key players and make clear who is responsible. Communicate consistently - from government and leading educators working together and from school leaders to parents.    Apply the change knowledge - our starting point needs to be our knowledge base of what it takes to achieve successful, system-wide change, including building a shared vision and learning from pioneers.													(Barber & Hill, 2014) a part of                    

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he authors set out a ‘Framework for Action’ that details the steps that should be taken for “Framework for Action" That details the steps that should be taken for policymakers, schools, school-system leaders and other key players to prepare for the assessment renaissance”:   Think long-term - we don’t know when the renaissance will arrive, but we need to be prepared by investing in the capacity to bring it about.   Build partnerships - we need to build partnerships between teachers and governments and everyone working in education and technology.    Create the infrastructure - having high-quality technological infrastructure at all levels in the system, including at the individual schools level, is critical.     Develop teacher capacity - invest in developing teachers’ familiarity with both technology and sophisticated assessment.    Allow variation in implementation - encourage schools and teachers to innovate with a framework for implementation and learn from the most successful examples.    Adopt a delivery approach - make it a priority, plan ahead, ensure routine check-ins with all key players and make clear who is responsible. Communicate consistently - from government and leading educators working together and from school leaders to parents.    Apply the change knowledge - our starting point needs to be our knowledge base of what it takes to achieve successful, system-wide change, including building a shared vision and learning from pioneers.													(Barber & Hill, 2014) a part of                    

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Copy of Final Exams : A Discussion About the Research

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A Guide To Support Implementation: Essential Conditions 

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A Guide To Support Implementation: Essential Conditions 

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Successful implementation is complex work. Planning requires an understanding of the characteristics of successful implementation; coherence among plans and priorities; and the intentional efforts by education stakeholders to collaboratively address the essential conditions.

This approach to implementation planning is not prescriptive. Instead, it offers guiding questions to support implementation planning that intentionally addresses seven essential conditions.

Successful implementation is possible when education stakeholders in a to address the seven essential conditions - shared vision, leadership, research and evidence, resources, teacher professional growth, time and community engagement.

Support for Implementation

The resources found on this site were developed by the ERLC, a member of Alberta Regional Professional Development Consortia (ARPDC), as a result of grants from Alberta Education, to support implementation.

Essential Conditions | Copyright © 2010-2022
Terms of Use | Contact Us

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Successful implementation is complex work. Planning requires an understanding of the characteristics of successful implementation; coherence among plans and priorities; and the intentional efforts by education stakeholders to collaboratively address the essential conditions. This approach to implementation planning is not prescriptive. Instead, it offers guiding questions to support implementation planning that intentionally addresses seven essential conditions.

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To Access the session recording and bonus materials, please go to: https://watch.screencastify.com/v/f1tMOvf0rRcYl0mADst5

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Final Exams: A discussion About the Research 

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Final Exams: A discussion About the Research 

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Final Exams  A Discussion About the Research Session Recording.mp4