In 1988, before assessment became the “A-word,” Cross and Angelo produced a short volume containing 30 simple classroom assessment techniques. These were arranged in a practical how-to format that made it easy for college faculty with no background or training in science education to apply assessment in the classroom. It was my introduction to using Minute Papers and Concept Maps to understand ...

A ssessment is unquestionably one of the teacher’s most complex and important tasks. What teachers assess and how and why they assess it sends a clear message to students about what is worth learning, how it should be learned, and how well they are expected to learn it. As a result of increased influences from external high stakes tests, teachers are increasingly working to align their CAs with...

The embedded and contingent nature of classroom-based formative assessment means that validity in the norm-referenced, summative tradition cannot be understood exactly same way for assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory educational assessment, 1994, Falmer Press, London, UK) have even contended an entirely different paradigm with independent set criter...

Background and aim The paper focuses on the methodology for assessing Sustainable Mobility (SM) at the neighbourhood scale, and pays attention to two different ex-ante evaluation approaches: the Multicriteria Analysis (MCA) and the Cost-Benefit Analysis (CBA). If MCA is an acknowledged technique for the assessment of sustainability at neighbourhood level, CBA is mainly used for infrastructure a...

Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-enhanced formative assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions ...

This study explored the perceptions of TESOL teachers in Indonesia regarding use project-based assessment their classrooms. As has undergone massive development and shifting paradigms, there been recognition for to reconceptualise practice. There have attempts made by some countries, including Indonesia, introduce various methods assessment. Since it introduced 2016 through government document,...

When deciding what alternative is more sustainable than others (i.e., selecting materials while considering environmental-, social-, and economic outputs) in the AEC industry, stakeholders need to select a method for their decision-making process. From the literature it appears to be assumed that all multiple criteria decision analysis (MCDA) methods are equal or that the differences between th...