• Corpus ID: 15070062

Using Classroom Assessment to Promote 21st Century Learning in Emerging Market Countries

@article{Price2011UsingCA,
  title={Using Classroom Assessment to Promote 21st Century Learning in Emerging Market Countries},
  author={Jon K. Price and Elizabeth Pierson and Daniel Light},
  journal={Global Learn},
  year={2011},
  volume={2011},
  pages={419-429}
}
Through initiatives like Assessment and Teaching of 21st Century Skills (ATC21S ) Intel® has been collaborating with governments and policy-makers to create new national standards and national assessments. But Intel’s professional development programs help teachers use assessment for learning as part of a 21st century learning environment. In this paper, we highlight the research on six assessment strategies that should be part of a 21st century learning environment and encourage ministries to… 

Classroom Assessment Practice of Higher Education: A Case of Tribhuvan University

  • Sarala Luitel
  • Education
    Interdisciplinary Research in Education
  • 2022
Classroom assessment is for the improvement of a learner’s diverse ability, teachers teaching strategies as well as improvement of entire educating system of institutions. This qualitative

Classroom Assessments for Improving Writing Proficiency of English Language Learners: Innovation, Interaction, and Impact

Classroom assessments are one of the most essential educational tools which can help teachers understand what their students are learning, by means of a) identifying students’ strengths and

Teachers ’ Beliefs about Classroom Assessment and their selection of Classroom Assessment Strategies

The use of classroom assessment is strongly supported to promote student learning. However, assessment for promoting learning is not yet widely used. On the contrary, summative assessments are

Classroom Assessment of Learners: Assessment Practices of Junior High School Social Studies Teachers in two Districts of Ghana

  • F. Awuah
  • Education
    Asian Journal of Advanced Research and Reports
  • 2022
The purpose of this study was to examine Junior High School Social Studies teachers’ assessment practices in two districts in Ghana. The study was conducted in the Asuogyaman and Krachi East

BASIC SCHOOL TEACHERS’ ASSESSMENT PRACTICES IN THE SISSALA EAST MUNICIPALITY, GHANA

  • Shani Osman
  • Education
    European Journal of Education Studies
  • 2021
This study employed a sequential explanatory mixed-method design to examine basic school teachers’ classroom assessment conceptions in the Sissala East Municipality in the Upper West Region of Ghana.

The effect of portfolio assessment on Iranian pre-intermediate EFL learners’ autonomy

The present study set out to address the issue as to whether the implementation of portfolio assessment would give rise to Iranian pre-intermediate EFL learners’ autonomy. Participants comprised 60

Using the Concerns Based Adoption Model (CBAM) to Evaluate Teachers’ Concerns About the CAC in Three (3) Primary Schools in the Caroni Education District

The major findings of the study indicated that the teachers’ most intense concerns were in the awareness, informational, personal, and management stages of concerns.

ESL Teachers and Diagnostic Assessment: Perceptions and Practices

Diagnostic assessment is an indispensable aspect of pedagogy. Past research has shown that teachers’ perceptions and attitudes to diagnostic assessment could influence their classroom practices. This

Teachers’ Self-perceived Skills as the function of Gender and Teaching Experiences in the Classroom Assessment: A study in High Schools of South West Shewa Zone, Ethiopia.

This study was conducted to assess teachers’ perceptions of classroom assessment as the function of gender and teaching experiences. To this end, the researchers employed a cross-sectional survey

References

SHOWING 1-10 OF 63 REFERENCES

Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

Technology-enhanced formative assessment (TEFA) is the pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research, and four principles enjoin the practice of question-driven instruction, dialogical discourse, formative Assessment, and meta-level communication.

Prospects for the implementation of assessment for learning

This paper analyses aspects of a Hong Kong school curriculum reform, which recommends amongst other things, a greater focus on assessment for learning. It outlines the principles of the reform as it

A Canadian Perspective on Portfolio Use in Student Assessment

ABSTRACT Portfolios can serve as a means of collecting information that can be seen as evidence for evaluating the achievement of students in classrooms. The use of portfolios has a long history

Creating a Learning Environment by Using Self-, Peer- and Co-Assessment

To develop the skills and competencies required in professional organisations, students have to reflect on their own behaviour. Many current assessment practices in higher education do not answer

Portfolios in the EFL classroom: disclosing an informed practice

This article provides an overview of the work carried out over the period of one year with a group of 10th grade students in a Portuguese high school. It argues that by using portfolios in EFL

Classroom Response and Communication Systems: Research Review and Theory

The research on classroom response system technology and the related pedagogy and more advanced, but related technologies are reviewed, particularly with regard to the popular use of these systems to enhance questioning and feedback.

Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation?

The literature suggests that peer assessment contributes to the development of student learning and promotes ownership of assessment processes. These claims emerge from research conducted primarily

Keeping the Focus on the Child: Supporting and Reporting on Teaching and Learning with a Classroom-Based Performance Assessment System.

Abstract This article describes the findings of studies conducted on a large-scale, classroom-based performance assessment of literacy for the early grades designed to provide information that is

Keeping the Focus on the Child: Supporting and Reporting on Teaching and Learning With a Classroom-Based Performance Assessment System

Abstract This article describes the findings of studies conducted on a large-scale, classroom-based performance assessment of literacy for the early grades designed to provide information that is

Promoting Learning and Achievement Through Self-Assessment

Criteria-referenced self-assessment is a process during which students collect information about their own performance or progress; compare it to explicitly stated criteria, goals, or standards; and
...