Evaluating Alignment Between the RN Comprehensive Predictor and the NCLEX-RN® Test Plan.

Development of a Competency-Based Curriculum for undergraduate education in Pediatric Dentistry: A systematic approach

Long-standing concerns within the field of educational assessment consider the impact of assessment policy and practice as matters of equity, inequality and social justice. Yet educational assessment policy and practice continues to have powerful social consequences for key users such as children and young people. This paper re-positions these consequences as a matter of ethics. It uses the work of Messick to frame how ethical matters extend beyond test instruments into the realm of uses and impact. A case study of the 11+ school transfer system in Northern Ireland is presented to illustrate ethical dilemmas emerging as a consequence of actions and decisions of using assessment systems for particular purposes. In looking forward to how we might attend to ethical matters in assessment policy and practice, a consideration of a children’s rights approach is outlined that may provide a moral and legal framework for action.

This study considered teachers' perspective on assessment policies and practices towards inclusive education in Ghana. Assessment is the pivot of special education services. With the inclusive education policy in operation, it is expected that teachers are cognizant about assessment policies for learners with special needs in inclusion. The objectives are to examine the importance of educational assessment towards inclusive education, assessment policies and practices towards inclusive education, and how to improve educational assessment policies and practices. The study was a quantitative study conducted in a special school and regular schools in the Shama District under the Ghana Education Service of the Western region. Fifty-two teachers were involved in the study through census approach, and questionnaire was used to collect the data. Frequency distribution and percentages were used to analyse the data. It was generally observed that the teachers were positive about the importance of educational assessment towards the practice of inclusive education in Ghana, however, it was apparent that the teachers had limited knowledge of assessment practices and policies in Ghana. The need to create public awareness, the political will to create assessment centres and the need for professional collaboration were recommended as strategies to improve assessment policies and practices in Ghana.

The integration of technology into educational assessment is a critical component of modern pedagogy, yet many educators lack proficiency in digital assessment methodologies. This study addresses the need for a validated instrument to explore the digital assessment literacy (DAL) of English as a Second Language (ESL) instructors in the Malaysian higher education context. The primary objective was to validate a qualitative interview protocol designed to investigate instructors’ assessment practices and their level of technology integration. The protocol consists of two instruments, one guided by the Teacher Assessment Literacy in Practice (TALiP) framework and the other by the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. A Delphi method was employed to achieve consensus on the instrument’s content validity. Six experts in the fields of digital assessment and ESL, holding PhDs with over five years of relevant experience, were selected to evaluate the interview items. Inter-rater reliability was calculated using the Fleiss’ Kappa statistic. The results indicated an “almost perfect” level of agreement among the expert validators, with a Kappa value of 0.81 for the TALiP instrument and 0.83 for the SAMR instrument. Based on expert feedback, several items were refined for clarity, including the separation of double-barreled questions and the rephrasing of complex terminology, which increased the total number of items in the TALiP protocol from 10 to 15. The study concludes that the validated interview protocol is a robust and reliable instrument for exploring the multifaceted dimensions of DAL among ESL instructors. This tool can be effectively utilized by researchers and educational institutions to inform the design of targeted professional development programs aimed at enhancing digital assessment practices in higher education.

National reform documents suggest that changing pedagogical and assessment practices in college science courses are necessary but challenging steps to help support the formation of science identities. This dissertation is a collection of three separate research manuscripts that examined the challenges and affordances of designing and enacting curriculum and assessment practices in an upper-level agroecology course titled, Advanced Practices of Sustainable Agriculture. All three studies integrate theoretical lenses of situated learning, communities of practice, and identity and agency in cultural worlds to support and describe the process of science identity formation. Five instructors and thirteen students participated in the research process. During the fifteen-week semester in the Fall of 2013, pre/post narrative interviews, weekly instructor planning sessions, weekly classes, student assignments, and course artifacts were collected. Interviews were transcribed and remaining data were then analyzed using NVivo10 software and a variety of qualitative methods. The first research manuscript employs case study methodology to explore the sociocultural tensions within the classroom community of practice. Two ethnographic vignettes were used to describe the nature of four interconnected sociocultural tensions: (1) individual tensions, (2) community tensions, (3) local/global tensions, and (4) local tensions. Attending to these tensions that are inherent in student-centered, democratic learning is central to the wicked problem of agroecology education. The second manuscript aims to expand the purposes of Science, Technology, Engineering, and Math (STEM) education reform to accommodate disciplines like agroecology that is framed as a Feminist - STEM (F-STEM) discipline. Previous research has focused on the science identity gap that exists for women and other non-dominant groups. Despite academic gains in science courses, women and underrepresented learners might still feel as if science is not for them. Using the voices of three women in the course, the study uncovered aspects of Equitable Science Assessment Practices (ESAP) that support the formation of F-STEM Identities. Inspired by the stories and experiences of the three participants, four features of ESAP were characterized using iterative qualitative analysis and poetic representation: (1) allowing flexibility, (2) sharing authority, (3) laminating voices, and (4) scaffolding social justice. These interdependent features of ESAP that focus on identity formation can provide course design principles and present new opportunities to merge critical feminist studies of science education and equitable assessment. The third manuscript integrated the mapping and tracing of rhizomes with the practice of reflexivity in qualitative research to describe a process of becoming Bermuda Grass, a rhizome encountered and mimicked by the researcher. The study was initiated when a student participant expressed an identity of non-participation in the course. The article provides a narrative account of applying aspects of rhizome theory and reflexivity to gain new meaning and insight to support learners in an agroecology course. These three manuscripts focus on different grain sizes and help make connections between local contexts and global issues of environmental and social justice. This research contributes a new dimension to a framework for the political ecology of education focused on supporting learner identity transformation through classroom assessment practices.

The purpose of this book is to provide a synthesis of thought and practice in research in literacy and science education intended to lead to evidence-based results and generalizations that will serve as a foundation for public policy and informed curriculum, teaching, and assessment practices in education. The Gold Standard of educational research funding in the United States can be viewed as a response to the general dissatisfaction with the utility of educational research; this federal mandate fosters a shift of educational research toward positivist empirical research approaches, such as random controlled trials (RCTs). There is an expectation of greater generalization and policy relevance as Gold Standard research is conducted and reported. It should be noted this dissatisfaction is not confined to the United States. An international response to this dissatisfaction with educational research—systematic reviews of educational research such as the Campbell Collaboration (Campbell Collaboration, n.d.), the What Works Clearinghouse of the US Office of Education (US Institute of Education Sciences, n.d.), and the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre) in the United Kingdom (EPPI-Centre, n.d.)— has also identified the general dearth of rigorous empirical research that can support meaningful generalization of research findings. The deliberations about qualitative–quantitative approaches to educational research over the last 25 years have established parallels for quantitative data considerations (reliability, validity, significance, objectivity) that consider dependability, credibility, believability, and confirmability of information (Howe & Eisenhart, 1990; Husen, 1988; Lather, 1992; Phillips, 2005; Pring, 2000). The enactment of these considerations has produced a diverse collection of qualitative, quantitative, and mixed-methods research in literacy and science education. Inspection of these research studies during the 2nd Island Conference revealed concerns about the clarity

Professional identity formation (PIF) is an essential concept in professional education. Many scholars have explored conceptual frameworks of PIF and conducted empirical studies to advance an understanding of the construct in medical education. Despite its importance, it is unclear what educational approaches and assessment practices are actually implemented in medical education settings. Therefore, we conducted a literature review of empirical studies reporting educational practices for medical learners’ PIF. We searched the Web of Science database using keywords and chose 37 papers for analysis based on inclusion and exclusion criteria. Thematic analysis was conducted. Most empirical papers (92%) were from North America and Western Europe and used qualitative research methods, including mixed methods (99%). The papers reported the use of reflection activities and elective courses for specific purposes, such as art as an educational activity. Patient and healthcare experiences were also found to be a central theme in medical learners’ PIF. Through an iterative analysis of the key themes that emerged from the PIF studies, we derived the following key concepts and implications: (1) the importance of creating informal and incidental learning environments, (2) ordinary yet authentic patient experiences, (3) a climate of psychosocial safety in a learning environment embracing individual learners’ background and emotional development, and (4) the reconceptualization of PIF education and assessment. In conclusion, research on PIF should be diversified to include various cultural and social contexts. Theoretical frameworks should also be diversified and developed beyond Kegan’s developmental framework to accommodate the nonlinear and dynamic nature of PIF.

"The book is devoted to exploring the use of digital-based assessments to measure knowledge, skills and students' abilities in order to prepare students for careers in the 21st century.

Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change.

This chapter provides the current status of practices in online learning assessment and evaluation of online programs in adult education. It describes quality assurance in online education through a review of benchmarks; standards from accrediting bodies; and national, state, and institutional policies. Learning assessments are connected to course learning outcomes and should be taken into consideration during the online course design to create an impactful learning experience for the learners. Learning analytics in the institution's learning management system can provide timely information about adult learners' pattern of technology access and usage as they initially enter the online course. The analytics can predict learner behavior in the technology-based environment. Assessment strategies during the course may or may not be graded. Graded assessment strategies can be individual or group based. Individual assessment gives adult learners direct advice on their performance in the course. Nongraded assessment strategies focus on learner feedback about the course.

This study investigates the assessment practices of senior high school mathematics teachers in Ghana, examining both the dominant classroom methods and teachers’ self-rated assessment skills, as well as the extent to which teacher background characteristics are associated with these practices. Drawing on a national survey of 516 teachers, the results show a strong reliance on traditional paper-and-pencil tests, with high self-reported confidence in administering such assessments. Formative and data-driven practices, including the use of standardized test data and diagnostic assessment, remain infrequently implemented and are associated with lower self-assessed competence. Multiple regression analysis revealed that participation in assessment-focused professional development was the only significant predictor of both broader assessment practice and higher perceived assessment skill, while years of teaching experience, gender, WAEC examining roles, and academic qualifications were not significantly associated. These findings underscore the importance of targeted professional development in strengthening assessment literacy and highlight persistent gaps between policy intentions and classroom realities. The study recommends sustained, context-relevant training to promote more effective and varied assessment practices in mathematics education.

This study aimed to explore teachers’ assessment practices in lower secondary education in Greece. A total of 74 teachers teaching in secondary education schools participated by completing a self-administered questionnaire. The findings revealed that Greek secondary education teachers generally use both traditional and alternative assessment tools, demonstrating a marked preference for traditional ones. The participants reported various factors influencing their limited adoption of alternative assessment tools such as portfolios, self- and peer-assessments, and rubrics. These factors include time constraints, lack of skills, and teachers’ perceptions of tools’ effectiveness. Notably, teachers reported a willingness to participate in training that would help them effectively use assessment tools, thus promoting assessment for learning in their classrooms.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0257/a.php" alt="Hit counter" /></p>

The role of assessment in higher education is gaining importance as accountability requirements intensify and as assessments are increasingly recognized as having potential to improve teaching and learning. During the last two decades, educators have begun implementing a wider variety of assessment types including alternative and student-centered assessment practices. However, few research studies have examined the extent that college science faculty use such practices. This large-scale descriptive study utilized a nationally representative sample of higher education faculty from the US Department of Education to examine the assessment and grading practices of college science faculty from 2 and 4-year higher education institutions. When data was disaggregated by science discipline, statistically significant differences were found among physics, chemistry and biology faculty’s assessment and grading practices. Biology faculty used a larger repertoire of assessment types overall, and used assessments that have potential to enhance the learning process more than chemistry and physics faculty. Physics and chemistry faculty graded on a curve more often and used competency-grading practices less often than biology faculty. Assessment practices that could be considered formative with potential to promote student learning appear to be underutilized by all science faculty.

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In recent times, more attention has been directed towards identifying international trends and ‘best’ practice for assessing pre-service teachers’ classroom performance. Previous attempts to assess Oman’s preservice teachers were based on adopting a psychometric/measurement assessment practice, whereby performance was measured by grades. Such an approach, in recent times, has been viewed as being fundamentally flawed in its attempts to measure pre-service teachers’ classroom practices. This is primarily due to its inability to authentically assess teacher’s learning in the classroom setting. Further underpinning this problem, is that Omani pre-service teachers are expected to undertake an International English Language Testing System (commonly referred to as IELTS), as a measurement of their English proficiency. This approach is problematic, in principle, as it is positioned after graduation and therefore forms no connection to the pre-service teachers’ school experience nor does it add to quality teaching and assessment. This recent shift in thinking, as to the idea that educational assessment should be based on psychometric measurements and grades, has evolved into assessment practices which encourage the integration of assessment into the learning and teaching environment. This thesis is concerned with how the pre-service English Language teacher’s classroom performance is assessed in Oman. Drawing on the work of Gipps (1999, 2002), this thesis adopted a sociocultural perspective to investigate the phenomenon of assessment practices associated with evaluating pre-service teacher’s classroom performance during school-based professional experience (also known as teaching practicum). Understanding assessment practices from a sociocultural perspective and its current practices such as authentic assessment and Assessment for Learning (AfL) assists pre-service teachers to learn so as to become professional, qualified teachers. To achieve the aims of this study, the thesis adopted a qualitative hermeneutic phenomenology approach to investigate the assessment phenomenon and to gain a deep understanding from the key stakeholders involved in the phenomenon. To enable this, the data collected from three higher education institutions, namely Sultan Qaboos University (SQU), Rustaq-College of Applied Sciences (CAS) and Nizwa University and their participating schools. A range of different data sources obtained: assessment texts which position pre-service English Language teachers; three-series of interviews with the different stakeholders: three pre-service teachers, three cooperating teachers and four university supervisors to reveal their experiences; and observing the phenomenon in situ to triangulate with the aforementioned data. Implementing hermeneutic phenomenology, the obtained data analysed using two approaches: Critical Discourse Analysis (CDA) and Interpretive Phenomenological Analysis (IPA) so that the existing practices for assessing pre-service English language teachers’ classroom performance in Oman were captured. The analyses revealed that each institution has its assessment practices influenced by its socio-political structure, yet SQU, unlike Rustaq-CAS and Nizwa University, is distinguished in relation to its pre-determined set of professional standards for graduating teachers; explicit assessment criteria that are shared and discussed with pre-service teachers; collaboration between all stakeholders in the assessment process; a clearly defined role for the cooperating teacher as mentor; effective feedback provided to the pre-service teacher; using portfolios to record and document the pre-service teachers achievements; and effective self- and peer-assessment strategies. These practices are mostly experienced by stakeholders at SQU due to its international accreditation under the influence of the standards based on the American Council on the Teaching of Foreign Languages (ACTFL). The findings suggest that SQU assessment practices are more aligned with the indicators of international best practice, compared to that of Rustaq-CAS and Nizwa University. Similarly, SQU had a better understanding of assessment practices from a sociocultural perspective. This means that within the context of assessing pre-service teachers’ classroom performance in Oman, the findings are not about each higher education institution but about producing quality teacher graduates by reforming the Omani assessment practices. Having SQU as a model in Oman, the key recommendations for policy and practice from this study are to: 1) set a national professional standards for teachers; 2) have explicit assessment criteria that align with the professional standards; 3) share the assessment criteria for success between all stakeholders in the phenomenon; 4) strengthen the collaboration between schools and universities as well as university supervisors and cooperating teachers,5) make the role of the portfolio more explicit in terms of monitoring and enhancing pre-service teacher development and learning; 6) empower the cooperating teacher to provide a more meaningful mentoring role to pre-service teachers; 7) provide explicit training in effective peer and self-assessment strategies for pre-service teachers in the classroom context and 8) provide explicit training in understanding and delivering quality feedback on classroom performance for all stakeholders.