Student Assessment

(0n)gelijke onderwijskansen, het is niet gelijk welk thema in de onderwijssociologie, niet één naast de zovele onderwerpen. De kansenproblematiek vormt immers de ruggegraat waarmee de onderwijssociologie zich heeft opgericht als zelfstandige discipline en waarmee ze zich lange tijd heeft rechtgehouden, van de naoorlogse jaren tot heden. Toch is het geenszins vanuit een vrijblijvende academische interesse geweest dat het onderwerp ten berde is gebracht, integendeel De discussie omtrent kansengelijkheid in het onderwijs -vindt zijn oorsprong niet zozeer in het sociaal-wetenschappelijk onderzoek dienaangaande maar wel in de sociale politiek die de westerse democratieën vorm heeft gegeven. Het kansenbegrip kan zelfs doctrinair genoemd worden voor onze open samenlevingsvorm die - naar haar ideologie pretendeert - steunt op de algemene participatie der burgers. Als maatschappelijk begrip is het dan ook een geladen term, meerzinnig door de inzet van tegengestelde ideologieën en zinledig zonder het begrip te situeren binnen zijn sociaal-economische context en zijn sociale geschiedenis. Het is dan ook symptomatisch dat iedereen het erover eens is dat een rechtvaardige samenleving steunt op kansengelijkheid, maar niemand het erover eens raakt wat er onder die kansengelijkheid moet worden verstaan. Daarom zullen in het volgende deel de genese en de groei van 'kansengelijkheid in. het onderwijs' in de loop van de geschiedenis gevolgd worden om gaandeweg ook de verschillende ideologische invullingen van het begrip tegenover elkaar scherp te stellen. Vervolgens worden verschillende sociologische theorieën ter verklaring van de kansenongelijkheid in het onderwijs beschreven en een overzicht gegeven over het beleid dat deze ongelijkheid wilde reduceren

This study examines institutional factors that promote faculty satisfaction with their institution's approach to and support for student assessment and that are related to faculty involvement in their institution's support practices and in their own engagement with student assessment in the classroom. The study is based on a survey of faculty from 7 institutions that vary by type, control, and accrediting region. The institution's student assessment purposes, its administrative support patterns, and its faculty instructional impacts are significant predictors of faculty satisfaction with their institution's approach to and support for student assessment. External influences on, faculty uses, and perceived benefits of professional development practices for student assessment are significant predictors of faculty involvement with student assessment in their institution and their classes.

This article describes an educational project, an effective tool for the work of pre-service teachers for primary and preschool and analyzes it from the perspective of sound content in order to improve it. The paper is made up of four parts preceded by an Argument and ends with some Final Considerations. The first part, The Digital Stories-the theoretical foundation, synthesizes some theoretical ideas about the subject being treated. In the second part, The Story Workshop-the description of the educational project is presented with the concept of the working instrument. Part Three, Qualitative Analysis of Audio Content in the Story Workshop describes the study. In the fourth part, Sound Editing Programs, some examples of music software that can be used by students to enrich the content created with diverse sounds are described. Final considerations are not only the outcome of the study, but rather an intrigue for further steps.

Final report from a one-semester pilot implementation of e-portfolios, funded by a grant from the University of North Carolina General Administration. The Pilot Rollout of e-Portfolios (PREP) Project implemented e-portfolios in 13 course sections enrolling 296 students across five academic disciplines at two universities: the University of North Carolina at Greensboro (UNCG) and North Carolina Agricultural and Technical State University (NCA&T). The initiative involved ten instructors (eight faculty, two staff) and course levels ranging from the first-year experience to senior-level capstones.

The International Engineering Alliance has developed graduate attributes to improve the employability of engineering graduates and to reduce the gap between academic work and practice. The three main accords that form part of this international alliance are the Washington Accord, the Sydney Accord, and the Dublin Accord. All countries that belong to these accords have developed graduate attributes for accreditation purposes. Embedding graduate attributes into the curriculum can be complex and would depend on academic staff involvement. Hence, the necessity to determine how best graduate attributes can be developed and give clarity about assessment strategies. Engineering faculties need to consider developing clear processes that clarify the programme outcomes assessment in the context of graduate attributes. This paper provides an overview of some practical approaches that could be used for the development of graduate attribute assessments.

In this article, we describe efforts underway in Canada to empower learning across the lifespan by nurturing capacities for self-evaluation. More specifically, we explore why and how self-evaluation capacities can be enhanced by nurturing self-regulation of learning (SRL). When self-regulating effectively, learners work deliberately through "cycles of strategic action" to develop a clear sense of direction, plan for how to achieve goals, select, adapt, or invent strategies for learning, monitor progress towards goals, and adjust efforts as needed. This brief description suggests how the capacity to monitor and judge progress in relation to goals (i.e., self-evaluation) is at the heart of self-regulation. What can policy-makers do to create conditions that nurture self-regulation, and as part of that, build capacities for self-evaluation? Drawing on examples from across the K-12 school system and professional education contexts in British Columbia, we describe how policy-makers can make a systems-level impact by establishing three kinds of mutually-supportive conditions: (1) an orientation to education that creates space for learners to take ownership over learning; (2) a competency-focused curriculum; and (3) capacity building for SRL-promoting pedagogical practices, and in particular, embedded supports for learners' development of capacities for self-evaluation. Published in French as Accroître la possibilité d’apprendre
tout au long de la vie: Développer la capacité à s’autoévaluer en facilitant l’autorégulation de
ses apprentissages. Administration et education: Spécial Canada, 165(1), 205-213. Association Française des Acteurs de l’Education. France.

Focus on improving teacher quality and student achievement led many state departments of education to implement research-based teacher effectiveness systems. The Teacher Professional Growth and Effectiveness System (TPGES) was implemented as the Kentucky teacher effectiveness system. This study examined teachers’ and principals’ viewpoints concerning the impact of TPGES on increasing their knowledge and understanding of the evaluation process and needed additional professional development at the end of the implementation year. Study results indicated mixed viewpoints concerning their knowledge and understanding of TPGES and of their viewpoints concerning additional needed professional development. In addition, researchers identified four professional development implications based on participating educators’ TPGES professional development efforts. Due to the rural setting, these implications are not generalizable to all schools; however they could provide guidance for other public school educators as they work to implement successful professional development initiatives in their schools.

The Eastern and Southern Africa (ESA) region is progressing well towards achieving important
Education for All (EFA) goals, particularly with regard to increasing student enrolment in the
primary years (UNESCO, 2014). Despite this achievement, there is still considerable work to be
done to improve the quality of education. Primary school students in low-income sub-Saharan
African countries have, on average, learned less than half of what is expected of them (Majgaard
and Mingat, 2012, p.6). The gap between the learning achievements in developed economies
and the learning achievements in Eastern and Southern Africa is estimated to be at least four
grades (GPE, 2012, p.116).

In order to understand the major impediments to student learning in the region, the United
Nations Children’s Fund (UNICEF) contracted the Australian Council for Educational Research
(ACER) to take stock of and compare existing student assessments in the region, focusing on
students in primary education. The terms of the contract called for ACER to study the existing
assessment systems and methodologies in the region, and document how the assessment data
are derived and used to inform education policy in the region. We were also asked to identify
factors and practices that could help improve learning outcomes in literacy and numeracy in
primary education, specifically for disadvantaged children with limited learning outcomes (LLOs).

Sestrinstvo se sve više u svijetu počinje shvaćati kao disciplina koja ima prepoznatljiv program djelovanja i koja je neovisna od drugih disciplina u sustavu zdravstvene zaštite. Cilj rada bio je istražiti kakvi su stavovi i mišljenja studenata treće godine studija sestrinstva, dakle budućih medicinskih sestara i tehničara, o sestrinstvu, identitetu profesije, ulozi u zdravstvenom timu i obrazovanju, tj. promjenama i mogućnostima u obrazovanju medicinskih sestara u Republici Hrvatskoj. Istraživanje je provedeno na Zdravstvenom veleučilištu u Zagrebu, u veljači 2011. godine. Sudjelovalo je 57 ispitanika, ispunjavanjem anonimnog upitnika. Za interpretaciju rezultata korištene su metode deskriptivne statistike.