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Academic Journal

A Summative Evaluation of 'Prospect 1': Employing the ARCS Model

Subjects: Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Textbooks, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Second Language Instruction, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Textbook Evaluation, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Summative Evaluation, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Junior High Schools, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Surveys, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Interviews, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Student Attitudes, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Student Satisfaction, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Teacher Attitudes, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Foreign Countries, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, English (Second Language), Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Mixed Methods Research, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Questionnaires, Textbooks, Second Language Instruction, Textbook Evaluation, Summative Evaluation, Junior High Schools, Surveys, Interviews, Student Attitudes, Student Satisfaction, Teacher Attitudes, Foreign Countries, English (Second Language), Mixed Methods Research, Questionnaires, Likert ScalesIran

  • Source: International Journal of Instruction, v11 n3 p449-462 Jul 2018. 14 pp.

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Academic Journal

Assessment Practices and Factors for the Disparity between Students' Academic Scores at Teacher-Made and Regional Exams: The Case of Bench Maji Zone Grade 8 Students

Subjects: Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Foreign Countries, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Middle School Students, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Grade 8, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Student Evaluation, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Scores, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Teacher Made Tests, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Evaluation Methods, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Summative Evaluation, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Feedback (Response), Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Geographic Regions, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Time Management, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Notetaking, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Test Preparation, Foreign Countries, Middle School Students, Grade 8, Student Evaluation, Scores, Teacher Made Tests, Evaluation Methods, Summative Evaluation, Feedback (Response), Geographic Regions, Time Management, Notetaking, Test Preparation, Difficulty LevelEthiopia

  • Source: Educational Research and Reviews, v14 n1 p1-24 Jan 2019. 24 pp.

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Academic Journal

Peer-Supported Writing in Graduate Research Courses: A Mixed Methods Assessment

Subjects: Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Peer Evaluation, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Graduate Students, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Research Proposals, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Formative Evaluation, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Summative Evaluation, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Feedback (Response), Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Research Methodology, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Anxiety, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Scores, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Student Attitudes, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Writing Skills, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Self Esteem, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Social Work, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Masters Programs, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Cognitive Processes, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Affective Behavior, Peer Evaluation, Graduate Students, Research Proposals, Formative Evaluation, Summative Evaluation, Feedback (Response), Research Methodology, Anxiety, Scores, Student Attitudes, Writing Skills, Self Esteem, Social Work, Masters Programs, Cognitive Processes, Affective Behavior, Student SatisfactionState Trait Anxiety Inventory

  • Source: International Journal of Teaching and Learning in Higher Education, v31 n1 p11-20 2019. 10 pp.

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Academic Journal

Perception of Biology Instructors on Using Student Evaluations to Inform Their Teaching

Subjects: Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Teacher Attitudes, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Biology, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Science Instruction, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Science Teachers, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Student Evaluation of Teacher Performance, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Foreign Countries, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Formative Evaluation, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Summative Evaluation, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Teaching Methods, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Higher Education, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Teacher Effectiveness, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Student Attitudes, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Instructional Improvement, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, Teacher Student Relationship, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, College Faculty, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, College Students, Teacher Attitudes, Biology, Science Instruction, Science Teachers, Student Evaluation of Teacher Performance, Foreign Countries, Formative Evaluation, Summative Evaluation, Teaching Methods, Higher Education, Teacher Effectiveness, Student Attitudes, Instructional Improvement, Teacher Student Relationship, College Faculty, College Students, College ScienceCanada

  • Source: International Journal of Higher Education, v8 n1 p133-147 2019. 15 pp.

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Academic Journal

Elementary Pre-Service Teacher Knowledge and Transfer of Mathematics Intervention Practices

Subjects: Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Elementary Education, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Preservice Teachers, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Mathematics Instruction, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Teacher Characteristics, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Formative Evaluation, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Summative Evaluation, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Mathematics Skills, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Response to Intervention, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Teaching Methods, Elementary Education, Preservice Teachers, Mathematics Instruction, Teacher Characteristics, Formative Evaluation, Summative Evaluation, Mathematics Skills, Response to Intervention, Teaching Methods, Preservice Teacher EducationTexas

  • Source: New Waves-Educational Research and Development Journal, v21 n2 p1-25 Dec 2018. 25 pp.

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Academic Journal

Agreement of Teachers on Evaluating Assessments of Learning Progressions in English Language Arts and Mathematics. Research Report. ETS RR-18-11

Subjects: Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Teacher Attitudes, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Student Evaluation, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Summative Evaluation, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Language Arts, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Mathematics, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Interrater Reliability, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Test Construction, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Learning Processes, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Test Items, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Difficulty Level, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Mathematics Teachers, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, Secondary School Teachers, Teacher Attitudes, Student Evaluation, Summative Evaluation, Language Arts, Mathematics, Interrater Reliability, Test Construction, Learning Processes, Test Items, Difficulty Level, Mathematics Teachers, Secondary School Teachers, English TeachersNew Jersey, New Jersey, New Jersey, Pennsylvania

  • Source: ETS Research Report Series, Dec 2018. 27 pp.

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Academic Journal

Applying the Principles of Universal Design for Learning (UDL) in the College Classroom

Subjects: Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Access to Education, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Teaching Methods, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Higher Education, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, College Faculty, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, College Students, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Educational Strategies, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Student Diversity, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Educational Needs, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Scaffolding (Teaching Technique), Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Cooperative Learning, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Course Content, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Educational Technology, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Disabilities, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Feedback (Response), Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Teacher Student Relationship, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Summative Evaluation, Access to Education, Teaching Methods, Higher Education, College Faculty, College Students, Educational Strategies, Student Diversity, Educational Needs, Scaffolding (Teaching Technique), Cooperative Learning, Course Content, Educational Technology, Disabilities, Feedback (Response), Teacher Student Relationship, Summative Evaluation, Computer Mediated Communication

  • Source: Journal of Special Education Apprenticeship, v7 n3 Dec 2018. 13 pp.

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Academic Journal

The Nature and Impact of Portfolio-Based Language Assessment (PBLA)

Subjects: Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Portfolios (Background Materials), Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Program Evaluation, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Teacher Attitudes, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Student Attitudes, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Program Implementation, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Language Skills, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Foreign Countries, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Formative Evaluation, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Summative Evaluation, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Standardized Tests, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Language Proficiency, Portfolios (Background Materials), Program Evaluation, Teacher Attitudes, Student Attitudes, Program Implementation, Language Skills, Foreign Countries, Formative Evaluation, Summative Evaluation, Standardized Tests, Language Proficiency, Pilot ProjectsCanada

  • Source: Online Submission, Contact Magazine p5-11 Nov 2018. 6 pp.

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Academic Journal

Classroom Assessment Literacy for Speaking: Exploring Novice and Experienced English Language Teachers' Knowledge and Practice

Subjects: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, English (Second Language), English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Second Language Learning, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Second Language Instruction, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Experienced Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Beginning Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Speech Communication, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Student Evaluation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Teacher Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Guidelines, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Knowledge Base for Teaching, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Evaluation Criteria, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Evaluation Methods, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Content Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Formative Evaluation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Summative Evaluation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Accuracy, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Vocabulary Skills, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Pronunciation, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Language Fluency, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Role Playing, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Experienced Teachers, Beginning Teachers, Speech Communication, Student Evaluation, Teacher Attitudes, Guidelines, Knowledge Base for Teaching, Evaluation Criteria, Evaluation Methods, Content Analysis, Formative Evaluation, Summative Evaluation, Accuracy, Vocabulary Skills, Pronunciation, Language Fluency, Role Playing, Communicative Competence (Languages)

  • Source: Iranian Journal of Language Teaching Research, v6 n3 p57-77 Oct 2018. 21 pp.

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Academic Journal

Assessment in Higher Education and Student Learning

Subjects: Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Higher Education, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Academic Achievement, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Foreign Countries, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Learner Engagement, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Formative Evaluation, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Summative Evaluation, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Self Evaluation (Individuals), Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Peer Evaluation, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Performance Based Assessment, Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), Feedback (Response), Higher Education, Academic Achievement, Foreign Countries, Learner Engagement, Formative Evaluation, Summative Evaluation, Self Evaluation (Individuals), Peer Evaluation, Performance Based Assessment, Feedback (Response), College FacultyCanada

  • Source: Journal of Instructional Pedagogies, v21 Oct 2018. 34 pp.

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