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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...220 Hits 1 – 20 of 4.387 1 Lessons From Two Experimental Studies of Multiple Measures Assessment Cullinan, Dan; Kopko, Elizabeth Mary. - : Community College Research Center, Teachers College, Columbia University, 2022 BASE Show details 2 Co-creating a Theory of Change to advance COVID-19 testing and vaccine uptake in underserved communities. Stadnick, Nicole A; Cain, Kelli L; Oswald, William. - : eScholarship, University of California, 2022 BASE Show details 3 Does Speaking Improve Comprehension and Processing of Turkish as a Foreign Language? A Virtual Computer-Assisted Language Learning Study ... Rose, Maya. - : Open Science Framework, 2022 BASE Show details 4 A Simple Method to Quantify Outward Leakage of Medical Face Masks and Barrier Face Coverings: Implication for the Overall Filtration Efficiency Silvia Chiera; Alessandro Cristoforetti; Luca Benedetti; Giandomenico Nollo; Luca Borro; Lorenzo Mazzei; Francesco Tessarolo In: International Journal of Environmental Research and Public Health; Volume 19; Issue 6; Pages: 3548 (2022) BASE Show details 5 Remote Dyslexia Screening for Bilingual Children Maren Eikerling; Matteo Secco; Gloria Marchesi; Maria Teresa Guasti; Francesco Vona; Franca Garzotto; Maria Luisa Lorusso In: Multimodal Technologies and Interaction; Volume 6; Issue 1; Pages: 7 (2022) BASE Show details 6 Selecting for Learning Potential: Is Implicit Learning the New Cognitive Ability? Luke M. Montuori; Lara Montefiori In: Journal of Intelligence; Volume 10; Issue 2; Pages: 24 (2022) BASE Show details 7 Evaluation of Chinese Natural Language Processing System Based on Metamorphic Testing Lingzi Jin; Zuohua Ding; Huihui Zhou In: Mathematics; Volume 10; Issue 8; Pages: 1276 (2022) BASE Show details 8 Language Assessment Literacy of Middle School English Teachers in Mexico Analynn Bustamante In: Languages; Volume 7; Issue 1; Pages: 32 (2022) BASE Show details 9 Results of the CT competition at the 11th International Workshop on Combinatorial Testing ... Leithner, Manuel; Bombarda, Andrea; Wagner, Michael. - : Zenodo, 2022 BASE Show details 10 Results of the CT competition at the 11th International Workshop on Combinatorial Testing ... Leithner, Manuel; Bombarda, Andrea; Wagner, Michael. - : Zenodo, 2022 BASE Show details 11 High-Stakes Testing for Adibashi Students: Colonial Approaches to Education for Indigenous Communities of Bangladesh Tahereen, Tanzina. - 2022 BASE Show details 12 Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world Inoue, Chihiro; Nakatsuhara, Fumiyo. - : Springer Nature, 2022 BASE Show details 13 CAF across proficiency levels and profiles: an investigation of ESL student writings in an English placement test Avci, Arzu. - 2022 BASE Show details 14 Multilingual testing and assessment De Angelis, Gessica. - Blue Ridge Summit : Multilingual Matters, 2021 UB Frankfurt Linguistik Show details 15 ASTERYX : A model-Agnostic SaT-basEd appRoach for sYmbolic and score-based eXplanations Boumazouza, Ryma; Cheikh-Alili, Fahima; Mazure, Bertrand... In: CIKM '21: The 30th ACM International Conference on Information and Knowledge Management ; https://hal.archives-ouvertes.fr/hal-03614106 ; CIKM '21: The 30th ACM International Conference on Information and Knowledge Management, Nov 2021, Virtual Event Queensland Australia, Australia. pp.120-129, ⟨10.1145/3459637.3482321⟩ ; https://www.cikm2021.org/ (2021) BASE Show details 16 Can tests improve learning in real university classrooms? Lamotte, Mathilde; IZAUTE, Marie; Darnon, Céline In: ISSN: 2044-5911 ; EISSN: 2044-592X ; Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-03403654 ; Journal of Cognitive Psychology, Taylor & Francis edition, 2021, pp.1-19. ⟨10.1080/20445911.2021.1956939⟩ (2021) BASE Show details 17 A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency Purpura, James Enos. - 2021 BASE Show details 18 The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom Lee, I-Huei In: Chinese Language Teaching Methodology and Technology (2021) BASE Show details 19 Gesturing at Encoding Enhances Episodic Memory Recall for Older Adults. Simhairi, Voula Sadie. - 2021 BASE Show details 20 Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses Cabrera, Alvaro Andres. - 2021 Abstract: Educational assessment is an ever-present component of any formal learning environment that has critical consequences for students. Despite this relevance, there is a gap in knowledge regarding one of its foundations --namely, assessment fairness. In particular, social class-based fairness of classroom assessment practices has been understudied at the higher education level. We know little about how fairness is threatened due to class-related issues, and which strategies are deployed, by instructors and college students, to counter those threats. Also, a gap in empirical knowledge exists regarding how working-class students resist those potentially unfair assessment practices. Therefore, the purpose of this multiple-case study was to explore how social class-based fairness was enacted in classroom assessment, and how working-class college students reacted when confronted with unfairness. Data collection took place at two different Chilean universities: one affluent and one non-affluent university, in which I interviewed thirty faculty members and working-class students, and analyzed course syllabi, examples of assessment instruments, and examples of written feedback. Guided by a conceptual framework formed by three bodies of theories and research (fairness in educational assessment, social reproduction in education, and student resistance), I conducted qualitative analyses that uncovered the findings of this study. I found that important threats to class-based fairness were present in all the phases of the assessment cycle (i.e., assessment construction, examination, grading, and provision of feedback), at both the affluent and the non-affluent institutions (although the threats were more prevalent in the former than in the latter). At the same time, I found that instructors and students deployed a wide array of strategies in order to counter those threats, but their effectiveness varied. However, some of the class-based threats to fairness did not have strategies countering them, leading me to conclude that unfair classroom assessment practices make higher education harder for working-class students than for their more affluent peers. Finally, I found that working-class students engaged in actions aimed to resist the classroom assessment practices that they perceived to be unfair. They exhibited conformity, conformist resistance, and transformational resistance, and engaged in both subtle and more disruptive forms of resistance. Important differences between students in the affluent and the non-affluent universities emerged, regarding their perspectives, actions, and forms of resistance. This study offers a number of strategies that faculty members could adopt to achieve fairer assessment, as well as an array of situations that constitute threats to class-based fairness and which they should avoid. This study also highlights areas of training and reflection (such as provision of quality feedback and self-reflection on class privilege and ingrained stereotypes toward working-class students) that university administrators should include in faculty development initiatives. Keyword: College students--Ability testing; Education; Educational evaluation; Educational tests and measurements; Higher; Social classes; Working class--Education (Higher) URL: https://doi.org/10.7916/hs1j-st36 BASE Hide details Page: 1 2 3 4 5...220

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