| 1 |
Case study: Co-creating a flipped feed-in approach to a virtual biochemistry lab assessment: increasing student achievement and engagement in a large, diverse cohort
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
|
|
|
|
In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
|
|
|
|
In: SoTL Commons Conference (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Culturally responsive classroom-based assessment A case study of secondary schools in Ireland ; Culturally responsive classroom-based assessment. A case study of secondary schools in Ireland
|
|
|
|
In: Journal of Educational Research; Vol. 40 No. 1 (2022); 15-32 ; Revista de Investigación Educativa; Vol. 40 Núm. 1 (2022); 15-32 ; 1989-9106 ; 0212-4068 (2022)
|
|
Abstract:
This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools investigated, the data gathering methods employed, and the findings of the case study are presented. Finally, the discussion and conclusion draws together the key points from the case study and addresses the tensions and challenges involved in the implementation of culturally responsive classroom assessment. As the literature underpinning the case study was drawn from several countries and continents, it is suggested that the findings derived from this research, with the range of issues and insights for the practice of culturally responsive assessment, is also relevant to education systems where student populations are culturally diverse. ; This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions, and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools investigated, the data gathering methods employed, and the case study findings are presented. Finally, the discussion and conclusion draws together the key points from the case study and addresses the tensions and challenges involved in implementing culturally responsive classroom assessment. As the literature underpinning the case study was drawn from several countries and continents, it is suggested that the findings derived from this research, with the range of issues and insights for culturally responsive assessment, are also relevant to education systems where student populations are culturally diverse.
|
|
Keyword:
classroom assessment; cultural responsitivity; culturalmente sensible; diversidad lingüística; evaluación en el aula; linguistic diversity; migración; migration
|
|
URL: https://doi.org/10.6018/rie.496681
https://revistas.um.es/rie/article/view/496681
|
|
BASE
|
|
Hide details
|
|
|
| 5 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
|
|
|
|
In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom
|
|
|
|
In: Chinese Language Teaching Methodology and Technology (2021)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Investigation of Teachers’ Self-Assessment to Create a Positive Classroom Environment
|
|
|
|
In: i.e.: inquiry in education (2021)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
"A Town of Many": Drama and Urban Heritage Landscapes as Mediums for Second Language Acquisition and Social Inclusion
|
|
|
|
In: Global Education Review; Vol. 7 No. 4 (2020): Modern Didactic Approaches and Methods for Second Language Teaching to Students with a Migrant or Refugee Background; 9-28 ; 2325-663X (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses
|
|
|
|
In: European Journal of Investigation in Health, Psychology and Education ; Volume 11 ; Issue 3 ; Pages 81-1106 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Exploring Language Teachers’ Assessment Practices and Language Learners’ Perceptions towards Assessment in the Online Environment
|
|
|
|
In: Applied Linguistics and English as a Second Language Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Unpacking 'the Next Black Box': Investigating the Cognitive and Affective Underpinnings of Student Self-Assessment
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Exploring the Evolution of Assessment Identity when Infusing Technology into Educational Contexts
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
FAIRNESS IN CLASSROOM ASSESSMENT: CONCEPTUAL AND EMPIRICAL INVESTIGATIONS
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Flipping the Feedback: Formative Assessment in a Flipped Freshman Circuits Class
|
|
|
|
In: Practical Assessment, Research, and Evaluation (2021)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Implementing the flipped classroom model in teaching a translation module in Vietnam
|
|
|
|
In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 13 , Iss 2 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Developing a collaboration tool to give every student a voice in a classroom discussion
|
|
|
|
In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970629 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
The use of computer-adaptive formative assessment: Australian English language teacher perceptions ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
學生學習投入課室觀察檢核表之開發 ; The Development of Classroom Observation Inventory for Student Engagement
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
|
|
Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
|
|
In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
