Artificial intelligence (AI) is profoundly reshaping education worldwide. While AI tools increasingly support students in brainstorming, drafting and problem-solving, assessment practices often remain ...

Has generative artificial intelligence (GenAI) called time on university assessment? Many in higher education would say, no, it has forced a much-needed rethink of already outdated assessment models.

This week’s new question-of-the-week is: What are effective assessment strategies for multilingual learners? Assessment is a key element of teaching—we need to know where our students are in the ...

This study investigates the effects of teacher-led questioning within blended synchronous learning environments (BSLEs) on formative assessment practices in Teaching English as a Foreign Language ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

A systematic process for gathering and processing information to describe the achievement of students with regard to identified learning outcomes (ILOs, PLOs, CLOs). This information helps program ...

Pre and post assessments are integral part of the experiential learning journey. They empower students to develop ownership of their own experiences making sense and creating meaning of the outcomes ...

Teachers usually can’t use standardized tests to accelerate students’ learning. The tests are often too general and the results too slow in coming to help teachers make daily instructional decisions.

Summative assessments are implemented at the end of a unit, course, or instructional period to evaluate how well students have achieved the learning objectives, such as knowledge, skills, and ...

The current study aims to develop an efficient, reliable and valid assessment, the affective states for online learning scale (ASOLS), for measuring learners’ affective states during online learning ...

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

Scaffolding is an instructional practice where a teacher gradually removes guidance and support as students learn and become more competent. Support can be for content, processes, and learning ...