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Showing results for ISSN matching 1874-8597

Might progress assessments hinder equitable progress? Evidence from England

JOURNAL ARTICLE published August 2017 in Educational Assessment, Evaluation and Accountability

Authors: Benjamin Alcott

https://doi.org/10.1007/s11092-017-9264-2 Actions

Two teacher quality measures and the role of context: evidence from Chile

JOURNAL ARTICLE published May 2017 in Educational Assessment, Evaluation and Accountability

Research funded by Fondecyt (11110262) | Conicyt (Anillo SOC1107,Anillo SOC1107)

Authors: Maria Veronica Santelices | Edgar Valencia | Jorge Gonzalez | Sandy Taut

https://doi.org/10.1007/s11092-016-9247-8 Actions

Extending participation in standard setting: an online judging proposal

JOURNAL ARTICLE published May 2010 in Educational Assessment, Evaluation and Accountability

Authors: Robert G. MacCann | Gordon Stanley

https://doi.org/10.1007/s11092-010-9094-y Actions

The integrity of educational outcome measures in international assessments

JOURNAL ARTICLE published February 2021 in Educational Assessment, Evaluation and Accountability

Authors: Rolf Strietholt | Monica Rosén | Olesya Gladushyna

https://doi.org/10.1007/s11092-021-09354-y Actions

Unintended effects of accountability policies and the quality of assessment and evaluation formats

JOURNAL ARTICLE published November 2020 in Educational Assessment, Evaluation and Accountability

Authors: Guri Skedsmo | Stephan Gerhard Huber

https://doi.org/10.1007/s11092-020-09347-3 Actions

Editorial

JOURNAL ARTICLE published December 2011 in Educational Assessment, Evaluation and Accountability

Authors: John MacBeath | Lejf Moos

https://doi.org/10.1007/s11092-011-9133-3 Actions

Educational Assessment, Evaluation, and Accountability: special issue introduction

JOURNAL ARTICLE published August 2013 in Educational Assessment, Evaluation and Accountability

Authors: James H. Stronge

https://doi.org/10.1007/s11092-013-9172-z Actions

Using cognitive interviews to pilot an international survey of principal preparation: A Western Australian perspective

JOURNAL ARTICLE published May 2009 in Educational Assessment, Evaluation and Accountability

Authors: Helen Wildy | Simon Clarke

https://doi.org/10.1007/s11092-009-9073-3 Actions

Why school based assessment is not a universal feature of high stakes assessment systems?

JOURNAL ARTICLE published November 2009 in Educational Assessment, Evaluation and Accountability

Authors: Iasonas Lamprianou | Thomas Christie

https://doi.org/10.1007/s11092-009-9083-1 Actions

Editorial

JOURNAL ARTICLE published November 2015 in Educational Assessment, Evaluation and Accountability

Authors: Karen Edge

https://doi.org/10.1007/s11092-016-9236-y Actions

Editorial

JOURNAL ARTICLE published February 2010 in Educational Assessment, Evaluation and Accountability

Authors: Lejf Moos | John MacBeath

https://doi.org/10.1007/s11092-010-9092-0 Actions

Forms and practices of accountability in education

JOURNAL ARTICLE published 15 August 2019 in Educational Assessment, Evaluation and Accountability

Authors: Guri Skedsmo | Stephan Gerhard Huber

https://doi.org/10.1007/s11092-019-09305-8 Actions

The challenges of small-scale evaluation in a foreign country: reflections on practice

JOURNAL ARTICLE published August 2010 in Educational Assessment, Evaluation and Accountability

Authors: Lesley Saunders

https://doi.org/10.1007/s11092-010-9101-3 Actions

Editorial: Participatory research and evaluation approaches in developing contexts: reviewing evidence on professional practice and capacity development

JOURNAL ARTICLE published February 2015 in Educational Assessment, Evaluation and Accountability

Authors: Akanksha A. Marphatia | Karen Edge

https://doi.org/10.1007/s11092-015-9217-6 Actions

Correction to: An integral perspective on teacher evaluation: a review of empirical studies

JOURNAL ARTICLE published May 2020 in Educational Assessment, Evaluation and Accountability

Authors: Melissa Tuytens | Geert Devos | Bénédicte Vanblaere

https://doi.org/10.1007/s11092-020-09327-7 Actions

Chinese middle school teachers’ preferences regarding performance evaluation measures

JOURNAL ARTICLE published May 2016 in Educational Assessment, Evaluation and Accountability

Research funded by 2013 Humanities and Social Science Fund Project of the Ministry of Education of China (13YJA880051)

Authors: Shujie Liu | Xianxuan Xu | James H. Stronge

https://doi.org/10.1007/s11092-016-9237-x Actions

Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system

JOURNAL ARTICLE published May 2016 in Educational Assessment, Evaluation and Accountability

Research funded by Office of Elementary and Secondary Education (U336S090087)

Authors: Audrey Amrein-Beardsley | Sarah Polasky | Jessica Holloway-Libell

https://doi.org/10.1007/s11092-015-9234-5 Actions

Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)

JOURNAL ARTICLE published May 2022 in Educational Assessment, Evaluation and Accountability

Authors: Lauren Pisani | Jonathan Seiden | Sharon Wolf

https://doi.org/10.1007/s11092-021-09374-8 Actions

Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study

JOURNAL ARTICLE published August 2022 in Educational Assessment, Evaluation and Accountability

Authors: Ruiqin Gao | Xiumei Liu | Xumei Fan

https://doi.org/10.1007/s11092-022-09380-4 Actions

Gender differences in item nonresponse in the PISA 2018 student questionnaire

JOURNAL ARTICLE published 24 August 2023 in Educational Assessment, Evaluation and Accountability

Authors: Kseniia Marcq | Johan Braeken

https://doi.org/10.1007/s11092-023-09412-7 Actions
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