Parents need to directly hear from teachers and administrators via open houses or parent advisory councils to lift the fog of confusion and concern surrounding this change.
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Articles on Student assessment
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Teachers in a study identify ‘grading obsession’ as a top challenge in education. Some are fighting back and dedicating class time to student self-assessment and peer assessment activities.
Students could learn about critical thinking, writing and the broader role of artificial intelligence tools like chatbots.
Understanding complex and contextual differences in grading across cultures and countries is important. Only in doing so can we interpret student achievement based on grades in a fair and valid way.
Educators need to carefully consider ChatGPT and issues of academic integrity to move toward an assessment system that leverages AI tools.
We need to embrace the use of AI in higher education because the positives can far outweigh the negatives.
Both teachers and our media landscape contribute to how youth make sense of what is expected of them, and who are bound to excel in which fields.
A new study of academic integrity policies and practices at 41 Australian universities found little evidence of changes to deal with cheating and academic misconduct arising from online assessment.
When COVID forced exams online, reports of cheating were rife and proctoring software was problematic. But in-person exams are also flawed, so now’s the time to rethink how assessment works.
Revamping standardized testing needs to be accompanied with tangible actions to mitigate students’ opportunity gaps at the community level, particularly for racialized students.
Let’s not burden 15-year-old students with a low-value test that does a poor job of evaluating learning.
A chasm has opened up between early childhood learning and the first years of compulsory schooling. Kids go from playing to being tested in the blink of an eye, and their learning is poorer for it.
Canada’s Council of Ministers of Education has yet to articulate a vision for overcoming two school years of disrupted education.
Training New Zealand students to be better at tests would probably improve their performance. But, as Finland has shown, there are better (if more expensive) alternatives.
Teachers could better support young people’s scientific inquiry into urgent planetary and social issues if school testing valued practical science.
There’s no mystery about how to improve your grades. The same steps apply to all assignments to ensure the work you produce is as good as it can be.
Our research found that teacher assessments and exam scores match closely for maths, English and science.
Education minister Nadiem Makarim announced he would abolish Indonesia’s national exams in favour of a PISA-style student assessments. We asked two experts how this policy should best be rolled out.
Culturally-responsive student assessment and evaluation is key to student success in diverse, globalized societies.
Top contributors
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Associate Dean, School of Graduate Studies & Professor, Faculty of Education, Queen's University, Ontario
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Professor, Brock University
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Pro Vice-Chancellor of Te Wānanga Toi Tangata Division of Education; Professor of Measurement, Assessment and Evaluation, University of Waikato
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Associate Professor, Department of Learning and Teaching Enhancement, Edinburgh Napier University
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Learning Hub Lead (Academic Language & Learning), University of Sydney
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Lecturer at the Department of Curriculum and Educational Technology, Faculty of Education and Psychology, Universitas Negeri Semarang
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Professor, Jean Augustine Chair in Education, Community & Diaspora, York University, Canada
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Researcher and Policy Analyst, Indonesian Education Standard, Curriculum, and Assessment Agency (BSKAP Kemdikbudristek)
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Professor and Director of Assessment and Evaluation Group, Queen's University, Ontario
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Researcher in Information Communications Technology, CQUniversity Australia
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Lecturer, Queen Mary University of London
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Associate Professor & Enterprise Research Fellow in Education Futures, University of South Australia
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Professor of Behavioural Genetics, King's College London
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Professor of Science and Environmental Sustainability Education, Brock University
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Assistant Professor, Faculty of Education, Wilfrid Laurier University
