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"Evaluation Problems"
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Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College
Due to the unprecedented COVID-19 incident, higher education institutions have faced different challenges in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has posed extraordinary challenges for higher education institutions owing to lack of preparation superimposed with the inherent problems of remote assessment. In the current study, the challenges of remote assessment during COVID-19 incident in higher education institutions were investigated taking Middle East College as a case study. For the study, questionnaires were prepared and data from 50 faculties were collected and analyzed. The study focused on the challenges of remote assessment in general and academic dishonesty in particular. The main challenges identified in remote assessment were academic dishonesty, infrastructure, coverage of learning outcomes, and commitment of students to submit assessments. To minimize academic dishonesty, preparing different questions to each student was found to be the best approach. Online presentation was also found to be good option to control academic integrity violations. Combining various assessment methods, for instance report submission with online presentation, helps to minimize academic dishonesty since the examiner would have a chance to confirm whether the submitted work is the work of the student.
Journal Article
Does the use of summative peer assessment in collaborative group work inhibit good judgement?
The accuracy and consistency of peer marking, particularly when students have the power to reward (or penalise) during formative and summative assessment regimes, is largely unknown. The objective of this study is to evaluate students' ability and behaviour in marking their peers' teamwork performance in a collaborative group assessment context both when the mark is counted and not counted towards their final grade. Formative and summative assessment data were obtained from 98 participants in anonymous self and peer assessment of team members' contributions to a group assessment in business courses. The findings indicate that students are capable of accurately and consistently judging their peers' performance to a large extent, especially in the formative evaluation of the process component of group work. However, the findings suggest significant peer grading bias when peer marks contribute to final grades. Overall, findings suggest that students are reluctant to honestly assess their peers when they realise that their actions can penalise non-contributing students. This raises questions about the appropriateness of using peer marks for summative assessment purposes. To overcome the problems identified, this paper proposes a number of measures to guide educators in effectively embedding summative peer assessment in a group assessment context. (HRK / Abstract übernommen).
Journal Article
Can Value Added Add Value to Teacher Evaluation?
The five thoughtful papers included in this issue of \"Educational Researcher\" (\"ER\") raise new questions about the use of value-added methods (VAMs) to estimate teachers' contributions to students' learning as part of personnel evaluation. The papers address both technical and implementation concerns, considering potential effects on teachers' behavior and on the resulting quality of teaching. In this response, I reflect on articles' findings in light of other work in this field, and I offer my own thoughts about whether and how VAMs may add value to teacher evaluation.
Journal Article
AERA Statement on Use of Value-Added Models (VAM) for the Evaluation of Educators and Educator Preparation Programs
The purpose of this statement is to inform those using or considering the use of value-added models (VAM) about their scientific and technical limitations in the evaluation of educators and programs that prepare teachers. The statement briefly reviews the background and current context of using VAM for evaluations, enumerates specific psychometric problems with VAM, and addresses the validity of inferences from VAM, given the challenges of isolating the contributions of teachers and school leaders from the many other factors that shape student learning. The statement also addresses the limitations of using VAM to evaluate educator preparation programs, given the wide variation of experiences and settings in which graduates from those programs work and the lack of comparable and complete information on programs. In addition, the statement goes beyond a consideration of challenges and limitations by specifying eight technical requirements that must be met for the use of VAM to be accurate, reliable, and valid. The statement concludes by stressing the importance of any educator evaluation system meeting the highest standards of practice in statistics and measurement. It calls for substantial investment in research on VAM and alternative methods and models, and cautions against VAM being used to have a high-stakes, dispositive weight in evaluations. [This statement was Approved by AERA Council, June 2015.]
Journal Article
On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking
The information flood—ever present in today’s society—requires students, teachers, and the general public to think at a higher level, critically and analytically. However, higher order, critical, and critical analytic thinking lack practical and precise definitions, and therefore, researchers and practitioners have adopted disparate characterizations of these constructs. This special issue presents a collaboration of international scholars invested in documenting the growth and development of human thinking and reasoning through their different perspectives and disciplinary frameworks. The special issue illustrates the similarities and differences of higher order, critical, and critical analytic thinking from these varied perspectives and frameworks. The final paper integrates these perspectives to sketch a map of higher order, critical, and critical analytic thinking that researchers, educators, and policymakers can use when navigating this conceptual murkiness.
Journal Article
Measuring teacher effectiveness in physical education
This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance scores as well as establishing a comprehensive evaluation program are explored with supportive evidence that some level of accountability is necessary in the field to make significant change. Verf.-Referat (geändert).
Journal Article
Toward Developing a Science of Treatment Integrity: Introduction to the Special Series
Treatment integrity (also referred to as \"treatment fidelity,\" \"intervention integrity,\" and \"procedural reliability\") is an important methodological concern in both research and practice because treatment integrity data are essential to making valid conclusions regarding treatment outcomes. Despite its relationship to validity, treatment integrity has been largely overlooked in education research and related fields. Influences over the past 5 years have increased attention to this construct, yet many questions remain in regard to how it should be addressed. The purpose of this article is twofold. First, we provide a brief overview of the current state of (a) conceptual models of treatment integrity; (b) research on assessment, promotion, and relationship to student outcomes; and (c) treatment integrity related to response to intervention models of service delivery. Second, we suggest future directions for research, practice, and policy related to treatment integrity as we move toward a better scientific understanding of this construct. The article concludes with a description of the purposes of this special series.
Journal Article
Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations
An essential feature of many modern teacher observation protocols is their “global” approach to measuring instruction. Global protocols provide a summary evaluation of multiple domains of instruction from observers’ overall review of classroom processes. Although these protocols have demonstrated strengths, including their comprehensiveness and advanced state of development, in this analysis we argue that global protocols also have inherent limitations affecting both research use and applied school improvement efforts. Analyzing the Measures of Effective Teaching study data, we interrogate a set of five potential limitations of global protocols. We conclude by discussing fine-grained measures of instruction, including tools that rely on automated methods of observation, as an alternative with the potential to overcome many of the fundamental limitations of global protocols.
Journal Article
Different Tests, Different Answers: The Stability of Teacher Value-Added Estimates Across Outcome Measures
Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Using data from a large, urban school district, I examine whether value-added estimates from three separate reading achievement tests provide similar answers about teacher performance. I find moderate-sized rank correlations, ranging from 0.15 to 0.58, between the estimates derived from different tests. Although the tests vary to some degree in content, scaling, and sample of students, these factors do not explain the differences in teacher effects. Instead, test timing and measurement error contribute substantially to the instability of value-added estimates across tests.
Journal Article