Results 181 to 190 of about 4,812,231 (319)

Does education policy affect teachers' learning needs? An international comparison of trends in teachers' continuing professional learning needs in secondary schools in Australia, England, Japan and the Netherlands

British Educational Research Journal, EarlyView.
Abstract Education policy changes are believed to influence teachers' continuing professional learning (CPL) needs, but there is limited empirical evidence to support these claims. This lack of deep understanding has significant practical implications. This study used a new circular conceptual framework to analyse teachers' CPL needs. Leveraging public
Rikkert M. van der Lans, Remmert Daas, Joost Jansen in de Wal, Elaine Wilson, Noriyuki Inoue, Tracy L. Durksen, Frank Cornelissen   +6 more
wiley   +1 more source

Improving the Quality of Project-Oriented Learning Design Through Integrated Formative and Summative Assessments

Nurhikmah, Musdalifa Musdalifa, Alya Namirah   +2 more
openalex   +2 more sources

Referee report. For: Step-by-step Guide to Create Competency-Based Assignments as an Alternative for Traditional Summative Assessment [version 1; peer review: awaiting peer review]

, 2020
Nagwa Hegazy
openalex   +1 more source

Civilising pedagogies: An ethnography of instructional and regulative discourses in government schools in Delhi, India

British Educational Research Journal, EarlyView.
Abstract Over the years, surveys and data on learning outcomes have consistently shown inadequate levels of learning in schools in India, witnessing a further decline in recent years. Studies within the sociology of education have consistently highlighted the overarching role of class and caste on learning outcomes in schools. Neoliberal policy reforms
Akshita Rawat
wiley   +1 more source

Letter to the Editor: Addressing test security issues pertaining to reuse of closed-book summative assessment items possibly compromised during the COVID-19 pandemic.

Adv Physiol Educ, 2020
Prakash ES, Kacsoh B.
europepmc   +1 more source

OSCE as a Summative Assessment Tool for Undergraduate Students of Surgery-Our Experience. [PDF]

Indian J Surg, 2017
Joshi MK, Srivastava AK, Ranjan P, Singhal M, Dhar A, Chumber S, Parshad R, Seenu V.   +7 more
europepmc   +1 more source

Referee report. For: Undertaking a face to face Summative OSCE assessment during the COVID-19 Pandemic - a descriptive narrative [version 1; peer review: awaiting peer review]

, 2020
Johnny Lyon Maris
openalex   +1 more source

School readiness and the good level of development: Policy constructions in English early childhood education

British Educational Research Journal, EarlyView.
Abstract This paper critically analysed how school readiness has been historically and discursively constructed in Early Childhood Education (ECE) policy in England over the past four decades. Using Bacchi's ‘What's the Problem Represented to be?’ framework and Foucauldian concepts of governmentality, the paper explored how school readiness has shifted
Louise Kay
wiley   +1 more source

An Academics Guide to Approaching Bioscience Curricula Design: Stakeholders, Material and Assessment Choice, and Employability

Biochemistry and Molecular Biology Education, EarlyView.
ABSTRACT The ultimate aim of all higher education programs is to produce work‐ready graduates who can enter a number of career paths. Bioscience graduates are well suited to a multitude of career paths such as research, education or industry. Designing an undergraduate bioscience program that can prepare learners for this multitude of career pathways ...
Kirsten Riches‐Suman, Simon Tweddell
wiley   +1 more source

Perceptions of Students on the Fairness of Formative and Summative Assessments in Tanzanian Universities

, 2018
Paul Raphael Kitula, Moses Gadi Koda
openalex   +2 more sources