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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...17 Hits 1 – 20 of 334 1 Selecting for Learning Potential: Is Implicit Learning the New Cognitive Ability? Luke M. Montuori; Lara Montefiori In: Journal of Intelligence; Volume 10; Issue 2; Pages: 24 (2022) BASE Show details 2 A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency Purpura, James Enos. - 2021 BASE Show details 3 Gesturing at Encoding Enhances Episodic Memory Recall for Older Adults. Simhairi, Voula Sadie. - 2021 BASE Show details 4 Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses Cabrera, Alvaro Andres. - 2021 Abstract: Educational assessment is an ever-present component of any formal learning environment that has critical consequences for students. Despite this relevance, there is a gap in knowledge regarding one of its foundations --namely, assessment fairness. In particular, social class-based fairness of classroom assessment practices has been understudied at the higher education level. We know little about how fairness is threatened due to class-related issues, and which strategies are deployed, by instructors and college students, to counter those threats. Also, a gap in empirical knowledge exists regarding how working-class students resist those potentially unfair assessment practices. Therefore, the purpose of this multiple-case study was to explore how social class-based fairness was enacted in classroom assessment, and how working-class college students reacted when confronted with unfairness. Data collection took place at two different Chilean universities: one affluent and one non-affluent university, in which I interviewed thirty faculty members and working-class students, and analyzed course syllabi, examples of assessment instruments, and examples of written feedback. Guided by a conceptual framework formed by three bodies of theories and research (fairness in educational assessment, social reproduction in education, and student resistance), I conducted qualitative analyses that uncovered the findings of this study. I found that important threats to class-based fairness were present in all the phases of the assessment cycle (i.e., assessment construction, examination, grading, and provision of feedback), at both the affluent and the non-affluent institutions (although the threats were more prevalent in the former than in the latter). At the same time, I found that instructors and students deployed a wide array of strategies in order to counter those threats, but their effectiveness varied. However, some of the class-based threats to fairness did not have strategies countering them, leading me to conclude that unfair classroom assessment practices make higher education harder for working-class students than for their more affluent peers. Finally, I found that working-class students engaged in actions aimed to resist the classroom assessment practices that they perceived to be unfair. They exhibited conformity, conformist resistance, and transformational resistance, and engaged in both subtle and more disruptive forms of resistance. Important differences between students in the affluent and the non-affluent universities emerged, regarding their perspectives, actions, and forms of resistance. This study offers a number of strategies that faculty members could adopt to achieve fairer assessment, as well as an array of situations that constitute threats to class-based fairness and which they should avoid. This study also highlights areas of training and reflection (such as provision of quality feedback and self-reflection on class privilege and ingrained stereotypes toward working-class students) that university administrators should include in faculty development initiatives. Keyword: College students--Ability testing; Education; Educational evaluation; Educational tests and measurements; Higher; Social classes; Working class--Education (Higher) URL: https://doi.org/10.7916/hs1j-st36 BASE Hide details 5 Ancillary Data for Refining Computer Adaptive Algorithms for the Assessment of Anomia Tudorache, Emily Kathryn In: Dissertations and Theses (2021) BASE Show details 6 Executive functioning skills of children with suspected auditory processing disorder McGrath, Melissa. - 2020 BASE Show details 7 Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis Lee, Elizabeth. - 2020 BASE Show details 8 An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components Nicolarakis, Onudeah Desiree. - 2020 BASE Show details 9 Language and Subjectivity Blain, Hayden. - 2020 BASE Show details 10 Language and Subjectivity ... Blain, Hayden. - : Columbia University, 2020 BASE Show details 11 Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis ... Lee, Elizabeth. - : Columbia University, 2020 BASE Show details 12 An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components ... Nicolarakis, Onudeah Desiree. - : Columbia University, 2020 BASE Show details 13 Evaluating the relationship between CHC factors and independent living skills in college students Vasel, Laura M.. - 2019 BASE Show details 14 Investigating the Construct of Topical Knowledge in a Scenario-Based Assessment Designed to Simulate Real-Life Second Language Use Banerjee, Heidi Liu. - 2019 BASE Show details 15 A Meaning-Based Multiple-Choice Test of Pragmatic Knowledge: Does It Work? Beltran, Jorge Luis. - 2019 BASE Show details 16 A Meaning-Based Multiple-Choice Test of Pragmatic Knowledge: Does It Work? ... Beltran, Jorge Luis. - : Columbia University, 2019 BASE Show details 17 Investigating the Construct of Topical Knowledge in a Scenario-Based Assessment Designed to Simulate Real-Life Second Language Use ... Banerjee, Heidi Liu. - : Columbia University, 2019 BASE Show details 18 Decoding hidden language: towards a reliable neural assessment of language comprehension in minimally-verbal autistic children Petit, Selene. - : Sydney, Australia : Macquarie University, 2019 BASE Show details 19 Investigating Test-takers’ Use of Linguistic Tools in Second Language Academic Writing Assessment Oh, Sae Rhim. - 2018 BASE Show details 20 An evaluation of assessment instruments in the measurement of the spoken communication skills of rural aboriginal children Gould, Judy. - 2018 BASE Show details Page: 1 2 3 4 5...17

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