The Perceived Role of Diploma Examinations in Alberta, Canada

Standardise and individualise – an unsolvable tension in assessment?

“…Furthermore, teachers' inadequate training and ill-preparation for assessment, particularly authentic assessment, are well known as well. As a matter of fact, this has repeatedly been pointed out as the most notable obstacle for the adoption of the recommended practices from authentic assessment (Combrinck, 2003;Hills, 1991;McDonald, 2002;O'Sullivan and Chalnick, 1991;Stiggins, 2002).…”

Genetic and neural bases of the neuroticism general factor

“…We also examined whether the significant loci act in accordance with the commonfactor model, which is an important tool in the psychology of individual differences. McDonald (2003) suggested that a common factor might be regarded as mental property with a non-physicalist interpretation, which nevertheless can be acted upon by physical causes: “the external variable causes the common factor of the dependent variables, that is, acts to change the level of the psychological attribute common to them” (p. 221). Others have proposed that a common-factor model is merely a convenient summary of otherwise formidably high-dimensional data rather than a representation or approximation of a causal model (Cramer et al, 2012).…”

The Role of Achievement in the Correlation Between Measurement and Evaluation General Competence Perceptions and Literacy Levels

“…The Ministry of National Education (2002) defined teachers' measurement and evaluation competencies as follows: "Identifying the measurement and evaluation method suited for the objective, determining the student performance criteria, conducting written examinations, conducting oral examinations, conducting right-wrong type tests, conducting completion tests, conducting multiple choice tests, identifying the validity and reliability of the developed measurement tools, homework and project assessment, student work folder assessment, informing the school management of the evaluation results, providing feedback to the parents of the students, conducting absolute evaluation and relative evaluation, ensuring the participation of the students in the evaluation process, self-assessment of the instruction provided, helping the students to assess himself/herself, providing feedback to the student, conducting performance tests and attitude measurement." Studies (Aksu, 2012;Beziat & Coleman, 2015;Birgin & Baki, 2009;Childs & Lawson, 2003;Çakan, 2004;Davidheiser, 2013;Daniel & King, 1998;Gelbal & Kelecioğlu, 2007;Güven, 2001;McDonald, 2002;Mertler, 2003;Mertler & Campell, 2005;Özsevgeç, Çepni & Demircioğlu, 2004;Karaman, 2014;Karaman & Şahin, 2014;Kuran & Kanatlı, 2009;Ogan-Bekiroğlu & Suzuk, 2014;Schafer & Lissitz 1987;Stiggins, Conklin, & Bridgeford, 1986;Tao, 2014;Ulutaş, 2003;Volante & Fazio, 2007;Yamtim & Wongwanich, 2014). corresponding to these fields of competence identified in relation to measurement and evaluation indicate that the assessment literacy and competence levels of teachers are low.…”