Optimising new modes of assessment : in search of qualities and standards

By Mien S. R. Segers, Filip Dochy, Eduardo C. Cascallar. 2003

178 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/666caf55ceabae3deedf91981e58f752316243a4

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In Education

Citations in the corpus

NEW ASSESSMENT MODES WITHIN PROJECT-BASED EDUCATION - THE STAKEHOLDERS (2006, background): “(Birenbaum & Dochy, 1996; Segers et al., 2003) and information about the Student Research course at that specific moment.”
Students’ assessment preferences and approaches to learning: can formative assessment make a difference? (2006, background): “An important challenge for today’s higher education remains the development and implementation of learning and teaching practices that foster in students skills to acquire and apply their knowledge efficiently, to think critically, analyse, synthesize and make inferences (Segers et al., 2003).”
Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, background): “Therefore, the new assessment culture strongly emphasises the integration of instruction and assessment, in order to align learning and instruction more with assessment (Segers et al. 2003).”
Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment (2009, methodology): “Formative assessment, on the other hand, serves as a diagnostic tool for students and teachers to identify and improve areas of weakness (Black and Wiliam 1998; Govindasamy 2002; Segers et al. 2003).”
RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME (2006, unknown): “Assessment Authenticity One important change in assessments, characteristic of the assessment culture, is that assessments are not decontextualised and atomistic, but more contextualized or authentic (Segers et al., 2003) focusing on the use of skills in context.”