Sentence examples for conception of assessment from inspiring English sources
According to Hughes (2014 p. 164) "introducing a new conception of assessment … will require work at both the strategic level and the level of assessment literacy for staff and students".
Such a conception of assessment actually ideally also includes decision making, and other possible uses of knowledge created by assessment.
Although confronted with "scientific assessment" above, the open conception of assessment is actually not any less scientific.
In this context, studies have been conducted to investigate students' conceptions of assessment approaches and purposes, as there is evidence that these will affect their learning and ultimately their achievement.
Openness necessarily also requires a more inclusive view to assessment than what the conventional conceptions of assessment provide.
These ideas, quite contrary to the currently common conceptions of assessment and participation, became two of the fundamental principles guiding open assessment method and Opasnet web-workspace development.
This paper explores the following question: do current common conceptions of assessment, policy making and participation provide a sufficient framework for achieving effective participation?
In this paper we ask, do current common conceptions of assessment, policy making and participation provide a sufficient framework for achieving effective participation?
On the one hand, the research approach has avoided taking one given conception of 'integrated assessment' as authoritative, allowing instead the full range of existing contributions to the diverse field of integrative assessment to function as a reservoir for solutions to real-world quality issues in EST assessment.
This study uses a sequential mixed methods design to investigate students' conceptions about the purposes of assessment and their definitions of assessment.
SL, RM and JC contributed to the conception of the study, patient assessment and administration of the treatment.
