Designing and validating an assessment inventory for online language teacher education accountability

Sorat, Zahra; Zenouzagh, Zohre Mohamadi

doi:10.1007/s10639-021-10722-w

Cited by 5 publications

(4 citation statements)

References 41 publications

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“…It is not surprising that e-learning” topics have come to the fore. Because recently, many studies on these topics have attracted attention in the literature (Giray, 2021 ; Gurer, 2021 ; Mazman Akar, 2019 ; Siyam, 2019 ; Sorat & Mohamadi Zenouzagh, 2021 ; Troussas et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis

Özyurt

Ayaz

2022

Educ Inf Technol

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Education and Information Technologies (EAIT) has been a leading journal in education & educational research since 1996. To celebrate its 25th anniversary and provide a comprehensive overview of the field, a topic modeling-based bibliometric analysis was conducted on the articles published in this journal. The study is constructed upon two methods, bibliometric analysis, and topic modeling. The study aims to find out the trends in publications and citations, prominent countries, affiliations and the status of authors, the prominent topics, and the thematic characteristics of these topics, as well as research interests and trends. The results show that the articles are grouped under the 21 topics. The top five most studied of them have been determined as "Technology acceptance", "Social networkbased learning", "Teacher education", "Satisfaction of e-learning" and "E-learning". Finally, the acceleration results of each topic within itself and compared to other topics show that the most accelerated topic is "Gamification", while the most accelerated topic compared to other topics has been determined as "Technology acceptance". The general results of the study shed light on future studies in terms of determining the research interests and trends of publications in the field of educational technologies, EAIT.

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Section: Discussionmentioning

confidence: 99%

Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis

Özyurt

Ayaz

2022

Educ Inf Technol

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“…When using assessment tools to achieve the advancement of reflective learning guided by the different assessments (for example, the portfolio for online education) should be initiated with rigorous work according to the level and cultural diversity of in order to students, always keep track of results [8]. The application of assessments is a link in education, whose motivation of its application encourages the quality of student for which various methods and forms of assessment are explored focusing on the needs of the students themselves [9], which is evaluated in the components of each assessment even more in the responsibility of online learning [10], to overcome barriers and include record systems in the online assessments [11].…”

Section: The Perspective's Analysis Of Formative Assessment With Univ...mentioning

confidence: 99%

The Perspective’s Analysis of Formative Assessment with University Students

Reynaga-Chávez,

Burga-Falla,

Huamán-Romaní

et al. 2023

TEM Journal

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Starting or ending an academic semester leads to the concern of teachers because a teaching-learning methodology has to be applied, often forcing them to inquire or consult methodological advances to improve the quality of education, especially the evaluation part. Therefore, our research objective is to analyze the perspectives of formative assessment with university students, so we used the methodology of quantitative and descriptive-correlational, non-experimental approach through an online survey with a validated measurement instrument, as the sample consisted of 3944 university students. The results are significant and validated by different statistics such as Cronbach's Alpha (0.951) in the Peruvian context, the formative evaluation methodology is accepted by university students in a positive way. Concluding that there are still teachers who do not adequately apply formative evaluation and that students are still shy to communicate with their teachers in order to request a feedback.

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“…The best results are only achieved by imposing rules and regulations. Their sole aim should be to align the activities according to student needs with a high sense of commitment and professionalism to achieve quality outcomes (Sutherland,2022;Sorat et al, 2022). Autonomy and competency in decision-making are the chief wanted leadership skills, as accountability mechanisms empower teachers in taking decisions at the school level.…”

Section: Professional Accountability Approachmentioning

confidence: 99%

Comparison to Perceptions of Teachers and Head Teachers about Accountability Measures for Public School Improvement in Punjab

Jabeen¹,

Ali²,

Batool³

2023

ojs

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Every government faces the pressure of quality and accountability as it has become an international agenda. Countries are shaping their policies according to the interest of stakeholders in globalization and international competition. They plan to establish high-performing school systems. Developed and developing countries are also struggling with this movement to ensure the quality and accountability of schools. Different accountability approaches are in practice. Mixed methods research design opted for using an interview protocol and sur\vey with 2220 participants from public elementary schools. A pragmatic approach selected for reliability, and validity was assured while using a triangulation design. Descriptive statistics and thematic analysis were performed for the analysis of data. It concluded that educational accountability is a challenging job. Data revealed an ambiguity in the roles and responsibilities of different stakeholders, teachers, head teachers, parents, students, and district administration. Assign duties may be clarified, and responsible persons may be considered answerable. Some policies are there, but these are in practice in a different sense. Implementation of policies may be authenticated. When students' achievement is considered the main drive of school effectiveness, and schools are rated accountable for results to nurture positive change. More than achievement in numbers alone is required for quality education, as this can easily be achieved through misreporting. For quality and improvement over time, some prime features like creativity and higher-order thinking skills are mandatory. In different situations, there may be other yardsticks to judge students' personality traits like teamwork, commitment, and emotional adjustment. School teachers and head teachers had recommended replacing test-based accountability with performance-based accountability to amplify student learning and success.

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Designing and validating an assessment inventory for online language teacher education accountability

Cited by 5 publications

References 41 publications

Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis

Twenty-five years of education and information technologies: Insights from a topic modeling based bibliometric analysis

The Perspective’s Analysis of Formative Assessment with University Students

Comparison to Perceptions of Teachers and Head Teachers about Accountability Measures for Public School Improvement in Punjab

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