Assessing Learners Within Large Classes for Effective Learning Outcomes in Teacher Education in Uganda
Keywords:
Large Class, Assessment Practices, Teaching, Learning Outcomes
Abstract
The importance and role of teachers in the country’s education development and empowerment, especially in effort to meet the challenges of the 21st Century, over time and again, assessment of learners within the context of large classes (more than 70 children in each class) has remained a big challenge to practicing teachers during classroom practice. This is not a result of only the interpretation of the concept of large class, but also reflection and application of relevant assessment and pedagogy practices during the teaching and learning process. The paper presents the challenges of large classes and effective assessment practices for tangible learning outcomes which have a lot of implications to the teachers when planning for large classes in practice. Limited evidence has been provided to teachers as adequate interventions on how to assess learners within large classes for effective learning outcomes, the need for the study and action. The study has been practical, evaluative, using mixed design and approach on teacher education practitioners. The findings include among others universal and practical concepts, assessment management challenges, contextual assessment interventions or strategies and tips for large classes including application and integration of Information Communication Technology for quality teaching, assessment and effective leaner outcomes.
References
Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s Experiential Learning Cycle for Laboratory Education. Journal of Engineering Education, 98(3), 283-294. https://doi.org/10.1002/j.2168-9830.2009.tb01025.x
Absolum, M., et al. (2009). Directions for Assessment in New Zealand: Developing Students’ Assessment Capabilities. Ministry of Education. Wellington.
Airasian, P. W (2005). Classroom Conditions That Best Facilitate Learning MITCH REID (2006)
Ajjan, M. and Smith, R. F. (2012). In 53 Problems with Large Classes. Ely, Cambs: The Professional and Higher Partnership.
Anderson and Krathwohl (2001). Revised Bloom’s Taxonomy. Retrieved from http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
Assessment Reform Group (ARG) (2002). Assessment for learning: Ten Principles. (London Assessment Group). London. Retrieved from http://arg.educ.cam.ac.uk/CIE3.pdf
Baker, J. & Westrap, H. (2000). The English language teacher’s handbook: How to teach large classes with few resources. London: Continuum.
Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment and Evaluation in Higher Education, 27(5), 427–441.
Bass Hanna, G.S. & Dettmer, P.A. (2004). Assessment for Effective Teaching; Using context adoptive planning: Boston, Published by MA; Pearson A&B.
Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment in Education: Principles, Policy & Practice, 18(2), 199–211.
Biggs, J. (1997). Demythologising the Teaching of International Students. Learning and Development Guide No.5. University of Newcastle.
Biggs, J. (1999). Teaching for quality learning at university: Buckingham: Society for research into higher education. Open University Press.
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.
Biggs, J. (2020). Teaching for Quality Learning at University, Assessment. First Year Principles, Threshold Learning Outcomes,
Biggs and Tang's (2007). Constructive alignment: SOLO Taxonomy (Structure of the Observed Learning Outcome) (2007)
Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education. Phi Delta Kappan, 5(1), 7–74.
Black, P. & Wiliam, D. (2006). Inside the black box: Raising standards through classroom assessment. Granada. King’s College London School of Education
Blaich, C. & Wise, K. (2011). From gathering to using assessment results: Lessons from the Wabash national study. National Institute for Learning Outcomes Assessment. University of Illinois at Urbana Champaign: Champaign, IL.
Board of governors (2013). Missouri State University: https://www.missouristate.edu/assessment/the-assessment-process.htm
Bonfield, T. & Horgan, K. (2016). Learning to teach. Teaching to learn: a core text for primary student teachers in Ireland. Limerick. Paperback.
Boud, D. (2010). Assessment 2020: seven propositions for assessment reform in higher education. Australian Learning and Teaching Council, Sydney. Available from assessmentfutures.com.
Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning: Assessment and Evaluation in Higher Education 31(4), 399–413.
Brad, C. B. (2007). Types of Classroom Assessments: published an online column for the "New York
Braskamp, L.A. & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning. Loyola University Chicago: Chicago IL.
Brown, G.& Knight, P. (2001). Assessment: a guide for lecturers. Assessment series no. 3. Learning and Teaching Support Network, York. Available from: heacademy.ac.uk/
Brown, H. D. (2000). Principle of language and teaching. Addision Wesley: Longman.
Brown, S., Race, P. & Smith, B. (2005). 500 tips on assessment. Routledge, London.
Brown S & Smith, B (1997). Getting to Grips with Assessment. SEDA, Birmingham.
Bull, J. & Danson, M. (2004). Computer assisted assessment (CAA). York, Learning and Teaching Support Network.
Burns, M. (2005). Looking at How Students Reason. Educational Leadership.
Campbell, R.J. (2006) Assessing teacher effectiveness: developing a differentiated model. London: New York: Routledge Falmer.
Carbone, E. L. (1998). Teaching Large Classes: Tools and Strategies. Thousand Oaks, CA. Sage Publications.
Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings. London: Routledge
Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. London: Routledge.
Centre for Education Innovation (2021). Assessment in Large Classes. CEI, HKUST(.
Cheryl, A. J. (2005). Assessment for learning: Learning and skills Development Agency. New North Ltd London.
City University of Hong Kong. (2011). What is Outcomes Based Teaching and Learning (OTBL)? Office of Education Development and General Education. Retrieved November 16, 2017, from http://www.cityu.edu.hk/edge/obtl/elearn_tool/p3.htm
Clancy, E., Quinn, P., & Miller, J. (2005). Assessment of a Case Study Laboratory to Increase Awareness of Ethical Issues in Engineering. IEEE Transactions on Education, 48(2), 313-317. https://doi.org/10.1109/TE.2004.842900
Cooper, J. L & Robinson, P. (2000). The Argument for Making Large Classes Seem Small. New Directions for Teaching and Learning. 81: 5-16.
Davies, A. (2004). Finding Proof of Learning in a One-to-One Computing Classroom: Courtenay. BC: Connections Publishing.
Dawson, P. (2012). Constructive alignment and learning outcomes. Retrieved November 16, 2017, from https://www.youtube.com/watch?v=Xs4WLm0uC2k
DeLuca, C., Klinger, D., Pyper, J. & Woods, J. (2015). Instructional rounds as a professional learning model for systemic implementation of Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 22(1), 122–139
Draper, S.W. (2009.) Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British Journal of Educational Technology, 40, 2, 285‐293.
Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P. & Wenk, L. (1996). Classtalk: a classroom communication system for active learning. Journal of Computing in Higher Education, 7, 3‐47.
Dziob D., Kwiatkowski L. & Sokolowska, D. (2018). Class tournament as an assessment method in physics courses: A pilot study. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1111-1132. https://doi.org/10.29333/ejmste/81807
Earl, L. (2003). Assessment as learning; Using classroom assessment to maximize students learning: Thousand Oaks, CA; Corwin.
Engberg, M.E. & Manderino, M. (2013). Collecting dust or creating change: A multi-campus usability study of student survey results. Manuscript submitted for publication.
Fernandes, S., Flores, M. A. & Lima, R. M. (2012). Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163-178. https://doi.org/10.1080/02602938.2010.515015
Fetterman, D.M., (2008). Empowerment evaluation: An introduction to process use. Retrieved from http://www rri pdx edu/fetterman_empowerment_ 10-2008 pdf
Florez, M.T. & Summons, P., (2013). Assessment for learning: effects and impact. Centre for British teachers. Oxford University.
Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS 111(23): 8410-8415.
Gardner‐Medwin, A.R., (2006). Confidence‐Based Marking – towards deeper learning and better exams in C. Bryan & K. Clegg (Eds.) Innovative assessment in higher education. London. Taylor, & Francis.
Gibbs, A. & Jenkins, G. (1992). Teaching Large Classes in Higher Education: Kogan Page Limited. In Dealing with Large Classes: A Real Challenge
Gibbs, G (1992). Assessing More Students. The Teaching More Students Project. Oxonion Rewley Press, Oxford.
Gaertner, H. (2014). Effects of student feedback as a method of self-evaluating the quality of teaching. Studies in Educational Evaluation, 42, 91-99. https://doi.org/10.1016/j.stueduc.2014.04.003
Gibbs, G. (2006). How assessment frames student learning. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (p. 23). London: Routledge.
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31.
Gibbs G., Simpson C. & Macdonald R., (2003). Improving student learning through changing assessment - a conceptual and practical framework. In European Association for Research into Learning and Instruction (EARLI) Conference (pp. 1-10). Padova, Italy.
Green, K. H. & Emerson, A. (2007). A new framework for grading. Assessment & Evaluation in Higher Education, 32(4), 495-511. https://doi.org/10.1080/02602930600896571
Government of Uganda. (1992). Government White Paper on Education Policy Review Commissiom Report. Kampala. MoES.
Green, M. F. (2012). Measuring and assessing internationalization. Association of International Educators. New York: NAFSA.
Guardia. C. & Alsina, I., (2016). Trends And Challenges of e-Assessment to Enhance student learning in Higher Education. In E.Cano and G. Ion (Education). Innovative practices for Higher Education Assessment, And measurable. chapter3, section1. Global.Dol:10.4018/978-1-5225-0531-0
Habeshaw, S, Gibbs, G & Habeshaw, T., (1993). 53 Interesting Ways to Assess your Students. Cromwell Press Ltd. Trowbridge.
Hasan, M. F. n.d. Effective teaching in large classes. Online: http://www.uobabylon.edu.iq/uobcoleges/fileshare/articles/large%20classes.pdf
Harfitt, G. J. (2013). Why ‘small’ can be better: An exploration of the relationships between class size and pedagogical practices. Research Papers in Education, 28(3), 330–345
Hayes, D. (2010). The seductive charms of a cross-curricular approach. Education 3-13, 38(4), 381-387. http://dx.doi.org/10.1080/00958964.2011.621995
Heppne.r F. (2007). Teaching the Large College Class: A Guidebook for Instructors with Multitudes. San Francisco: Jossey-Bass.
Hodges, L. (2016). Three Common Demands from Students in Large Classes and What to Do About Them. The National Teaching and Learning Forum 25.5: 1-4.
Holland, J & Campbell, J., (2005). Methods in development research: combining qualitative and quantitative approaches. London, United Kingdom: ITDG Publications.
Hornsby, D., & Osman, R. (2014). Massification in higher education: Large classes and student learning. Higher Education, 67, 711–719
Hornsby, D.J, Osman, R, De Matos-Ala, J (eds) 2013. Hornsby DJ, Osman R, De Matos-Ala J (eds) 2013. Large-Class Pedagogy. Stellenbosch: ,SUN PRESS
Sambell K., MacDowell, L & Brown, S. (1997). ‘But is it fair?’: An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation 23, no. 4: 349–71.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, Principles, Policy and Practice 5, no. 1: 7–74.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education 22, no. 2: 151–67
Savin-Baden, M. (2004). Understanding the impact of assessment on students’ performance in problem-based learning. Innovations in Education and Teaching International 41, no. 2:221–33.
Fernandes, S. Assunção, M. F. & Lima, R. M., (2012). Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37:2, 163-178, DOI: 10.1080/02602938.2010.515015
Irons, A. (2008). Enhancing Learning through Formative Assessment and Feedback. New York: Routledge. https://doi.org/10.4324/9780203934333
James, R., McInnis, C. and Devlin, M. (2002). Assessing Learning in Australian Universities. This section was prepared by Marcia Devlin. Responding to the Assessment Challenges of Large Classes 2021 Assessing learning in Australian Universities
Jens, S. (2005). Indirect and Direct Assessment Methods for continuous Assessment: Jacksonville State University
Johnson, D. W. & Johnson, F. (2006). Joining together: Group theory and group skills (9th ed.). Boston: Allyn & Bacon.
Bradley, K. (2018). New Trends in Classroom Authentic Assessment. Starnest Services Limited, Georgia
Knight, P. (2001). A briefing on key concepts: Formative and summative, criterion and norm-referenced assessment. Assessment Series No. 7. York, UK: LTSN Generic Centre.
Knight, J K, Wood W. B. (2005). Teaching More by Lecturing Less. Chudler E, ed. Cell Biology Education. 4(4):298-310. doi:10.1187/05-06-0082.
Kristin, J. (2010). Formal & Informal Assessment Tools & Methods. Houston and New York City
Krueger, R & Casey, M., (2000). Focus groups: a practical guide for applied research (3rd ed) Thousand Oaks (CA): Sage.
Kominski, C. (2012). "Strategies to Assess Large Classes" (2012). Test Item Writing. 11. Assessment the UNTHSC Scholarly Repository
Kuchah, K. and Smith, R. (2011). 'Pedagogy of autonomy for difficult circumstances: Principles from practice'. International Journal of Innovation in Language Learning and Teaching 5/2: 119-139. Online: http://www.tandfonline.com/doi/abs/10.1080/17501229.2011.577529
Kusi, H., & Manful, H. O. (2019). Class Size and Academic Performance of Students In Selected Nursing And Midwifery Training Colleges in the Central Region, Ghana. Advances in Social Sciences Research Journal, 6(9), 224-246
Lal, S. Lucey, A. D. Lindsay, E. D. Sarukkalige, P. R., Mocerino, M., Treagust, D. F., & Zadnik, M. G. (2017). An alternative approach to student assessment for engineering-laboratory learning. Australasian Journal of Engineering Education, 22(2), 81-94. https://doi.org/10.1080/22054952.2018.1435202
Leask, B. (2006). Plagiarism, cultural diversity and metaphor—implications for academic staff development. Assessment and Evaluation in Higher Education 31(2), 183–199.
Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education. 17, 307-319.
Lizanne, D. James, G. Shriner, Claire A. L. (2001). Educating towards Inclusive Education: Teacher Decision Making in Participation of Students With Disabilities in Large-Scale Assessment Vol. 68, No. 1, pp. 7-22. University of Illinois at Urbana-Champaign ©2001 Council for Exceptional Children.
McAlpine, M. (2002). Principles of assessment. Glasgow: University of Glasgow. Published by Robert Clark Center for Technological Education.
McCormick, A. C. & McClenney, K. (2012). Will these trees ever bear fruit? A response to the special issue on student engagement. The Review of Higher Education, 35(2), 307-333.
Mandinach, E.B., & Jackson, S.S. (2012). Transforming teaching and learning through data- driven decision making. Thousand Oaks: Corwin Press.
Marshall, B. & Drummond, M. J. (2006). How teachers engage with Assessment for Learning: Lessons from the classroom. Research Papers in Education, 21(2), 133–149.
Mayer, RE, Stull A, DeLeeuw, K. et al. (2008). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Department of Psychology, University of California, Santa Barbara, CA. http://dx.doi.org/10.1016/j.cedpsych.2008.04.002 (link is external)
MoES (2010) Institutionalising continuous assessment in primary teacher education: Continuous handbook and guidelines for tutors in primary teacher education in Uganda. Kampala.
MoES (2014). TISSA UNESCO teacher issues in Uganda. A shared vision for an effective teachers’ policy. Kampala. MoES.
Mostert, M., & Snowball, J. D. (2013). Where angels fear to tread: Online peer-assessment in a large first-year class. Assessment and Evaluation in Higher Education, 38(6), 674–686.
Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15(2), 175–185.
Museveni, Y. K. (2004). Enhancing UPE, A stake holders Handbook for Upper Primary: Kampala, Uganda. Published by Ministry of Education and Sports.
Nguyen, M. T. T. (2015). Large Classes: Universal Teaching and Management Strategies. Binh Duong University. Vietnam
Nico, David. (2007). E‐assessment by design: using multiple choice test to good effect. Journal of Further and Higher Education, 31, 1, 53‐64.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2),
199-218. https://doi.org/10.1080/03075070600572090
Nicol, D. J., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In Cordelia Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 64-77). London: Routlegde.
OECD (2010). The Nature of Learning: Using Research to inspire Practice.
OECD (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264190658-en.
Ontario. Ministry of Education. (2010a). Collaborative teacher inquiry. Capacity Building Series – Secretariat Special Edition #16. Toronto: Author. Available at www.edu.gov.on.ca/eng
/literacynumeracy/inspire/research/CBS_Collaborative_Teacher_Inquiry.pdf.
Pane, D. (2010). Viewing classroom discipline as negotiable social interaction: A communities of practice perspective. Teaching and Teacher Education, 26, 87-97.
Patton, M.Q. (2002). Qualitative evaluation and research methods. Newbury Park (CA): Sage.
Patton, M.Q. (2008). Utilization focused evaluation (4th ed) Saint Paul (MN): Sage.
Patton, M.Q. (2012). Essentials of utilization-focused evaluation. Los Angeles, CA: Sage Publications.
Pickford, R. and Brown, S. (2006). Assessing skills and practice. London and New York: Routledge.
Pike, G. R. (2013). NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended uses of a measure in validity studies. Research in Higher Education, 54, 149 – 170
Prone, D. (2010). Viewing classroom discipline as negotiable social interaction. A community’s of practice respective, teachers and teacher education. 26,87-97
Pauline Carolyne Fortes & Abdellatif Tchantchane (2010). Dealing with Large Classes: A Real Challenge. International Conference on Mathematics Education Research (ICMER 2010)
Dubai
Quality Assurance Agency (2005). Enhancing practice. Reflection on assessment. Volumes I and II. Quality assurance Agency for Higher Education, Gloucester. Available from: enhancementthemes.ac.uk/resources
Quality Assurance Agency (2013). UK Quality Code for Higher Education: Chapter B4: enabling student development and achievement. Chapter B6: assessment of students and recognition of prior learning. Quality Assurance Agency for Higher Education, Gloucester.
Rajapriyah, A. & Smith, R. (2012). Large Class Teaching Challenges and Possible Responses. Coventry. United Kingdom.
Rajapriyah, A. & Smith, R. (2018). Large Class Teaching Challenges and Possible Responses. University of Warwick, Coventry, CV4 7AL, United Kingdom
Race, P. Brown, S., & Smith, B. (2005). 50 tips on assessment (2nd edition). London. Newyork: Routledge Falmer.
Reilly, A.L. and Denny, P. (2010) Constructive evaluation: a pedagogy of student‐contributed assessment. Computer Science Education, 20, 2, 145‐167.
Renaud, S., Tannenbaum, E. and Stantial, P. (2007). Student-centered teaching in large classes with limited resource. ELT Forum 2007/3: 12-17, 34. Available online: http://americanenglish.state.gov/files/ae/resource_files/07-45-3-c.pdf
Robert, J, Lewis, S.E., Oueini, R. & Mapugay A. (2016). Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry. Journal of Chemical Education. 93(12): 1993-1998. doi: 10.1021/acs.jchemed.6b00395
Rossi, P. Lipsey, M.. (2004). Evaluation: a systemic approach (7th ed) Thousand Oaks (CA): Sage.
Rouse, M. Shriner, J. & Danielson, L. (2000). National assessment and special education in the United States and England and Wales. In M. McLaughlin & M. Rouse (Eds.), Special education and school reform in the United States and Britain (pp. 66-97). London: Routledge.
Rule, A. C. (2006). The Components of Authentic Learning. Journal of Authentic Learning 3(1), 1–10.
Ryan, J. (2005). Improving teaching and learning practices for international students: implications for curriculum, pedagogy and assessment. In Jude, C. and Ryan, J. (eds). Teaching International Students: Improving learning for all, 92–100. Abingdon: Routledge.
Sambell, K. McDowell, L. & Montgomery, C. (2013). Assessment for learning in higher education. London: Routledge
Savin-Baden, M. (2010). The sound of feedback in higher education. Learning, Media and Technology, 35(1), 53–64.
Shamim, F. Negash, N. Chuku, C. and Demewoz, N. 2007. Maximizing Learning in Large Classes: Issues and Options. Addis Abbaba: The British Council. Available online: http://www.teachingenglish.org.uk/sites/teacheng/files/ELT-16-screen.pdf
Schreiner, E. (2008). Indirect and Direct Assessment Methods: Bowling Green State University London-based freelance firm. London.
Sethy, S. S. (2018a). Academic Ethics: Teaching Profession and Teacher Professionalism in Higher Education Settings. Journal of Academic Ethics, 16(4), 287-299. https://doi.org/10.1007/s10805-018-9313-6
Sethy, S. S. (2018b). Professionalism in assessing students’ performance: Roles and responsibilities of higher education teachers. In S. S. Sethy (Ed.), Higher Education and Professional Ethics (pp. 99-123). London: Routledge India. https://doi.org/10.4324/9781351173803-6
Smith, K. (2011). Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom. Studies in Educational Evaluation, 37, 55 –61.
Smith, M, Wood, W. B. & Adams, W. K. (2009). Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science. 323(5910): 122-124. doi: 10.1126/science.1165919
Smith, R. (2008). 'Taking the bull by its horns: Zakia Sarwar's pro-autonomy approach to large classes in Pakistan (Part I)'. Independence 44: 7-13.
Snowball, J. D. (2014). Using interactive content and online activities to accommodate diversity in a large first year class. Higher Education, 67(6), 823–838.
Stanley, C.A. Porter, M.E. (2002). Engaging Large Classes: Strategies and Techniques for College Faculty. Boston: Anker Publishing Company, Inc.
Stiggins, R. J. et al. (2004). Classroom Assessment for Student Learning: Portland, Published by Assessment Training Institute.
Strong, P. (2018.) Assessing Large Classes. Teaching at UNSW, Sydney NSW 2052, Australia UNSW CRICOS Provider Code: 00098G, TEQSA Provider ID: PRV12055, ABN: 57 195 873 17
Strong, P. (2018). Teaching and Assessing Large Classes. Teaching at UNSW. Sydney. Australia
Subheesh, N. P. & Sethy S. S. (2019). Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings Chennai, INDIA
Subheesh, N. P., & Sethy, S. S. (2018). Assessment and Evaluation Practices in Engineering Education: A Global Perspective. In 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE) (pp. 1-5). IEEE. https://doi.org/10.1109/CISPEE.2018.8593451
Suskie, L. (2010). Assessing Student Learning: A Common-Sense Guide. San Francisco, CA: John Wiley & Sons.
The Republic of Uganda (2019). The National Teachers’ Policy (NPT). MoES, Kampala. Uganda.
Trahar, S. (2007). Teaching and learning: The international higher education landscape—some theories and working practices. ESCALATE Education Subject Centre Discussion Series. Bristol: ESC
TEQSA. (2012). Higher education standards framework. Retrieved November 16, 2017, from Department of Education: http://www.teqsa.gov.au/regulatory-approach/higher-education-standards-framework
UNESCO (2005). Guidelines for Quality Assurance in Basic Education in Uganda, A Guide foer Managers, Teachers, Inspectors and Community Leaders. Kampala. Uganda National Commission for UNESCO.
United Kingdom Department for Education (2016). Standards for teachers’ professional development. UK: Crown.
University of Ulster (2015). Assessment handbook. University of Ulster, Coleraine
Valerien, J. (1991). Innovations 'for large classes: A guide for teachers and administrators. UNESCO France.
Weeden, P. et al. (2000). The Learn Project: guidance for schools on assessment for learning. (available on the QCA website-assessment for learning).as part of class room activities is a fundamental process which is required to promote learning and ultimate achievement
Western and Northern Canadian Protocol for Collaboration in Education (WNCP). (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Retrieved June 04, 2021, from www.wncp.ca/media/40539/rethink.pdf.
Wiggins, G. (2001). Educative assessment. San Francisco: Jossey-Bass.
Wiliam, D. (2011). What is assessment for learning? Embedded Formative assessment: Studies in Educational Evaluation. Bloomington.
Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work? In C. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 54–84). New York: Lawrence Erlbaum Associates.
Xie, H. (Ed.). (2014). Education statitics yearbook of China. Beijing: People’s Education Publishing House
Yueting Xu & Gary Harfitt (2018). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies: Published online: 11 Dec 2018
Yueting Xu & Gary Harfitt (2019). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies, Asia-Pacific Journal of Teacher Education, 47:5, 472-486, DOI: 10.1080/1359866X.2018.1555790
Yeh, S. S. (2009). Class size reduction or rapid formative assessment? A comparison of cost-effectiveness. Educational Research Review, 4, 7 –15
Absolum, M., et al. (2009). Directions for Assessment in New Zealand: Developing Students’ Assessment Capabilities. Ministry of Education. Wellington.
Airasian, P. W (2005). Classroom Conditions That Best Facilitate Learning MITCH REID (2006)
Ajjan, M. and Smith, R. F. (2012). In 53 Problems with Large Classes. Ely, Cambs: The Professional and Higher Partnership.
Anderson and Krathwohl (2001). Revised Bloom’s Taxonomy. Retrieved from http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
Assessment Reform Group (ARG) (2002). Assessment for learning: Ten Principles. (London Assessment Group). London. Retrieved from http://arg.educ.cam.ac.uk/CIE3.pdf
Baker, J. & Westrap, H. (2000). The English language teacher’s handbook: How to teach large classes with few resources. London: Continuum.
Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment and Evaluation in Higher Education, 27(5), 427–441.
Bass Hanna, G.S. & Dettmer, P.A. (2004). Assessment for Effective Teaching; Using context adoptive planning: Boston, Published by MA; Pearson A&B.
Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment in Education: Principles, Policy & Practice, 18(2), 199–211.
Biggs, J. (1997). Demythologising the Teaching of International Students. Learning and Development Guide No.5. University of Newcastle.
Biggs, J. (1999). Teaching for quality learning at university: Buckingham: Society for research into higher education. Open University Press.
Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5-22.
Biggs, J. (2020). Teaching for Quality Learning at University, Assessment. First Year Principles, Threshold Learning Outcomes,
Biggs and Tang's (2007). Constructive alignment: SOLO Taxonomy (Structure of the Observed Learning Outcome) (2007)
Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education. Phi Delta Kappan, 5(1), 7–74.
Black, P. & Wiliam, D. (2006). Inside the black box: Raising standards through classroom assessment. Granada. King’s College London School of Education
Blaich, C. & Wise, K. (2011). From gathering to using assessment results: Lessons from the Wabash national study. National Institute for Learning Outcomes Assessment. University of Illinois at Urbana Champaign: Champaign, IL.
Board of governors (2013). Missouri State University: https://www.missouristate.edu/assessment/the-assessment-process.htm
Bonfield, T. & Horgan, K. (2016). Learning to teach. Teaching to learn: a core text for primary student teachers in Ireland. Limerick. Paperback.
Boud, D. (2010). Assessment 2020: seven propositions for assessment reform in higher education. Australian Learning and Teaching Council, Sydney. Available from assessmentfutures.com.
Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning: Assessment and Evaluation in Higher Education 31(4), 399–413.
Brad, C. B. (2007). Types of Classroom Assessments: published an online column for the "New York
Braskamp, L.A. & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning. Loyola University Chicago: Chicago IL.
Brown, G.& Knight, P. (2001). Assessment: a guide for lecturers. Assessment series no. 3. Learning and Teaching Support Network, York. Available from: heacademy.ac.uk/
Brown, H. D. (2000). Principle of language and teaching. Addision Wesley: Longman.
Brown, S., Race, P. & Smith, B. (2005). 500 tips on assessment. Routledge, London.
Brown S & Smith, B (1997). Getting to Grips with Assessment. SEDA, Birmingham.
Bull, J. & Danson, M. (2004). Computer assisted assessment (CAA). York, Learning and Teaching Support Network.
Burns, M. (2005). Looking at How Students Reason. Educational Leadership.
Campbell, R.J. (2006) Assessing teacher effectiveness: developing a differentiated model. London: New York: Routledge Falmer.
Carbone, E. L. (1998). Teaching Large Classes: Tools and Strategies. Thousand Oaks, CA. Sage Publications.
Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings. London: Routledge
Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. London: Routledge.
Centre for Education Innovation (2021). Assessment in Large Classes. CEI, HKUST(.
Cheryl, A. J. (2005). Assessment for learning: Learning and skills Development Agency. New North Ltd London.
City University of Hong Kong. (2011). What is Outcomes Based Teaching and Learning (OTBL)? Office of Education Development and General Education. Retrieved November 16, 2017, from http://www.cityu.edu.hk/edge/obtl/elearn_tool/p3.htm
Clancy, E., Quinn, P., & Miller, J. (2005). Assessment of a Case Study Laboratory to Increase Awareness of Ethical Issues in Engineering. IEEE Transactions on Education, 48(2), 313-317. https://doi.org/10.1109/TE.2004.842900
Cooper, J. L & Robinson, P. (2000). The Argument for Making Large Classes Seem Small. New Directions for Teaching and Learning. 81: 5-16.
Davies, A. (2004). Finding Proof of Learning in a One-to-One Computing Classroom: Courtenay. BC: Connections Publishing.
Dawson, P. (2012). Constructive alignment and learning outcomes. Retrieved November 16, 2017, from https://www.youtube.com/watch?v=Xs4WLm0uC2k
DeLuca, C., Klinger, D., Pyper, J. & Woods, J. (2015). Instructional rounds as a professional learning model for systemic implementation of Assessment for Learning. Assessment in Education: Principles, Policy & Practice, 22(1), 122–139
Draper, S.W. (2009.) Catalytic assessment: understanding how MCQs and EVS can foster deep learning. British Journal of Educational Technology, 40, 2, 285‐293.
Dufresne, R.J., Gerace, W.J., Leonard, W.J., Mestre, J.P. & Wenk, L. (1996). Classtalk: a classroom communication system for active learning. Journal of Computing in Higher Education, 7, 3‐47.
Dziob D., Kwiatkowski L. & Sokolowska, D. (2018). Class tournament as an assessment method in physics courses: A pilot study. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1111-1132. https://doi.org/10.29333/ejmste/81807
Earl, L. (2003). Assessment as learning; Using classroom assessment to maximize students learning: Thousand Oaks, CA; Corwin.
Engberg, M.E. & Manderino, M. (2013). Collecting dust or creating change: A multi-campus usability study of student survey results. Manuscript submitted for publication.
Fernandes, S., Flores, M. A. & Lima, R. M. (2012). Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163-178. https://doi.org/10.1080/02602938.2010.515015
Fetterman, D.M., (2008). Empowerment evaluation: An introduction to process use. Retrieved from http://www rri pdx edu/fetterman_empowerment_ 10-2008 pdf
Florez, M.T. & Summons, P., (2013). Assessment for learning: effects and impact. Centre for British teachers. Oxford University.
Freeman, S. et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS 111(23): 8410-8415.
Gardner‐Medwin, A.R., (2006). Confidence‐Based Marking – towards deeper learning and better exams in C. Bryan & K. Clegg (Eds.) Innovative assessment in higher education. London. Taylor, & Francis.
Gibbs, A. & Jenkins, G. (1992). Teaching Large Classes in Higher Education: Kogan Page Limited. In Dealing with Large Classes: A Real Challenge
Gibbs, G (1992). Assessing More Students. The Teaching More Students Project. Oxonion Rewley Press, Oxford.
Gaertner, H. (2014). Effects of student feedback as a method of self-evaluating the quality of teaching. Studies in Educational Evaluation, 42, 91-99. https://doi.org/10.1016/j.stueduc.2014.04.003
Gibbs, G. (2006). How assessment frames student learning. In C. Bryan & K. Clegg (Eds.), Innovative assessment in higher education (p. 23). London: Routledge.
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31.
Gibbs G., Simpson C. & Macdonald R., (2003). Improving student learning through changing assessment - a conceptual and practical framework. In European Association for Research into Learning and Instruction (EARLI) Conference (pp. 1-10). Padova, Italy.
Green, K. H. & Emerson, A. (2007). A new framework for grading. Assessment & Evaluation in Higher Education, 32(4), 495-511. https://doi.org/10.1080/02602930600896571
Government of Uganda. (1992). Government White Paper on Education Policy Review Commissiom Report. Kampala. MoES.
Green, M. F. (2012). Measuring and assessing internationalization. Association of International Educators. New York: NAFSA.
Guardia. C. & Alsina, I., (2016). Trends And Challenges of e-Assessment to Enhance student learning in Higher Education. In E.Cano and G. Ion (Education). Innovative practices for Higher Education Assessment, And measurable. chapter3, section1. Global.Dol:10.4018/978-1-5225-0531-0
Habeshaw, S, Gibbs, G & Habeshaw, T., (1993). 53 Interesting Ways to Assess your Students. Cromwell Press Ltd. Trowbridge.
Hasan, M. F. n.d. Effective teaching in large classes. Online: http://www.uobabylon.edu.iq/uobcoleges/fileshare/articles/large%20classes.pdf
Harfitt, G. J. (2013). Why ‘small’ can be better: An exploration of the relationships between class size and pedagogical practices. Research Papers in Education, 28(3), 330–345
Hayes, D. (2010). The seductive charms of a cross-curricular approach. Education 3-13, 38(4), 381-387. http://dx.doi.org/10.1080/00958964.2011.621995
Heppne.r F. (2007). Teaching the Large College Class: A Guidebook for Instructors with Multitudes. San Francisco: Jossey-Bass.
Hodges, L. (2016). Three Common Demands from Students in Large Classes and What to Do About Them. The National Teaching and Learning Forum 25.5: 1-4.
Holland, J & Campbell, J., (2005). Methods in development research: combining qualitative and quantitative approaches. London, United Kingdom: ITDG Publications.
Hornsby, D., & Osman, R. (2014). Massification in higher education: Large classes and student learning. Higher Education, 67, 711–719
Hornsby, D.J, Osman, R, De Matos-Ala, J (eds) 2013. Hornsby DJ, Osman R, De Matos-Ala J (eds) 2013. Large-Class Pedagogy. Stellenbosch: ,SUN PRESS
Sambell K., MacDowell, L & Brown, S. (1997). ‘But is it fair?’: An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation 23, no. 4: 349–71.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, Principles, Policy and Practice 5, no. 1: 7–74.
Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education 22, no. 2: 151–67
Savin-Baden, M. (2004). Understanding the impact of assessment on students’ performance in problem-based learning. Innovations in Education and Teaching International 41, no. 2:221–33.
Fernandes, S. Assunção, M. F. & Lima, R. M., (2012). Students’ views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37:2, 163-178, DOI: 10.1080/02602938.2010.515015
Irons, A. (2008). Enhancing Learning through Formative Assessment and Feedback. New York: Routledge. https://doi.org/10.4324/9780203934333
James, R., McInnis, C. and Devlin, M. (2002). Assessing Learning in Australian Universities. This section was prepared by Marcia Devlin. Responding to the Assessment Challenges of Large Classes 2021 Assessing learning in Australian Universities
Jens, S. (2005). Indirect and Direct Assessment Methods for continuous Assessment: Jacksonville State University
Johnson, D. W. & Johnson, F. (2006). Joining together: Group theory and group skills (9th ed.). Boston: Allyn & Bacon.
Bradley, K. (2018). New Trends in Classroom Authentic Assessment. Starnest Services Limited, Georgia
Knight, P. (2001). A briefing on key concepts: Formative and summative, criterion and norm-referenced assessment. Assessment Series No. 7. York, UK: LTSN Generic Centre.
Knight, J K, Wood W. B. (2005). Teaching More by Lecturing Less. Chudler E, ed. Cell Biology Education. 4(4):298-310. doi:10.1187/05-06-0082.
Kristin, J. (2010). Formal & Informal Assessment Tools & Methods. Houston and New York City
Krueger, R & Casey, M., (2000). Focus groups: a practical guide for applied research (3rd ed) Thousand Oaks (CA): Sage.
Kominski, C. (2012). "Strategies to Assess Large Classes" (2012). Test Item Writing. 11. Assessment the UNTHSC Scholarly Repository
Kuchah, K. and Smith, R. (2011). 'Pedagogy of autonomy for difficult circumstances: Principles from practice'. International Journal of Innovation in Language Learning and Teaching 5/2: 119-139. Online: http://www.tandfonline.com/doi/abs/10.1080/17501229.2011.577529
Kusi, H., & Manful, H. O. (2019). Class Size and Academic Performance of Students In Selected Nursing And Midwifery Training Colleges in the Central Region, Ghana. Advances in Social Sciences Research Journal, 6(9), 224-246
Lal, S. Lucey, A. D. Lindsay, E. D. Sarukkalige, P. R., Mocerino, M., Treagust, D. F., & Zadnik, M. G. (2017). An alternative approach to student assessment for engineering-laboratory learning. Australasian Journal of Engineering Education, 22(2), 81-94. https://doi.org/10.1080/22054952.2018.1435202
Leask, B. (2006). Plagiarism, cultural diversity and metaphor—implications for academic staff development. Assessment and Evaluation in Higher Education 31(2), 183–199.
Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teacher Education. 17, 307-319.
Lizanne, D. James, G. Shriner, Claire A. L. (2001). Educating towards Inclusive Education: Teacher Decision Making in Participation of Students With Disabilities in Large-Scale Assessment Vol. 68, No. 1, pp. 7-22. University of Illinois at Urbana-Champaign ©2001 Council for Exceptional Children.
McAlpine, M. (2002). Principles of assessment. Glasgow: University of Glasgow. Published by Robert Clark Center for Technological Education.
McCormick, A. C. & McClenney, K. (2012). Will these trees ever bear fruit? A response to the special issue on student engagement. The Review of Higher Education, 35(2), 307-333.
Mandinach, E.B., & Jackson, S.S. (2012). Transforming teaching and learning through data- driven decision making. Thousand Oaks: Corwin Press.
Marshall, B. & Drummond, M. J. (2006). How teachers engage with Assessment for Learning: Lessons from the classroom. Research Papers in Education, 21(2), 133–149.
Mayer, RE, Stull A, DeLeeuw, K. et al. (2008). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Department of Psychology, University of California, Santa Barbara, CA. http://dx.doi.org/10.1016/j.cedpsych.2008.04.002 (link is external)
MoES (2010) Institutionalising continuous assessment in primary teacher education: Continuous handbook and guidelines for tutors in primary teacher education in Uganda. Kampala.
MoES (2014). TISSA UNESCO teacher issues in Uganda. A shared vision for an effective teachers’ policy. Kampala. MoES.
Mostert, M., & Snowball, J. D. (2013). Where angels fear to tread: Online peer-assessment in a large first-year class. Assessment and Evaluation in Higher Education, 38(6), 674–686.
Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in Higher Education, 15(2), 175–185.
Museveni, Y. K. (2004). Enhancing UPE, A stake holders Handbook for Upper Primary: Kampala, Uganda. Published by Ministry of Education and Sports.
Nguyen, M. T. T. (2015). Large Classes: Universal Teaching and Management Strategies. Binh Duong University. Vietnam
Nico, David. (2007). E‐assessment by design: using multiple choice test to good effect. Journal of Further and Higher Education, 31, 1, 53‐64.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2),
199-218. https://doi.org/10.1080/03075070600572090
Nicol, D. J., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In Cordelia Bryan & K. Clegg (Eds.), Innovative assessment in higher education (pp. 64-77). London: Routlegde.
OECD (2010). The Nature of Learning: Using Research to inspire Practice.
OECD (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264190658-en.
Ontario. Ministry of Education. (2010a). Collaborative teacher inquiry. Capacity Building Series – Secretariat Special Edition #16. Toronto: Author. Available at www.edu.gov.on.ca/eng
/literacynumeracy/inspire/research/CBS_Collaborative_Teacher_Inquiry.pdf.
Pane, D. (2010). Viewing classroom discipline as negotiable social interaction: A communities of practice perspective. Teaching and Teacher Education, 26, 87-97.
Patton, M.Q. (2002). Qualitative evaluation and research methods. Newbury Park (CA): Sage.
Patton, M.Q. (2008). Utilization focused evaluation (4th ed) Saint Paul (MN): Sage.
Patton, M.Q. (2012). Essentials of utilization-focused evaluation. Los Angeles, CA: Sage Publications.
Pickford, R. and Brown, S. (2006). Assessing skills and practice. London and New York: Routledge.
Pike, G. R. (2013). NSSE benchmarks and institutional outcomes: A note on the importance of considering the intended uses of a measure in validity studies. Research in Higher Education, 54, 149 – 170
Prone, D. (2010). Viewing classroom discipline as negotiable social interaction. A community’s of practice respective, teachers and teacher education. 26,87-97
Pauline Carolyne Fortes & Abdellatif Tchantchane (2010). Dealing with Large Classes: A Real Challenge. International Conference on Mathematics Education Research (ICMER 2010)
Dubai
Quality Assurance Agency (2005). Enhancing practice. Reflection on assessment. Volumes I and II. Quality assurance Agency for Higher Education, Gloucester. Available from: enhancementthemes.ac.uk/resources
Quality Assurance Agency (2013). UK Quality Code for Higher Education: Chapter B4: enabling student development and achievement. Chapter B6: assessment of students and recognition of prior learning. Quality Assurance Agency for Higher Education, Gloucester.
Rajapriyah, A. & Smith, R. (2012). Large Class Teaching Challenges and Possible Responses. Coventry. United Kingdom.
Rajapriyah, A. & Smith, R. (2018). Large Class Teaching Challenges and Possible Responses. University of Warwick, Coventry, CV4 7AL, United Kingdom
Race, P. Brown, S., & Smith, B. (2005). 50 tips on assessment (2nd edition). London. Newyork: Routledge Falmer.
Reilly, A.L. and Denny, P. (2010) Constructive evaluation: a pedagogy of student‐contributed assessment. Computer Science Education, 20, 2, 145‐167.
Renaud, S., Tannenbaum, E. and Stantial, P. (2007). Student-centered teaching in large classes with limited resource. ELT Forum 2007/3: 12-17, 34. Available online: http://americanenglish.state.gov/files/ae/resource_files/07-45-3-c.pdf
Robert, J, Lewis, S.E., Oueini, R. & Mapugay A. (2016). Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry. Journal of Chemical Education. 93(12): 1993-1998. doi: 10.1021/acs.jchemed.6b00395
Rossi, P. Lipsey, M.. (2004). Evaluation: a systemic approach (7th ed) Thousand Oaks (CA): Sage.
Rouse, M. Shriner, J. & Danielson, L. (2000). National assessment and special education in the United States and England and Wales. In M. McLaughlin & M. Rouse (Eds.), Special education and school reform in the United States and Britain (pp. 66-97). London: Routledge.
Rule, A. C. (2006). The Components of Authentic Learning. Journal of Authentic Learning 3(1), 1–10.
Ryan, J. (2005). Improving teaching and learning practices for international students: implications for curriculum, pedagogy and assessment. In Jude, C. and Ryan, J. (eds). Teaching International Students: Improving learning for all, 92–100. Abingdon: Routledge.
Sambell, K. McDowell, L. & Montgomery, C. (2013). Assessment for learning in higher education. London: Routledge
Savin-Baden, M. (2010). The sound of feedback in higher education. Learning, Media and Technology, 35(1), 53–64.
Shamim, F. Negash, N. Chuku, C. and Demewoz, N. 2007. Maximizing Learning in Large Classes: Issues and Options. Addis Abbaba: The British Council. Available online: http://www.teachingenglish.org.uk/sites/teacheng/files/ELT-16-screen.pdf
Schreiner, E. (2008). Indirect and Direct Assessment Methods: Bowling Green State University London-based freelance firm. London.
Sethy, S. S. (2018a). Academic Ethics: Teaching Profession and Teacher Professionalism in Higher Education Settings. Journal of Academic Ethics, 16(4), 287-299. https://doi.org/10.1007/s10805-018-9313-6
Sethy, S. S. (2018b). Professionalism in assessing students’ performance: Roles and responsibilities of higher education teachers. In S. S. Sethy (Ed.), Higher Education and Professional Ethics (pp. 99-123). London: Routledge India. https://doi.org/10.4324/9781351173803-6
Smith, K. (2011). Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom. Studies in Educational Evaluation, 37, 55 –61.
Smith, M, Wood, W. B. & Adams, W. K. (2009). Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science. 323(5910): 122-124. doi: 10.1126/science.1165919
Smith, R. (2008). 'Taking the bull by its horns: Zakia Sarwar's pro-autonomy approach to large classes in Pakistan (Part I)'. Independence 44: 7-13.
Snowball, J. D. (2014). Using interactive content and online activities to accommodate diversity in a large first year class. Higher Education, 67(6), 823–838.
Stanley, C.A. Porter, M.E. (2002). Engaging Large Classes: Strategies and Techniques for College Faculty. Boston: Anker Publishing Company, Inc.
Stiggins, R. J. et al. (2004). Classroom Assessment for Student Learning: Portland, Published by Assessment Training Institute.
Strong, P. (2018.) Assessing Large Classes. Teaching at UNSW, Sydney NSW 2052, Australia UNSW CRICOS Provider Code: 00098G, TEQSA Provider ID: PRV12055, ABN: 57 195 873 17
Strong, P. (2018). Teaching and Assessing Large Classes. Teaching at UNSW. Sydney. Australia
Subheesh, N. P. & Sethy S. S. (2019). Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings Chennai, INDIA
Subheesh, N. P., & Sethy, S. S. (2018). Assessment and Evaluation Practices in Engineering Education: A Global Perspective. In 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE) (pp. 1-5). IEEE. https://doi.org/10.1109/CISPEE.2018.8593451
Suskie, L. (2010). Assessing Student Learning: A Common-Sense Guide. San Francisco, CA: John Wiley & Sons.
The Republic of Uganda (2019). The National Teachers’ Policy (NPT). MoES, Kampala. Uganda.
Trahar, S. (2007). Teaching and learning: The international higher education landscape—some theories and working practices. ESCALATE Education Subject Centre Discussion Series. Bristol: ESC
TEQSA. (2012). Higher education standards framework. Retrieved November 16, 2017, from Department of Education: http://www.teqsa.gov.au/regulatory-approach/higher-education-standards-framework
UNESCO (2005). Guidelines for Quality Assurance in Basic Education in Uganda, A Guide foer Managers, Teachers, Inspectors and Community Leaders. Kampala. Uganda National Commission for UNESCO.
United Kingdom Department for Education (2016). Standards for teachers’ professional development. UK: Crown.
University of Ulster (2015). Assessment handbook. University of Ulster, Coleraine
Valerien, J. (1991). Innovations 'for large classes: A guide for teachers and administrators. UNESCO France.
Weeden, P. et al. (2000). The Learn Project: guidance for schools on assessment for learning. (available on the QCA website-assessment for learning).as part of class room activities is a fundamental process which is required to promote learning and ultimate achievement
Western and Northern Canadian Protocol for Collaboration in Education (WNCP). (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Retrieved June 04, 2021, from www.wncp.ca/media/40539/rethink.pdf.
Wiggins, G. (2001). Educative assessment. San Francisco: Jossey-Bass.
Wiliam, D. (2011). What is assessment for learning? Embedded Formative assessment: Studies in Educational Evaluation. Bloomington.
Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work? In C. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 54–84). New York: Lawrence Erlbaum Associates.
Xie, H. (Ed.). (2014). Education statitics yearbook of China. Beijing: People’s Education Publishing House
Yueting Xu & Gary Harfitt (2018). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies: Published online: 11 Dec 2018
Yueting Xu & Gary Harfitt (2019). Is assessment for learning feasible in large classes? Challenges and coping strategies from three case studies, Asia-Pacific Journal of Teacher Education, 47:5, 472-486, DOI: 10.1080/1359866X.2018.1555790
Yeh, S. S. (2009). Class size reduction or rapid formative assessment? A comparison of cost-effectiveness. Educational Research Review, 4, 7 –15
Published
2022-11-14
How to Cite
Bakaira, G. (2022, November 14). Assessing Learners Within Large Classes for Effective Learning Outcomes in Teacher Education in Uganda. African Journal of Education,Science and Technology, 7(2), Pg 257-279. https://doi.org/https://doi.org/10.2022/ajest.v7i2.807
Issue
Section
Articles
