Special Issue on Evaluation and Assessment in Education: Challenges and Solutions

Submission Deadline: Dec. 30, 2015

Please click the link to know more about Manuscript Preparation: http://www.educationjournal.net/submission

  • Lead Guest Editor
    • Nadia Idri
      Department of English, Faculty of Arts and Languages, University of Bejaia, Bejaia, Algeria
  • Guest Editor
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to complete the Guest Editor application.
  • Introduction

    In education, there has long been dissatisfaction with evaluation which has been methodologically inflexible and uncertain or misguided as to its role (Alderson and Beretta: 1996: 1). That is why, stressing the idea of ongoing evaluation of learning goals by both learners and teachers is now necessary and becomes integral to a process syllabus. Further, continuous evaluation is the mechanism through which learning can become consciously experiential. It is formative and addresses all the components of learning tasks, language input, topic content, the affective climate, methodology and the syllabus itself. Involving learners in the evaluation process has developed impressively as stated by Brown and Hudson, 1998: For the past two decades, instructors in language classrooms have started to use various assessments in classrooms, such as assessment by learners and also by their peers

    For many teachers, decisions related to the assessment of the students’ learning are equally an important task of their work. Such decisions relate to a wide spectrum of issues, including assigning grades to students, evaluating the suitability of textbooks, assigning students to an appropriate class in a language program and deciding on the design and content of classroom tests. Hence, in order to carry out these tasks,, teachers need more than access to different assessment techniques and instruments; they need the understanding of the nature and purposes of evaluation, procedures for collecting data and interpreting different kinds of information about the students and their learning. Additionally, instructors need to be able to make appropriate decisions about instruction and instructional plans that can have a significant impact on the students (Genesee, F. and Upshur, J. A. (1998).

    Aims and Scope

    This special issue comes to treat the above-mentioned issues and raise questions about the reality of assessment and testing in education. The issue addresses instructors at all levels and invite them to discuss the challenges they meet while assessing their learners.

    The special issue welcomes papers related but not limited to :

    1. Modern Views of Evaluation
    2. New Approaches, Methods and Techniques in Evaluation and Assessment.
    3. Self-assessment and Portfolios
    4. Peer-assessment in education
    5. Teachers’ Assessment: Dealing with Errors and Giving Feedback
    6. Content and Context Evaluation
    7. Evaluation of Materials
    8. Curriculum Design & Evaluation
    9. Program Evaluation
    10. Assessment and scoring in Education
    11. Assessment and online instruction

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.educationjournal.net/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.