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Evaluation and Assessment in Education: Challenges and Solutions
Submission Deadline: Dec. 30, 2015

This special issue currently is open for paper submission and guest editor application.

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Lead Guest Editor
Nadia Idri
Department of English, Faculty of Arts and Languages, University of Bejaia, Bejaia, Algeria
Guest Editor
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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 Submissions must be previously unpublished and may not be under consideration elsewhere.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.sciencepublishinggroup.com/journal/guideforauthors?journalid=196). 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.
Published Papers
The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.
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
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