Nathan Rickey
Datos Biográficos
| ID | 4598262 |
|---|---|
| NOMBRE | Nathan Rickey |
| NOMBRES | Nathan |
| APELLIDO | Rickey |
| FIRMA | RICKEY N |
| AFILIACIONES | Queen's University |
| ORCID | 0000-0002-0044-0204 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Mapping the landscape of AI-driven feedback in education
Introduction Artificial intelligence (AI) is increasingly used in educational contexts to support learning, assessment, and instructional decision-making, particularly through automated feedback. While AI-generated feedback offers scalability, the rapid growth of this work has produced a fragmented empirical literature that warrants a scoping review. Method We conducted a scoping review following the PRISMA guidelines. A systematic search of ProQ…
From challenge to innovation
We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ in…
How hermeneutics can guide grading in integrated STEAM education
Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence‐informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi‐structured interviews and artefacts of teachers' instr…
Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education
While researchers have begun to develop theories of assessment to support integrated learning within Science, Technology, Engineering, Arts and Mathematics (STEAM) education, the role of student self-assessment (SSA) – a core aspect of classroom assessment – has been understudied. The purpose of this research was to develop an initial praxis-oriented understanding of how exemplary STEAM educators provoke SSA in integrated learning. Through an in-…
Chinese teachers’ approaches to classroom assessment
Unlocking the potential of STEAM education
While integrated STEAM education has been shown to support the cultivation of critical global competencies, teachers have identified classroom assessment as a key barrier to facilitating integrated learning. This research investigated how exemplary teachers navigated classroom assessment challenges and practices within integrated STEAM education contexts. Employing an in-depth qualitative design, this study drew on data from interviews with 14 ex…
From challenge to innovation
We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ in…
Unlocking the potential of STEAM education
While integrated STEAM education has been shown to support the cultivation of critical global competencies, teachers have identified classroom assessment as a key barrier to facilitating integrated learning. This research investigated how exemplary teachers navigated classroom assessment challenges and practices within integrated STEAM education contexts. Employing an in-depth qualitative design, this study drew on data from interviews with 14 ex…
Chinese teachers’ approaches to classroom assessment
Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education
While researchers have begun to develop theories of assessment to support integrated learning within Science, Technology, Engineering, Arts and Mathematics (STEAM) education, the role of student self-assessment (SSA) – a core aspect of classroom assessment – has been understudied. The purpose of this research was to develop an initial praxis-oriented understanding of how exemplary STEAM educators provoke SSA in integrated learning. Through an in-…
How hermeneutics can guide grading in integrated STEAM education
Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence‐informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi‐structured interviews and artefacts of teachers' instr…
From challenge to innovation
We are at a critical moment for assessment in schools. Teachers are called to navigate advances in classroom assessment research, top‐down assessment policies, and lingering effects of the COVID‐19 pandemic on teaching and learning. Embedded in this context are also systemic challenges to teachers’ assessment practice. This paper analyses these challenges to characterise the current context for teachers’ assessment work and considers teachers’ in…
Mapping the landscape of AI-driven feedback in education
Introduction Artificial intelligence (AI) is increasingly used in educational contexts to support learning, assessment, and instructional decision-making, particularly through automated feedback. While AI-generated feedback offers scalability, the rapid growth of this work has produced a fragmented empirical literature that warrants a scoping review. Method We conducted a scoping review following the PRISMA guidelines. A systematic search of ProQ…
Mathematics education (5 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Student Assessment and Feedback (5 obras) · Engineering (3 obras) · Formative assessment (3 obras) · Teacher Education and Leadership Studies (3 obras) · Engineering ethics (2 obras) · Grading (engineering) (2 obras) · Innovative Teaching and Learning Methods (2 obras)