Jacob Pearce
Dados Biográficos
| ID | 3942045 |
|---|---|
| NOME | Jacob Pearce |
| PRENOMES | Jacob |
| SOBRENOME | Pearce |
| ASSINATURA | PEARCE J |
| AFILIAÇÕES | Australian Council for Educational Research |
| ORCID | 0000-0003-3081-9132 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 2 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
The line we draw
Assessment cultures in transition
Higher education assessment remains organised across much of the sector around a culture of measurement expressed through grading, ranking and credentialing, even as generative artificial intelligence (AI) destabilises familiar assessment formats and raises questions about validity, purpose and evidence. This article develops the concept of assessment culture to denote the shared values, assumptions and institutional logics that shape assessment …
When I say … assessment burden
High‐quality assessment might elicit feelings of burden, but has significant utility in guiding learning and maintaining professional standards
It is still about validity
Reid et al. respond to recent challenges to reliability norms in assessment by reinforcing the primacy of validity and reflecting on test length, assessment burden and implications for culture change
Perspectivism and Health Professions Assessment
This article aims to outline perspectivism and perspectival thinking by drawing on established scholarship from the philosophy of science and to demonstrate its relevance to health professions education. Perspectivism embraces the notion that knowledge inherently arises from particular perspectives. “Truth” always depends on an evaluative background. Perspectivism is a form of epistemic humility that sees epistemic claims (relating to knowledge) …
Twelve tips for developing effective marking schemes for constructed-response examination questions
Constructed-response questions (CRQs) require effective marking schemes to ensure that the intended learning objectives and/or professional competencies are appropriately addressed, and valid inferences regarding examinee competence are drawn from such assessments. While the educational literature on writing rubrics has proliferated in recent years, this is largely targeted at classroom use and formative purposes. There is comparatively little gu…
Rethinking assessment in response to generative artificial intelligence
By considering the significant implications of generative AI for assessment, the authors suggest reclaiming oral assessment, when there is value in assessing unassisted understanding, and embracing AI for assisted assessment
What do student experiences of programmatic assessment tell us about scoring programmatic assessment data
Pearce suggests that explicitly showing students programmatic assessment scoring practices may enhance feelings of empowerment, agency and trust, thereby encouraging a true learning culture
Standard setting using programmatic thinking for small cohort performance‐based exams
Setting standards for determining competent performance on examinations is well-established in medical education. Establishing a conceptual boundary that differentiates competent from non-competent testtakers typically involves either expert judgement based on test item characteristics (e.g. Angoff), or an empirical process based on examinee performance (e.g. Borderline regression). 1 Standard-setting
The potential use of Bayesian Networks to support committee decisions in programmatic assessment
Incorporating aspects of programmatic assessment into examinations
CONTEXT: A programmatic approach to assessment entails gathering and aggregating 'rich information' on candidates to inform progress decisions. However, there is little guidance on how such an approach might be implemented in practice. OBJECTIVE: We describe an approach to aggregating rich information across assessment formats to inform committee decision-making in a specialist medical college. METHODS: Each item (n = 272) for every examination w…
The unfolding of the historical style in modern cosmology
Student motivation in low-stakes assessment contexts
The goal of this paper is to examine the relationship of student motivation and achievement in low-stakes assessment contexts. Using Pearson product-moment correlations and hierarchical linear regression modelling to analyse data on 794 tertiary students who undertook a low-stakes engineering mechanics assessment (along with the questionnaire of current motivation and the ‘Effort Thermometer’), we find that different measures of student motivatio…
Assessing engineering competencies
Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone the means that should be undertaken to improve the educational setting. Furthermore, it is difficult t…
The Potential of Perspectivism for Science Education
Many science teachers are presented with the challenge of characterizing science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged in the context of the philosophy of science in the work of Ronald Giere. Giere presents a compelling…
Assessing engineering competencies
Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone the means that should be undertaken to improve the educational setting. Furthermore, it is difficult t…
The Potential of Perspectivism for Science Education
Many science teachers are presented with the challenge of characterizing science as a dynamic, human endeavour. Perspectivism, as a hermeneutic philosophy of science, has the potential to be a learning tool for teachers as they elucidate the complex nature of science. Developed earlier by Nietzsche and others, perspectivism has recently re-emerged in the context of the philosophy of science in the work of Ronald Giere. Giere presents a compelling…
Assessing engineering competencies
Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone the means that should be undertaken to improve the educational setting. Furthermore, it is difficult t…
Student motivation in low-stakes assessment contexts
The goal of this paper is to examine the relationship of student motivation and achievement in low-stakes assessment contexts. Using Pearson product-moment correlations and hierarchical linear regression modelling to analyse data on 794 tertiary students who undertook a low-stakes engineering mechanics assessment (along with the questionnaire of current motivation and the ‘Effort Thermometer’), we find that different measures of student motivatio…
The unfolding of the historical style in modern cosmology
Standard setting using programmatic thinking for small cohort performance‐based exams
Setting standards for determining competent performance on examinations is well-established in medical education. Establishing a conceptual boundary that differentiates competent from non-competent testtakers typically involves either expert judgement based on test item characteristics (e.g. Angoff), or an empirical process based on examinee performance (e.g. Borderline regression). 1 Standard-setting
The potential use of Bayesian Networks to support committee decisions in programmatic assessment
Incorporating aspects of programmatic assessment into examinations
CONTEXT: A programmatic approach to assessment entails gathering and aggregating 'rich information' on candidates to inform progress decisions. However, there is little guidance on how such an approach might be implemented in practice. OBJECTIVE: We describe an approach to aggregating rich information across assessment formats to inform committee decision-making in a specialist medical college. METHODS: Each item (n = 272) for every examination w…
What do student experiences of programmatic assessment tell us about scoring programmatic assessment data
Pearce suggests that explicitly showing students programmatic assessment scoring practices may enhance feelings of empowerment, agency and trust, thereby encouraging a true learning culture
Rethinking assessment in response to generative artificial intelligence
By considering the significant implications of generative AI for assessment, the authors suggest reclaiming oral assessment, when there is value in assessing unassisted understanding, and embracing AI for assisted assessment
Perspectivism and Health Professions Assessment
This article aims to outline perspectivism and perspectival thinking by drawing on established scholarship from the philosophy of science and to demonstrate its relevance to health professions education. Perspectivism embraces the notion that knowledge inherently arises from particular perspectives. “Truth” always depends on an evaluative background. Perspectivism is a form of epistemic humility that sees epistemic claims (relating to knowledge) …
Twelve tips for developing effective marking schemes for constructed-response examination questions
Constructed-response questions (CRQs) require effective marking schemes to ensure that the intended learning objectives and/or professional competencies are appropriately addressed, and valid inferences regarding examinee competence are drawn from such assessments. While the educational literature on writing rubrics has proliferated in recent years, this is largely targeted at classroom use and formative purposes. There is comparatively little gu…
When I say … assessment burden
High‐quality assessment might elicit feelings of burden, but has significant utility in guiding learning and maintaining professional standards
It is still about validity
Reid et al. respond to recent challenges to reliability norms in assessment by reinforcing the primacy of validity and reflecting on test length, assessment burden and implications for culture change
The line we draw
Assessment cultures in transition
Higher education assessment remains organised across much of the sector around a culture of measurement expressed through grading, ranking and credentialing, even as generative artificial intelligence (AI) destabilises familiar assessment formats and raises questions about validity, purpose and evidence. This article develops the concept of assessment culture to denote the shared values, assumptions and institutional logics that shape assessment …
Innovations in Medical Education (8 obras) · Psychology (8 obras) · Medicine (7 obras) · Computer Science (6 obras) · Mathematics education (6 obras) · Student Assessment and Feedback (5 obras) · Clinical Reasoning and Diagnostic Skills (4 obras) · Medical education (4 obras) · Education and Critical Thinking Development (3 obras) · Engineering (3 obras)