Educational Assessment Research Articles

Designing experiential learning activities with generative artificial intelligence tools for authentic assessment

Purpose This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning. Design/methodology/approach The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use. Findings The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes. Originality/value This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

Associations of Internal Medicine Residency Milestone Ratings and Certification Examination Scores With Patient Outcomes.

Despite its importance to medical education and competency assessment for internal medicine trainees, evidence about the relationship between physicians' milestone residency ratings or the American Board of Internal Medicine's initial certification examination and their hospitalized patients' outcomes is sparse. To examine the association between physicians' milestone ratings and certification examination scores and hospital outcomes for their patients. Retrospective cohort analyses of 6898 hospitalists completing training in 2016 to 2018 and caring for Medicare fee-for-service beneficiaries during hospitalizations in 2017 to 2019 at US hospitals. Primary outcome measures included 7-day mortality and readmission rates. Thirty-day mortality and readmission rates, length of stay, and subspecialist consultation frequency were also assessed. Analyses accounted for hospital fixed effects and adjusted for patient characteristics, physician years of experience, and year. Certification examination score quartile and milestone ratings, including an overall core competency rating measure equaling the mean of the end of residency milestone subcompetency ratings categorized as low, medium, or high, and a knowledge core competency measure categorized similarly. Among 455 120 hospitalizations, median patient age was 79 years (IQR, 73-86 years), 56.5% of patients were female, 1.9% were Asian, 9.8% were Black, 4.6% were Hispanic, and 81.9% were White. The 7-day mortality and readmission rates were 3.5% (95% CI, 3.4%-3.6%) and 5.6% (95% CI, 5.5%-5.6%), respectively, and were 8.8% (95% CI, 8.7%-8.9%) and 16.6% (95% CI, 16.5%-16.7%) for mortality and readmission at 30 days. Mean length of stay and number of specialty consultations were 3.6 days (95% CI, 3.6-3.6 days) and 1.01 (95% CI, 1.00-1.03), respectively. A high vs low overall or knowledge milestone core competency rating was associated with none of the outcome measures assessed. For example, a high vs low overall core competency rating was associated with a nonsignificant 2.7% increase in 7-day mortality rates (95% CI, -5.2% to 10.6%; P = .51). In contrast, top vs bottom examination score quartile was associated with a significant 8.0% reduction in 7-day mortality rates (95% CI, -13.0% to -3.1%; P = .002) and a 9.3% reduction in 7-day readmission rates (95% CI, -13.0% to -5.7%; P < .001). For 30-day mortality, this association was -3.5% (95% CI, -6.7% to -0.4%; P = .03). Top vs bottom examination score quartile was associated with 2.4% more consultations (95% CI, 0.8%-3.9%; P < .003) but was not associated with length of stay or 30-day readmission rates. Among newly trained hospitalists, certification examination score, but not residency milestone ratings, was associated with improved outcomes among hospitalized Medicare beneficiaries.

Teaching Note—The Dynamic Duo: Use of Standardized Clients Across the Social Work Practice and Field Curricula

ABSTRACT This reflection from one department of social work showcases the use of simulation as an integrated tool of practice-based education and assessment for social work education within generalist and specialized practice classes. We show several ways we are using simulation as both a learning and assessment tool for social work practice skills. This includes in-class simulations using paid standardized patient as clients, the use of objective standard clinical examination as an assessment tool in the standardized patient suite within the university, the use of field instructors as feedback mechanisms for standardized patient experiences, and translating and linking student skills in the classroom to real-world field experiences. Challenges, lessons learned, and opportunities for future exploration are discussed.

A New Approach for Organizing Online Examination

The “Examination Form” research paper explores the transformative potential of digital technology in reshaping the landscape of educational assessments. This paper delves into the development and implementation of an online examination system that aims to streamline the process of conducting exams, thereby enhancing efficiency and integrity in educational institutions. The online examination system provides a platform for educators to create, manage, and grade exams with ease, accommodating various question types such as multiple-choice, short-answer, and essay questions. It offers students the flexibility to take exams from any location, ensuring a user-friendly and secure examination experience. The system incorporates robust security measures to maintain the integrity of the examination process and prevent unauthorized access. The paper further discusses how real-time analytics provided by the system can aid administrators in tracking performance trends and identifying areas for improvement. These insights can contribute to refining teaching methodologies in education. The “Examination Form” research paper underscores the pivotal role of digital innovation in bridging the gap between traditional examination methods and the evolving needs of the modern educational ecosystem. It highlights how such a system can alleviate administrative burdens, promote academic integrity, and provide valuable pedagogical insights. This research contributes to the ongoing discourse on digital transformation in education, particularly in the realm of assessment systems.

Students’ perceptions on different sources of self-feedback

ABSTRACT Feedback is crucial for improving student learning. In this regard, overcoming the transmissive conception of feedback in favour of its dialogic function introduces new reflections concerning the internal generative feedback process. In this regard, Nicol [(2020). The power of internal feedback: Exploiting natural comparator processes. Assessment & Evaluation in Higher Education, 46(5), 756–778. https://doi.org/10.1080/02602938.2020.1823314; (2021). Guiding learning by activating students’ inner feedback. Times Higher Education] outlines the concept of self-feedback, i.e., the continuous comparative process that students produce from various external information and sources triggering internal feedback. In this context, the present research aims to explore students’ perceptions concerning the activation of internal/self-feedback, investigating which sources are most effective from their point of view, and researching the relationships between different individual characteristics. The results show that students’ individual differences and contextual cultural factors might play a crucial role in creating ideal environments to enable the generation of self-feedback. Finally, students consider the teacher to be most effective in activating self-feedback, and many have never experienced self-feedback or automated feedback situations.

Reconceptualising school placement assessment in initial teacher education: a figurational perspective

ABSTRACT In the context of the COVID-19 restrictions and the pivot to online teaching and learning, teacher educators were forced to consider new spaces for School Placement and the assessment of these new sites of practice. This paper explores the process of the redesigning of the assessment of school placement components from the perspective of ten teacher educators across five teacher education programmes in one university. Hybridity theory, ‘third space’, and figurational sociology allowed us to understand who and what influenced the redesigning of assessment practices. The three themes relating to assessment included: (i) A network of interdependent relationships influencing teacher educators’ reimagining of assessment processes; (ii) The influence of external interdependent relationships and context(s); and (iii) The role(s) of assessor for the teacher educator. We explicitly argue for the need to continue to advocate and advance these practices to ‘build Initial Teacher Education back better’.

Developing the Technology-Integrated Assessment Framework

The purpose of this paper is to describe the development of a new framework for understanding technology-integrated assessment in higher education based on a review of the literature using the assessment design in a digital world framework (Bearman et al., 2022) as a lens. Our review (Madland et al., 2024) revealed both congruities and incongruities between the literature and the framework, leading to the need for further work to accurately conceptualize technology-integrated assessment. In this article, we contribute to the literature on technology-integrated assessment in higher education by proposing the technology-integrated assessment framework. This paper marks an important step in extending our understanding of the factors influencing instructors who integrate technology into their assessment practice and promoting ethical and equitable approaches to technology-integrated assessment in higher education.

Possibilities of assessment in early childhood education: challenges and contributions of the collective creation of a rubric

The uses of portfolios, reports, and records in assessing children in early childhood education are well-known. However, other possibilities have emerged related to the use of assessment rubrics as instruments for evaluating children and enhancing the quality of reports. In this study, we investigate the knowledge of early childhood education professionals regarding assessment rubrics, addressing the challenges and contributions associated with the construction of a collective instrument model. We used the case study approach as a methodological element. The data revealed a superficial and limited understanding of the topic. Generally, participants were unfamiliar with the instrument, mistakenly associating it with a checklist. Simultaneously, they expressed varied interpretations, indicating a weak knowledge base. The collaborative construction of the instrument highlighted substantial challenges, with the main one related to defining quality criteria. Additionally, some contributions were identified, such as the opportunity for socialization and knowledge exchange, a process translated as formative for the participants. The findings of this study can be applied in teacher training courses within the context of universities and education departments. 

Continuing Education Assessment

Continuing Education Assessment

The Association of Psychotherapy With Burnout, Depression, and Measures of Well-Being in Residents and Fellows: A Pilot Study.

Resident physicians experience high rates of burnout and depression but rarely prioritize their well-being or seek mental health care. The Accreditation Council for Graduate Medical Education mandated that training programs prioritize resident wellness and emotional and mental health to ensure readily available and accessible mental health care. To help meet that requirement and circumvent barriers to accessing care, the University of California San Diego Healer Education Assessment & Referral (HEAR) Program offers residents and fellows short-term therapy for coping with challenges that threaten their well-being. This report describes the results of a pilot study designed to evaluate the feasibility and effectiveness of the HEAR Program's resident therapy program. The cohort included residents and fellows who completed at least 1 postbaseline assessment from January to May 2022. Measures of fulfillment, burnout, self-compassion, quality of life, depression, and suicidal ideation were assessed and compared before and up to 12 weeks after enrollment. Of the 39 residents who consented to participation, 30 completed at least 1 postbaseline assessment. Most outcomes improved after therapy, with significant increases in fulfillment (mean [SE] coefficient, 0.24 [0.08]; z score, 2.86; P = .004), self-compassion (mean [SE] coefficient, 0.37 [0.07]; z score, 5.72; P < .001), and quality of life ( P < .001) and significant reductions in burnout (Stanford burnout scale: mean [SE] coefficient, -0.27 [0.07]; z score, -4.01; P < .001; single-item burnout scale: mean [SE] coefficient, -0.34 [0.08]; z score, -4.37; P < .001) and depression severity (mean [SE] coefficient, -1.08 [0.25]; z score, -4.36; P < .001). This pilot study noted improvements in fulfillment, compassion, quality of life, and function, as well as reductions in burnout and depression severity, among resident physicians. Future studies in larger cohorts are needed to validate these findings and inform further optimization of this program.

Physical and biophysical markers of assessment in medical training: A scoping review of the literature

Purpose Assessment in medical education has changed over time to measure the evolving skills required of current medical practice. Physical and biophysical markers of assessment attempt to use technology to gain insight into medical trainees’ knowledge, skills, and attitudes. The authors conducted a scoping review to map the literature on the use of physical and biophysical markers of assessment in medical training. Materials and methods The authors searched seven databases on 1 August 2022, for publications that utilized physical or biophysical markers in the assessment of medical trainees (medical students, residents, fellows, and synonymous terms used in other countries). Physical or biophysical markers included: heart rate and heart rate variability, visual tracking and attention, pupillometry, hand motion analysis, skin conductivity, salivary cortisol, functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS). The authors mapped the relevant literature using Bloom’s taxonomy of knowledge, skills, and attitudes and extracted additional data including study design, study environment, and novice vs. expert differentiation from February to June 2023. Results Of 6,069 unique articles, 443 met inclusion criteria. The majority of studies assessed trainees using heart rate variability (n = 160, 36%) followed by visual attention (n = 143, 32%), hand motion analysis (n = 67, 15%), salivary cortisol (n = 67, 15%), fMRI (n = 29, 7%), skin conductivity (n = 26, 6%), fNIRs (n = 19, 4%), and pupillometry (n = 16, 4%). The majority of studies (n = 167, 38%) analyzed non-technical skills, followed by studies that analyzed technical skills (n = 155, 35%), knowledge (n = 114, 26%), and attitudinal skills (n = 61, 14%). 169 studies (38%) attempted to use physical or biophysical markers to differentiate between novice and expert. Conclusion This review provides a comprehensive description of the current use of physical and biophysical markers in medical education training, including the current technology and skills assessed. Additionally, while physical and biophysical markers have the potential to augment current assessment in medical education, there remains significant gaps in research surrounding reliability, validity, cost, practicality, and educational impact of implementing these markers of assessment.

Online resources as a source of information for exercise and physical activity in solid organ transplant recipients

IntroductionExercise training post-transplant has been shown to improve physical function and quality of life in solid organ transplant (SOT) recipients. Online resources in the form of websites and videos are commonly used to provide education and instruction on exercise and physical activity in SOT; however, the content and quality of these online resources has not been evaluated.MethodsThe first 200 websites and videos identified on Google and YouTube using the English search term “exercise and physical activity in solid organ transplantation” were analyzed. Website and video content was evaluated based on 25 key components of exercise and physical activity in SOT as described in established exercise program recommendations. Website and video quality was determined using DISCERN, Global Quality Scale (GQS), and Patient Education Materials and Assessment Tool (PEMAT; threshold for which material is deemed understandable or actionable is &amp;gt;70%). Parametric and non-parametric tests were used to assess website and video characteristics, content, and quality metrics.ResultsForty-nine unique SOT websites (n = 15) and videos (n = 34) were identified, with the two most common categories being foundation/advocacy organizations and scientific resources. The average reading grade level of websites was 13 ± 3. Website and video content scores varied significantly (websites 11.3 ± 6.4; videos 8.4 ± 5.3). DISCERN total score and GQS score were low (median range for DISCERN 2.5–3.0; median for GQS 2.0 for both websites and videos, out of 5). PEMAT understandability and actionability scores were also low across websites and videos (mean range 57%–67% and 47%–65%, respectively). Foundation/advocacy websites had higher content and quality scores compared to scientific organizations and news/media articles.ConclusionsTo our knowledge, this is the first comprehensive assessment of online content and quality of website and video resources on physical activity and exercise in adult SOT recipients. There were a limited number of online English patient-directed resources related to physical activity in SOT, most of which only partly captured items outlined in consensus exercise program recommendations and were of low quality and understandability and actionability. This work provides important insight to the English-speaking transplant community on the current state of online exercise health information and provides future direction for resource development.

Study of International Relations students’ motivation: Assessing the effectiveness of educational process management via Action Research strategy

Introduction. The article raises the problem of increasing motivation among university students in learning their major. Despite the fact that a large number of research articles are devoted to the problem of motivation, the issue of assessing the effectiveness of educational process management as one of the key factors in creating a motivating educational environment, remains insufficiently studied. The aim of this study is to determine and describe an effective strategy of intervention and external support for students majoring in “International Relations” in order to increase motivation in learning their academic major via Action Research. Materials and Methods. The methodology is based on Activity theory, person-oriented approach, educational environment assessment, literature review, project-based learning, role-plays and Action Research, as well as on quantitative, qualitative and interpretive research. An analytical review has been carried out in order to identify methods and technologies that can be used to increase motivation to educational activities. Quantitative and qualitative methods include two surveys with subsequent interpretation of the results obtained and provide the basis for developing and testing the strategy of assessing the effectiveness of educational process management. Results. The results of the surveys and their interpretation analysis have demonstrated a high level of student interest in English as a foreign language yet with an insufficient level of motivation for their major, as well as the students’ assessment of professional role-playing games as an effective and emotionally comfortable form of education. Based on Action Research and project-based learning the authors developed an action strategy, substantiated the principles of its implementation, the degree of intervention and external support while maintaining psychological comfort and the level of student autonomy. The authors found that increased involvement is also determined by the freedom to choose the focus of the project, a meaningful professional context, successful team work and effective management of the educational process. The results of the intervention helped the authors to develop recommendations for replicating and scaling up the experience gained. Conclusions. In conclusion, inferences are made about the importance of effective external management for increasing motivation among the students. It has been proven that a sufficient level of intervention in the educational process and external support allow for higher degree of engagement and motivation in learning majors. Conclusions are also made about the Action Research method as a basis for effective management of the educational process, solving didactic problems, adjusting teaching interventions and assessing the results obtained.

Psychometric Analysis of an Integrated Clinical Education Tool for Physical Therapists.

Integrated clinical education (ICE) courses require opportunities for practice, assessment of performance, and specific feedback. The purposes of this study were to 1) analyze the internal consistency of a tool for evaluating students during ICE courses, 2) examine the responsiveness of the tool between midterm and final assessments, and 3) develop a model to predict the final score from midterm assessments and explore relationships among the 6 domains. Several clinical education assessment tools have been developed for terminal clinical experiences, but few have focused on the needs of learners during the ICE. Eighty-five student assessments were collected from 2 consecutive cohorts of physical therapist students in a first full-time ICE course. The tool contained 29 items within 6 domains. Items were rated on a 5-point scale from dependent to indirect supervision. Cronbach's alpha was used to analyze the internal consistency of the tool, whereas responsiveness was examined with paired t-test and Cohen's d. A best subsets regression model was used to determine the best combination of midterm variables that predicted the final total scores. Coefficients of determination (R2) were calculated to explore the relationships among domains. The tool was found to have high internal consistency at midterm and final assessment (α = 0.97 and 0.98, respectively). Mean scores increased over time for each domain score and for the total score (P < .001; d = 1.5). Scores in 3 midterm domains predicted more than 57% of the variance in the final total score. Results support the use of this tool to measure student performance and growth in a first full-time ICE course. Targeted measurement of students' abilities in ICE courses assists with differentiating formative and summative learning needed to achieve academic success.

Help to climb up: impacts of modern education among the Gǀui and Gǁana

Out of School Education and Training (OSET) launched in New Xade – the largest settlement for San in Botswana – in 2007. It is geared towards training children who dropped out of formal education. The present study aimed to describe the impacts of modern education among the Gǀui and Gǁana by comparing the practice of formal schooling and OSET. We conducted semi-structured interviews with school-aged children who dropped out of formal school, as well as with teachers from both the primary school and OSET. The interviews focused on the lives of school-aged children inside and outside of educational facilities. Children were asked about their reasons for dropping out of primary school, their perspectives on the activities at OSET and their expectations about their futures. Teachers were asked about their educational experiences, their assessments of child education and their expectations about their futures. We found that non-formal education such as OSET can provide opportunities for self-development for children who dropped out of formal education. Further, unemployed youth who had achieved secondary school qualifications found employment at OSET as teachers, thus increasing their self-reliance. Because the present research sheds light on previously unknown issues surrounding the education of Gǀui and Gǁana, it stands to contribute to the improvement of basic education policy in Botswana.

Use the right words: evaluating the effect of word choice and word count on quality of narrative feedback in ophthalmology competency-based medical education assessments

Background: The purpose of this study was to investigate the effect of word choice on the quality of narrative feedback in ophthalmology resident trainee assessments following the introduction of competency-based medical education at Queen’s University. Methods: Assessment data from July 2017-December 2020 were retrieved from ElentraTM (Integrated Teaching and Learning Platform) and anonymized. Written feedback was assigned a Quality of Assessment for Learning (QuAL) score out of five based on this previously validated rubric. The correlation between QuAL score and specific coaching words was determined using a Spearman’s Rho analysis. Independent samples t-tests were used to compare the QuAL score when a specific word was used, and when it was absent. Results: A total of 1997 individual assessments were used in this analysis. The number of times the identified coaching words were used within a comment was significantly and positively associated with the total QuAL score, with the exception of “next time” (rho=0.039, p=0.082), “read” (rho = 0.036, p = 0.112), “read more” (rho = -0.025, p = 0.256) and “review” (rho = -0.017, p = 0.440). The strongest correlations were for “continue” (rho = 0.182, p &lt; 0.001), “try(ing)” (rho = 0.113, p &lt; 0.001) and “next step” (rho = 0.103, p &lt; 0.001). The mean value of the QuAL score increased when coaching words were used vs. not used with the largest mean difference of 1.44 (p &lt; 0.001) for “reflect”. A clear positive relationship was demonstrated between word count and QuAL score (rho = .556, p &lt; 0.001). Conclusions: The use of certain coaching words in written comments may improve the quality of feedback.

A Comparative Analysis of Traditional and Modern Approaches to Assessment and Evaluation in Education

For tracking student progress and designing educational programs, assessment and evaluation are critical components of the process. Assessment is data collection to monitor students' development, while evaluation analyzes this data to make informed educational choices. To enhance educational results, practical and effective assessment and evaluation techniques must be applied. These strategies enable instructors to discover and customize instruction by identifying each student's strengths and limitations. This article compares classic and modern assessment and evaluation methodologies to draw implications for educational policies and practices. The research employs a systematic literature review to analyze data gathered from diverse fields. Efficiency, appropriateness, scalability, inclusivity, technology integration, and stakeholder acceptability are critical factors in comparing assessment and evaluation approaches. These parameters were used to analyze the benefits and drawbacks of each strategy. Traditional approaches, for example, have been proven insufficient in expressing individual characteristics since they are ubiquitous and uniform. Modern approaches stand out for their ability to meet student demands and adapt to diverse circumstances. The broad use of these modern procedures, however, is much more complicated than the simply adaptable traditional methods. According to the study's results, current and traditional assessment and evaluation methods have common themes such as purpose, quality assurance, involvement, ethics, and continual development. Traditional approaches, on the other hand, remain more summative, but novel methods concentrate more on student growth via formative strategies and ongoing feedback. Furthermore, novel methods provide flexibility, technology integration, and inclusion, while conventional methods may be restricted to a specific format. Modern methodologies reflect technology's growing importance in education and provide substantial opportunities to build engaging and attractive learning environments. Traditional techniques, on the other hand, emphasize academic knowledge and memory abilities while ignoring practical applications. Assessments that involve problem and project-based learning, as well as real-world situations, are prioritized in modern techniques. Consequently, integrating traditional and contemporary assessment and evaluation methodologies is recommended and will result in a more effective and inclusive educational assessment system. This research on the applicability and efficacy of assessment and evaluation methodologies provides for the exploration of new educational approaches and techniques, as well as the chance to assess current practices and make suggestions for implementation.

Technical Training of Evaluators in The Context of Self-Assessment of Courses at the University of Belas

The study addressing the self-evaluation of courses and programs in HEIs, currently considered one of the main challenges of the higher education subsystem and the executive. It is believed that the creation of a culture of evaluation in the sector could have a positive impact on the quality of teaching, increasing scientific research and extension practices. The objective of the study is to verify the technical qualifications of the members of the self-evaluation committee (CAA) and assess the extent to which they can be reflected in the results of the self-evaluation process of courses and programs; It was theoretically supported by legislation that regulates higher education. This is a qualitative approach, using semi-structured interviews. Among the results, we highlight the non-adaptation of the IES's internal regulations and processes to Presidential Decree 310/20 and the legislation that regulates assessment in higher education; the longer you remain on the commission, the better the evaluator's performance and contribution to the process; in general, evaluators are not trained in areas related to evaluation and have not even had related training; evaluators have little knowledge of the legislation that regulates the evaluation process. On the other hand, there is a need to carry out a training plan that includes the dimensions of research that involve CAA members, Managers and Administrative Technical Personnel (PTA) in the UNIBELAS self-evaluation process, as well as the need to allocate budget funds to support the process.

Assessment style in interdisciplinary education – challenges in creating equitable assessment opportunities

ABSTRACT Interdisciplinary education has become increasingly prominent in the higher education landscape over the past several decades. However, it is unclear if interdisciplinary learning environments offer students an equitable learning opportunity. This research paper examines the performance of 435 undergraduate students from different disciplinary backgrounds who enrolled in and completed two interdisciplinary project-based courses. The results of this study indicate that different assessment styles in interdisciplinary courses tend to benefit students from certain disciplines while disadvantaging others. This paper goes on to consider this problem from an equity perspective, cautions educators to consider the challenges, and encourages inclusive assessment design to ensure students are presented with equal opportunity in interdisciplinary learning environments. This paper offers a substantive contribution to the field by highlighting a need for more research on inclusive assessments in interdisciplinary education.

Exploring the Impact of the Integrated Think-Pair Share and Active Learning Management on Non-Credentialed Teacher Learning Assessment Competency

This study investigates the effectiveness of an integrated approach combining think-pair share and active learning management in enhancing non-credentialed teachers&amp;#39; assessment competency and compares their learning achievement in educational assessment across pre, post, and delayed examination phases. Utilizing a one-group experimental design, 29 participants were selected through cluster sampling. Instruments included an integrated think-pair-share and active learning management system, along with assessments evaluating participants&amp;#39; assessment knowledge, skills, and attributes. Data analysis involved mean scores, standard deviation, effectiveness index (E1/E2), One - way repeated measure ANOVA, and pairwise comparisons. Results indicate that the integrated learning management plan effectively facilitated teaching assessment competency to non-credentialed teachers at the graduate level, leading to the attainment of expected learning levels within the class. Additionally, it significantly enhanced participants&amp;#39; competency compared to their baseline levels, with sustained effectiveness demonstrated over time.