Eurasia Journal of Mathematics, Science and Technology Education

• Adelabu, F., & Alex, J. (2023). Mathematics online baseline assessment: Senior phase first-year student teachers’ views. Research in Social Sciences and Technology, 8(3), 52-66. https://doi.org/10.46303/ressat.2023.22
• Ajjawi, R., Bearman, M., & Boud, D. (2021). Performing standards: A critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education, 26(5), 728-741. https://doi.org/10.1080/13562517.2019.1678579
• Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. L. Andrade, & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 90-105). Routledge. https://doi.org/10.4324/9780203874851
• Baysura, O. D., Altun, S., & Toy, B. Y. (2016). Perceptions of teacher candidates regarding project-based learning. Eurasian Journal of Educational Research, 16(62), 15-36. https://doi.org/10.14689/ejer.2016.62.3
• Bell, S. (2010). Project-based learning for the 21^st century: Skills for the future. The Clearing House, 83(2), 39-43. https://doi.org/10.1080/00098650903505415
• Bhatnagar, R. (2018). Student teachers’ assessments involving three role groups: Challenges and possibilities. The European Educational Researcher, 1(2), 77-97. https://doi.org/10.31757/euer.121
• Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Open University Press.
• Clark, P. A., & Zhang, M. (2018). The impact of teacher technology training on student technology assessments. Journal of Research in Science, Mathematics and Technology Education, 1(3), 229-266. https://doi.org/10.31756/jrsmte.131
• Davis, A. (2017). Measuring student satisfaction in online mathematics courses–RESEARCH. Kentucky Journal of Excellence in College Teaching and Learning, 14, Article 2.
• Davletkaliyevа, Y., Muldasheva, B., Kibatayeva, N., & Kulbayeva, B. (2016). Criteria-based assessment as a method of qualitative development of teaching and learning process. In Proceedings of the INTED2016 (pp. 7871-7876). IATED. https://doi.org/10.21125/inted.2016.0852
• Fries, L., Son, J. Y., Givvin, K. B., & Stigler, J. W. (2021). Practicing connections: A framework to guide instructional design for developing understanding in complex domains. Educational Psychology Review, 33(2), 739-762. https://doi.org/10.1007/s10648-020-09561-x
• Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351. https://doi.org/10.1016/j.compedu.2011.06.004
• Grossman, P. (Ed.). (2021). Teaching core practices in teacher education. Harvard Education Press.
• Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 40(1), 1-14. https://doi.org/10.1080/02602938.2014.881978
• Hopfenbeck, T. N., Throndsen, I., Lie, S., & Dale, E. L. (2012). Assessment with distinctly defined criteria: A research study of a national project. Policy Futures in Education, 10(4), 421-433. https://doi.org/10.2304/pfie.2012.10.4.421
• Ipperciel, D., & ElAtia, S. (2014). Assessing graduate attributes: Building a criteria-based competency model. International Journal of Higher Education, 3(3), 27-38. https://doi.org/10.5430/ijhe.v3n3p27
• Kanatovna, S. Z., & Jumakhmetovna, N. Z. (2020). The role of criteria-based assessment while development of critical thinking. Vestnik Nauki i Obrazovaniya, 7(85), 68-72.
• Khaoloek, C., & Chaiyasung, S. (2022). Enhancing students’ achievement and investigating students’ satisfaction in learning mathematics by using flipped classroom. The EUrASEANs: Journal on Global Socio-Economic Dynamics, 1(32), 106-116. https://doi.org/10.35678/2539-5645.1(32).2022.106-116
• Khuzwayo, M. E., Bhekumusa, K. H., & Booi, K. (2020). Adapting the principles of learner-centred and context-driven into elementary mathematics teaching and learning. Journal of Educational Studies, 19(2), 26-42. https://doi.org/10.26803/ijlter.19.8.18
• Kim, Y., Kim, S., & Han, S. (2019). Changing in perception of pre-mathematics teachers about project-based learning. Communications of Mathematical Education, 33(3), 231-254.
• Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
• Kubiatko, M., & Vaculová, I. (2011). Project-based learning: Characteristic and the experiences with application in the science subjects. Energy Education Science and Technology Part B: Social and Educational Studies, 3(1), 65-74.
• Kulmagambetova, S., & Sultanova, A. (2021). Technologies of criteria-based assessment of students’ knowledge of the English language at the university. Vestnik Aktyubinskogo Regional’nogo Universiteta imeni K. Zhubanova, 63(1), 235-242.
• Kulumbetova, O., Unerbayeva, Z., Zhussupova, L., Zhussupbekova, N., & Uzakova, A. (2024). Application of the criteria-based assessment system to the tasks of developing the functional literacy of students in teaching chemistry. Chemistry Teacher International. https://doi.org/10.1515/cti-2024-0002
• Kuznetsova, E. (2019). Evaluation and interpretation of student satisfaction with the quality of the university educational program in applied mathematics. Teaching Mathematics and Its Applications: An International Journal of the IMA, 38(2), 107-119. https://doi.org/10.1093/teamat/hry005
• Lasauskiene, J., & Rauduvaite, A. (2015). Project-based learning at university: Teaching experiences of lecturers. Procedia-Social and Behavioral Sciences, 197, 788-792. https://doi.org/10.1016/j.sbspro.2015.07.182
• Lee, J. (2014). An exploratory study of effective online learning: Assessing satisfaction levels of graduate students of mathematics education associated with human and design factors of an online course. International Review of Research in Open and Distributed Learning, 15(1), 111-132. https://doi.org/10.19173/irrodl.v15i1.1638
• Lewis, E. (2021). Best practices for improving the quality of the online course design and learners experience. The Journal of Continuing Higher Education, 69(1), 61-70. https://doi.org/10.1080/07377363.2020.1776558
• Mahir, N., Er, F., Demir, B., Erdoğan, N. K., Sönmez, H., & Yılmaz, R. (2021). Satisfaction of open education students about the learning materials of mathematics. Turkish Online Journal of Distance Education, 22(2), 94-111. https://doi.org/10.17718/tojde.906813
• Makhmudjonovna, K. Z. (2022). Qualification requirements for criteria-based assessment of university teachers. Journal of Science, Education, Culture and Innovation, 1(3), 52-55.
• Matzakos, N. M., & Kalogiannakis, M. (2018). An analysis of first-year engineering students’ satisfaction with a support distance learning program in mathematics. Education and Information Technologies, 23, 869-891. https://doi.org/10.1007/s10639-017-9641-y
• Melguizo-Garín, A., Ruiz-Rodríguez, I., Peláez-Fernández, M. A., Salas-Rodríguez, J., & Serrano-Ibáñez, E. R. (2022). Relationship between group work competencies and satisfaction with project-based learning among university students. Frontiers in Psychology, 13, Article 811864. https://doi.org/10.3389/fpsyg.2022.811864
• Mohedo, M. T. D., & Bújez, A. V. (2014). Project-based teaching as a didactic strategy for the learning and development of basic competencies in future teachers. Procedia-Social and Behavioral Sciences, 141, 232-236. https://doi.org/10.1016/j.sbspro.2014.05.040
• Nabilah, Istiyono, E., & Widihastuti (2024). Redefining assessment: Creating a groundbreaking prototype for domain affective in project-based learning. Contemporary Mathematics and Science Education, 5(1), Article ep24005. https://doi.org/10.30935/conmaths/14457
• Palmer, N. (2016, July). Prototype application to address the challenges of criteria-based assessment. In Proceedings of the 2016 SAI Computing Conference (pp. 836-842). IEEE. https://doi.org/10.1109/SAI.2016.7556076
• Pereira, L. (2021). Students’ satisfaction with distance learning mathematics in higher technical professional courses. In Proceedings of the ICERI2021 (pp. 7147-7155). IATED. https://doi.org/10.21125/iceri.2021.1606
• Rogers, M. A. P., Cross, D. I., Gresalfi, M. S., Trauth-Nare, A. E., & Buck, G. A. (2011). First year implementation of a project-based learning approach: The need for addressing teachers’ orientations in the era of reform. International Journal of Science and Mathematics Education, 9, 893-917. https://doi.org/10.1007/s10763-010-9248-x
• Sandvik, L. V., Smith, K., Strømme, A., Svendsen, B., Aasmundstad Sommervold, O., & Aarønes Angvik, S. (2024). Students’ perceptions of assessment practices in upper secondary school during COVID-19. Teachers and Teaching, 30(7-8), 918-931. https://doi.org/10.1080/13540602.2021.1982692
• Shurin, A., Davidovitch, N., & Shoval, S. (2021). The role of the capstone project in engineering education in the age of industry 4.0–A case study. The European Educational Researcher, 4(1), 63-84. https://doi.org/10.31757/euer.414
• Strelan, P., Osborn, A., & Palmer, E. (2020). Student satisfaction with courses and instructors in a flipped classroom: A meta-analysis. Journal of Computer Assisted Learning, 36(3), 295-314. https://doi.org/10.1111/jcal.12421
• Syzdykbayeva, A. D., Izmagambetova, R. K., Amirova, A. S., Bainazarova, T. B., & Sadykova, M. K. (2021). Formation of primary school children self-esteem on the basis of criteria-based assessment. Obrazovaniye i Nauka, 23(7), 147-169. https://doi.org/10.17853/1994-5639-2021-7-147-169
• Tucker, C. B., Byrd, K. O., Gossen, D., & Morrison, K. (2024). Teacher self-efficacy and preparedness for integrating stem education using a project-based learning approach. Journal of Research in Science, Mathematics and Technology Education, 7(SI), 43-59. https://doi.org/10.31756/jrsmte.313SI
• Uyen, B. P., Tong, D. H., & Ngan, L. K. (2023). Online project-based learning for teacher education during the COVID-19 pandemic: A systematic review. Contemporary Educational Technology, 15(3), Article ep433. https://doi.org/10.30935/cedtech/13238
• Viro, E., Lehtonen, D., Joutsenlahti, J., & Tahvanainen, V. (2020). Teachers’ perspectives on project-based learning in mathematics and science. European Journal of Science and Mathematics Education, 8(1), 12-31. https://doi.org/10.30935/scimath/9544
• Yildiz Durak, H. (2020). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge and Learning, 25(1), 179-195. https://doi.org/10.1007/s10758-018-9391-y
• Yunusa, A. A., & Umar, I. N. (2021). A scoping review of critical predictive factors (CPFs) of satisfaction and perceived learning outcomes in e-learning environments. Education and Information Technologies, 26(1), 1223-1270. https://doi.org/10.1007/s10639-020-10286-1
• Zhang, R. (2022). Design of an authentic project-based learning course using project management approach. International Journal of Fashion Design, Technology and Education, 15(1), 57-66. https://doi.org/10.1080/17543266.2021.1992799

APA

Nassir, L., Kozhasheva, G., Issayeva, G., Gavrilova, Y., & Yessenova, M. (2025). Cluster analysis of student satisfaction in a criteria-based assessment course with a project-based learning approach. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2594. https://doi.org/10.29333/ejmste/16032

Vancouver

Nassir L, Kozhasheva G, Issayeva G, Gavrilova Y, Yessenova M. Cluster analysis of student satisfaction in a criteria-based assessment course with a project-based learning approach. EURASIA J Math Sci Tech Ed. 2025;21(3):em2594. https://doi.org/10.29333/ejmste/16032

AMA

Nassir L, Kozhasheva G, Issayeva G, Gavrilova Y, Yessenova M. Cluster analysis of student satisfaction in a criteria-based assessment course with a project-based learning approach. EURASIA J Math Sci Tech Ed. 2025;21(3), em2594. https://doi.org/10.29333/ejmste/16032

Chicago

Nassir, Lazat, Gulnar Kozhasheva, Gulnara Issayeva, Yekaterina Gavrilova, and Mariya Yessenova. "Cluster analysis of student satisfaction in a criteria-based assessment course with a project-based learning approach". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 3 (2025): em2594. https://doi.org/10.29333/ejmste/16032

Harvard

Nassir, L., Kozhasheva, G., Issayeva, G., Gavrilova, Y., and Yessenova, M. (2025). Cluster analysis of student satisfaction in a criteria-based assessment course with a project-based learning approach. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2594. https://doi.org/10.29333/ejmste/16032

MLA

Nassir, Lazat et al. "Cluster analysis of student satisfaction in a criteria-based assessment course with a project-based learning approach". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, 2025, em2594. https://doi.org/10.29333/ejmste/16032