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Showing 1 to 15 of 21 results Save | Export
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Sandvik, Lise Vikan – Assessment Matters, 2019
This article reports findings from a nationwide research project conducted in Norway to determine the impact of the national programme called Assessment for Learning (AfL, 2010-2014) on school practices and classroom practices when assessment is used as a tool for learning. Based on a conceptual mapping tool developed to analyse AfL communities,…
Descriptors: Foreign Countries, Formative Evaluation, Feedback (Response), Educational Practices
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Burner, Tony – Assessment Matters, 2019
Cultural-historical activity theory (CHAT) has been used in several development studies, but few have used it for the purposes of formative assessment. This article reports from a study where the activity system was used to conduct a historical and actual-empirical analysis of the assessment culture at a purposively selected school. The article…
Descriptors: Evaluation Methods, Formative Evaluation, Social Psychology, Social Theories
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Boström, Erika; Palm, Torulf – Assessment Matters, 2019
Formative assessment has been shown to have the power to positively affect student achievement, but professional-development initiatives for teachers to substantially develop their formative assessment practices have been frequently unsuccessful. In this study, a random selection of Year-7 teachers participated in a professional-development…
Descriptors: Formative Evaluation, Professional Development, Program Effectiveness, Teacher Attitudes
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Slavit, David; deVincenzi, Allison – Assessment Matters, 2019
The purpose of this study is to better understand the norms, processes, and implications of a standards-based assessment (SBA) system in a project-based, STEM-focused secondary school in the United States. The SBA system had both formative and summative components in relation to classroom teaching and grading, respectively. We focus on both…
Descriptors: Secondary School Students, Student Evaluation, Grading, Academic Standards
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Hill, Lee; Edwards, Frances – Assessment Matters, 2019
Student voice makes a valuable contribution in the effort to evaluate the impact of Assessment for Learning (AfL) as it is the student learning that AfL practices seek to enhance. The authors report on a practitioner-led qualitative study involving 11 students' perceptions of the impact of student-generated feedback practices. This study was…
Descriptors: Foreign Countries, Student Attitudes, Student Participation, Student Evaluation
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McDonald, Lyn – Assessment Matters, 2018
The role the visiting lecturer plays in promoting and supporting student teacher learning on practicum is an important one in initial teacher education (ITE). The practicum experience is a challenging and high-stakes environment for student teachers. One of the reasons it is a high-stakes situation is because of the tension around assessment, and…
Descriptors: Student Evaluation, Student Teachers, Practicums, Independent Study
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Fletcher, Anna – Assessment Matters, 2018
The links among theory, teaching practice, and evidence of student learning have increasingly gained traction in the public discourse in much of the Western world, as educational policy makers seek to bring together accountability demands with the push for improvements in student learning. This article draws on the notion of teaching and…
Descriptors: Social Cognition, Social Theories, Epistemology, Student Participation
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Searle, Michelle J.; Kirkpatrick, Lori C.; Smyth, Rachael E.; Paolini, Michela – Assessment Matters, 2018
This study examines the summative-assessment practices used for a one-to-one programme where all teachers and students in grades 7 to 9 across an entire district were provided with iPads. Data were gathered from 61 teachers who participated in a blended-learning case study. This article addresses how the presence of one-to-one technology, in the…
Descriptors: Summative Evaluation, Handheld Devices, Grade 7, Grade 8
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Poskitt, Jenny – Assessment Matters, 2018
Assessment for learning (AfL) improves student learning and achievement outcomes but, despite its positive effects, sustained implementation has been problematic. An examination of the policy environment, implementation factors that relate particularly to professional learning, and a New Zealand model of AfL, reveal gaps of interdependence at…
Descriptors: Formative Evaluation, Feedback (Response), Foreign Countries, Educational Policy
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Poskitt, Jenny – Assessment Matters, 2018
Exciting developments for New Zealand education have provided opportunities recently for teachers and other educators to express their professional aspirations in assessment. The mantle of fostering teachers' professionalism through strong relationships across the education sector and relevant stakeholder groups, and the provision of timely…
Descriptors: Foreign Countries, Evaluation Methods, National Standards, Professionalism
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Searle, Michelle; Elrofaie, Amani; Kirkpatrick, Lori C.; Sauder, Adrienne; Brown, Heather M. – Assessment Matters, 2017
This study involved a group of 61 teachers in Ontario, Canada, who participated in a case study about classroom assessment practices. The participants were part of a district one-to-one technology programme that provided an iPad to each student and teacher in all Grade 7 to 9 classrooms. As part of the programme and its evaluation, teachers who…
Descriptors: Technology Integration, Access to Computers, Handheld Devices, Program Effectiveness
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Edwards, Sue – Assessment Matters, 2017
It has been mandatory since March 2015 for New Zealand schools to use the "English Language Learning Progressions" (ELLP) (Ministry of Education, 2008) to determine English language learners' eligibility for Ministry funding of ESOL (English for Speakers of Other Languages) programmes and support. Teachers are expected to "use a…
Descriptors: Foreign Countries, English Language Learners, Elementary School Students, Student Evaluation
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Shimojima, Yasuko; Arimoto, Masahiro – Assessment Matters, 2017
The dichotomy between content knowledge and 21st-century skills ("zest for life" in the Japanese context) has been an issue since the early 2000s in Japan. Recently it has been evident in the demand for a high school-university connection. In spite of such a division, involving apparently incompatible or opposite principles, Japan can…
Descriptors: Foreign Countries, Communities of Practice, Formative Evaluation, Feedback (Response)
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Price, Donna; Smith, Jeffrey K.; Berg, David A. G. – Assessment Matters, 2017
This research compares the relative effectiveness and efficiency of personalised feedback versus annotated exemplars as two approaches to providing high school students with formative feedback in the development of their writing skills. The study was a randomised experiment conducted "in situ" in two English classes in one high school in…
Descriptors: Foreign Countries, Feedback (Response), Writing Evaluation, Formative Evaluation
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Thorpe, Vicki; Gilmour, Hannah; Walton-Roy, Kathleen – Assessment Matters, 2017
This article considers the assessment of individuals' contributions to collaborative creative groups. It draws on research into collaborative group composing and its relationship to a secondary school qualification system, the National Certificate of Educational Achievement (NCEA). It explains how a conceptual model of group composing was used to…
Descriptors: Models, Musical Composition, Creativity, Cooperation
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