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Showing 1 to 15 of 27 results Save | Export
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Poskitt, Jenny – Assessment Matters, 2020
Building capability in assessment for learning is a goal of education systems internationally, though difficult for nations to successfully implement and sustain over time. Evidence about the positive effects of assessment for learning practices on students' learning and achievement is convincing, but implementation is made difficult by the…
Descriptors: Capacity Building, Elementary School Teachers, Student Evaluation, Assessment Literacy
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Barnes, Nicole; Gareis, Christopher; DeLuca, Christopher; Coombs, Andrew; Uchiyama, Kay – Assessment Matters, 2020
Recognising that assessment literacy is a complex construct comprised of knowledge, skills, and dispositions, the authors sought to better understand how teacher candidates develop assessment literacy by focusing on the dispositional construct of approaches to assessment. Teacher candidates' approaches to classroom assessment were analysed at…
Descriptors: Preservice Teacher Education, Preservice Teachers, Assessment Literacy, Cooperating Teachers
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Bond, Elizabeth; Woolcott, Geoff; Markopoulos, Christos – Assessment Matters, 2020
Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in practice. In response, this article outlines the design and development of a formative assessment framework that can be implemented as a consistent whole-school…
Descriptors: Formative Evaluation, Foreign Countries, Student Evaluation, Evaluation Problems
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Dyson, Lisa – Assessment Matters, 2020
Secondary schools in New Zealand use assessment data for school self-evaluation, but little research has explored exactly how schools are using these data. This case study of selected high schools explored the perspectives of teachers and school leaders whose schools had recently implemented a student assessment tracking and monitoring…
Descriptors: Data Use, Foreign Countries, High School Teachers, Teacher Attitudes
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Dixon, Helen; Hill, Mary; Hawe, Eleanor – Assessment Matters, 2020
The project reported in this article focused on evaluating the use of a pre-existing observation schedule to document dimensions of primary teachers' AfL practice with the intent of using this information to enhance teacher assessment capability. Using the voices of the participant teachers, challenges teachers faced were identified when observing…
Descriptors: Formative Evaluation, Foreign Countries, Feedback (Response), Elementary School Teachers
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Jónsson, Ívar Rafn; Geirsdóttir, Guðrún – Assessment Matters, 2020
Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students' experiences of the cultural characteristics that are regarded as valuable for their learning. The purpose of this study is to explore and compare students'…
Descriptors: Student Experience, Student Evaluation, Secondary School Students, Educational Environment
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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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