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Armitage, Emma; Lau, Caroline – Assessment in Education: Principles, Policy & Practice, 2020
Ensuring equal access to a broad and balanced curriculum for all students is a key component of a socially just education system. Yet in England, the freedom that 16-year-old students have to choose the GCSE subjects they study has created divisions in the pathways taken by students from different backgrounds. In 2010, a new accountability…
Descriptors: Foreign Countries, Advanced Placement Programs, Secondary School Students, Access to Education
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Wyatt-Smith, Claire; Humphry, Stephen; Adie, Lenore; Colbert, Peta – Assessment in Education: Principles, Policy & Practice, 2020
This paper details a two-stage process for standard setting using an extended pairwise comparison method. It describes the application of a new process of establishing a set of scaled and ordered performances as a basis for exemplifying standards. In stage one, the method of pairwise comparison was used to generate data from pairwise judgements…
Descriptors: Preservice Teacher Education, Student Teacher Evaluation, Summative Evaluation, Performance Based Assessment
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Frans, Niek; Post, W. J.; Oenema-Mostert, C. E.; Minnaert, A. E. M. G. – Assessment in Education: Principles, Policy & Practice, 2020
Standardised tests play an important role in early childhood (EC) education in many countries. Although teachers' conceptions largely determine whether and how these instruments are used, research on this topic is scarce. As a result, factors that influence conceptions of standardised testing have remained largely unexplored. To examine teachers'…
Descriptors: Preschool Teachers, Kindergarten, Teacher Attitudes, Standardized Tests
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Agricola, Bas T.; Prins, Frans J.; Sluijsmans, Dominique M. A. – Assessment in Education: Principles, Policy & Practice, 2020
In higher education, students often misunderstand teachers' written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In…
Descriptors: Feedback (Response), Teacher Student Relationship, Self Efficacy, Learning Motivation
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Wheadon, Christopher; Barmby, Patrick; Christodoulou, Daisy; Henderson, Brian – Assessment in Education: Principles, Policy & Practice, 2020
Writing assessment is a key feature of most education systems, yet there are limitations with traditional methods of assessing writing involving rubrics. In contrast, comparative judgement appears to overcome the reliability issues that beset the assessment of performance assessment tasks. The approach presented here extends previous work on…
Descriptors: Foreign Countries, Writing Evaluation, Elementary School Students, Evaluation Methods
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DeLuca, Christopher; Schneider, Christoph; Coombs, Andrew; Pozas, Marcela; Rasooli, Amirhossein – Assessment in Education: Principles, Policy & Practice, 2020
Teachers' competence in educational assessment is a key feature in teacher professionalism. Understanding of assessment competence has evolved from the learning of technical skills in assessment to a context-dependent, socially defined understanding encompassing a multitude of approaches to assessment. Thus, a holistic approach to assessment…
Descriptors: Foreign Countries, Comparative Education, Teacher Competencies, Educational Assessment
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Opposs, Dennis; Baird, Jo-Anne; Chankseliani, Maia; Stobart, Gordon; Kaushik, Amit; McManus, Hugh; Johnson, David – Assessment in Education: Principles, Policy & Practice, 2020
Seldom have comparative studies of educational assessment systems been undertaken, especially regarding their standard setting procedures. This study examines the effects of governance structures on the power relations in standard setting in the dominant school-leaving or university-entrance examinations. We present acritical analysis of the…
Descriptors: Governance, Standard Setting, Educational Assessment, College Entrance Examinations
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Bramley, Tom – Assessment in Education: Principles, Policy & Practice, 2020
This paper analyses the psychometric paradigm for understanding educational measurement and standard setting by considering the extent to which that understanding is based on metaphors. I argue that through the metaphors 'more is up' and 'good is up' we spatialise concepts that are not intrinsically spatial. Human abilities form a distinct…
Descriptors: Figurative Language, Psychometrics, Educational Assessment, Standard Setting
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Cumming, J. Joy – Assessment in Education: Principles, Policy & Practice, 2020
This article draws on three assessment paradigms -- psychometrics, outcomes-based and curriculum-based assessment -- to discuss paradigmatic changes in senior school assessment and achievement standard-setting in Queensland, Australia, over the last 50 years. These include radical reforms in 1970 from university-controlled examinations to…
Descriptors: Standard Setting, Academic Achievement, Educational Change, Secondary School Students
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Tong, Chong-Sze; Lee, Christina; Luo, Guanzhong – Assessment in Education: Principles, Policy & Practice, 2020
In alignment with the New Academic Structure, the Hong Kong Diploma of Secondary Education Examination (HKDSE) was launched in 2012 to replace the former Hong Kong Certificate of Education Examination (HKCEE) as certification for completion of secondary education, and the Hong Kong Advanced Level Examination (HKALE) as the main credentials for…
Descriptors: Foreign Countries, Educational Change, College Entrance Examinations, Academic Standards
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Brunfaut, Tineke; Harding, Luke – Assessment in Education: Principles, Policy & Practice, 2020
In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational…
Descriptors: Language Proficiency, Standards, English (Second Language), Second Language Learning
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Gray, Lena – Assessment in Education: Principles, Policy & Practice, 2020
This article conceptualises the relationship between exam board insider research and the policy-making context in which they operate. Exam board researchers are constrained by commercial and political interests in disclosing their knowledge. and face pressures in disseminating research, but also find themselves working in contexts where calls to…
Descriptors: Evidence Based Practice, Educational Policy, Standard Setting, Exit Examinations
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Cuff, Benjamin M. P.; Meadows, Michelle; Black, Beth – Assessment in Education: Principles, Policy & Practice, 2019
The 'Sawtooth Effect' is where cohort performance on high-stakes assessments drops after assessment reform, and then improves over time as test familiarity increases. Despite its importance, limited research has been conducted to date. In this study, we took a novel approach of using changes in grade boundaries (cut scores) over time as a proxy…
Descriptors: Foreign Countries, High Stakes Tests, Cutting Scores, Secondary School Students
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Guskey, Thomas R.; Link, Laura J. – Assessment in Education: Principles, Policy & Practice, 2019
The purpose of this study was to investigate the specific factors teachers consider when assigning students' report card grades. Data were gathered from 943 K-12 teachers from five school districts in a southeastern state in the United States who completed the "Teachers' Grading Practices Survey." Analyses focused on how teachers weigh…
Descriptors: Grading, Teacher Attitudes, Report Cards, Elementary School Teachers
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Löfgren, Ragnhild; Löfgren, Håkan; Lindberg, Viveca – Assessment in Education: Principles, Policy & Practice, 2019
The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12-13 years old) during the academic year 2012-2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils'…
Descriptors: Student Attitudes, Grades (Scholastic), Foreign Countries, Secondary School Students
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