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Bramley, Tom; Crisp, Victoria – Assessment in Education: Principles, Policy & Practice, 2019
For many years, question choice has been used in some UK public examinations, with students free to choose which questions they answer from a selection (within certain parameters). There has been little published research on choice of exam questions in recent years in the UK. In this article we distinguish different scenarios in which choice…
Descriptors: Test Items, Test Construction, Difficulty Level, Foreign Countries
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Berge, Kjell Lars; Skar, Gustaf B.; Matre, Synnøve; Solheim, Randi; Evensen, Lars S.; Otnes, Hildegunn; Thygesen, Ragnar – Assessment in Education: Principles, Policy & Practice, 2019
This article reports consequences for student writing quality based on a long-term professional learning project. Project teachers, representing all school subjects in grades 3-7, were presented with a writing construct, 'Wheel of Writing', and norms of expectation for writing proficiency. Participating teachers used the writing construct and…
Descriptors: Writing Instruction, Semiotics, Writing Evaluation, Writing Skills
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Silseth, Kenneth; Gilje, Øystein – Assessment in Education: Principles, Policy & Practice, 2019
In this article, we examine how assessment is enacted and negotiated in a school project that involves multimodal composition. The case is a project on advertisement in which lower secondary students collaboratively composed multimodal commercials about various products and topics. The theoretical framework is based on sociocultural perspectives…
Descriptors: Sociocultural Patterns, Multiple Literacies, Advertising, Student Projects
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van Daal, Tine; Lesterhuis, Marije; Coertjens, Liesje; Donche, Vincent; De Maeyer, Sven – Assessment in Education: Principles, Policy & Practice, 2019
Recently, comparative judgement has been introduced as an alternative method for scoring essays. Although this method is promising in terms of obtaining reliable scores, empirical evidence concerning its validity is lacking. The current study examines implications resulting from two critical assumptions underpinning the use of comparative…
Descriptors: Academic Discourse, Validity, Writing Evaluation, Value Judgment
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Ninomiya, Shuichi – Assessment in Education: Principles, Policy & Practice, 2019
PISA presents a new image for academic achievement, which has prompted Japanese education reforms over the past decade to innovate teaching and learning for 'PISA-style literacy'. Supported by theoretical foundations, particularly with regard to the concept of 'PISA literacy' and 'authentic assessment', these reforms have accomplished progress in…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Bramley, Tom; Vitello, Sylvia – Assessment in Education: Principles, Policy & Practice, 2019
Comparative Judgement (CJ) is an increasingly widely investigated method in assessment for creating a scale, for example of the quality of essays. One area that has attracted attention in CJ studies is the optimisation of the selection of pairs of objects for judgement. One approach is known as adaptive comparative judgement (ACJ). It has been…
Descriptors: Reliability, Evaluation Methods, Comparative Analysis, Essay Tests
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Ngware, Moses W.; Hungi, Njora; Mutisya, Maurice – Assessment in Education: Principles, Policy & Practice, 2019
This paper examines a procedure measuring student competencies in numeracy using school-based assessments, and demonstrates how the procedure informs the school system on quality improvement. The sample consisted of 7648 students, attending three different types of urban schools including government, formal private and low cost private in poor…
Descriptors: Student Evaluation, Assessment Literacy, Numeracy, Urban Schools
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Karunaratne, Thashmee; Hansson, Henrik; Aghaee, Naghmeh – Assessment in Education: Principles, Policy & Practice, 2019
Improving the quality of Bachelor's and Master's theses while at the same time increasing the number of theses without expanding the existing resources proportionately is a huge challenge faced by higher educational institutions. The aim of this study is to investigate the effect of multiple change processes on Bachelors and Masters level thesis…
Descriptors: Theses, Change, Masters Degrees, Bachelors Degrees
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Knekta, Eva; Sundström, Anna – Assessment in Education: Principles, Policy & Practice, 2019
The aim of this study was to examine ninth-grade students' perception of a Swedish national test in science (high-stakes for the students) and a field trial (low-stakes for the students), in terms of test-taking motivation. The study is based on semi-structured interviews with 12 students. Overall, the students had a positive perception of the…
Descriptors: Foreign Countries, Student Attitudes, National Competency Tests, Science Tests
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Hopster-den Otter, Dorien; Muilenburg, Selia N.; Wools, Saskia; Veldkamp, Bernard P.; Eggen, Theo J. H. M. – Assessment in Education: Principles, Policy & Practice, 2019
This study investigated (1) the extent to which presentations of measurement error in score reports influence teachers' decisions and (2) teachers' preferences in relation to these presentations. Three presentation formats of measurement error (blur, colour value and error bar) were compared to a presentation format that omitted measurement error.…
Descriptors: Error of Measurement, Scores, Decision Making, Teacher Attitudes
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Fulmer, Gavin W.; Tan, Kelvin H. K.; Lee, Iris C. H. – Assessment in Education: Principles, Policy & Practice, 2019
This study examines teachers' conceptions of assessment and related contextual factors at the classroom, school and national levels. A representative survey of Singaporean secondary school teachers resulted in a final sample consisting of 229 teachers from 9 secondary schools. Findings on that, teachers endorse views of assessment for school…
Descriptors: Secondary School Teachers, Teacher Attitudes, Educational Assessment, Context Effect
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Ormond, Barbara Mary – Assessment in Education: Principles, Policy & Practice, 2019
This paper examines how a standards-based form of assessment in operation in New Zealand has impacted upon the knowledge taught to secondary history students. The segmentation of history into assessable components along with assessment mechanisms which encourage the reduction in the number of standards being attempted has impacted upon both the…
Descriptors: Foreign Countries, Academic Standards, Educational Assessment, Secondary School Students
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Hartmeyer, Rikke; Stevenson, Matt P.; Bentsen, Peter – Assessment in Education: Principles, Policy & Practice, 2018
In this paper, we present and discuss the results of a systematic review of concept mapping-based interventions in primary and secondary science education. We identified the following recommendations for science educators on how to successfully apply concept mapping as a method for formative assessment: firstly, concept mapping should be…
Descriptors: Concept Mapping, Formative Evaluation, Elementary School Science, Secondary School Science
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Yates, Anne; Johnston, Michael – Assessment in Education: Principles, Policy & Practice, 2018
The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers' beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students' final grades towards…
Descriptors: Foreign Countries, Teacher Attitudes, Secondary School Teachers, High Schools
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Jang, Eunice Eunhee; Sinclair, Jeanne – Assessment in Education: Principles, Policy & Practice, 2018
This paper examines assessment policies for K-12 education in Ontario, Canada. We begin with a discussion of Ontario's education system, and then turn our focus to Ontario's K-12 assessment policies serving multiple purposes for accountability and classroom learning. We first examine the Educational Quality and Accountability Office (EQAO), which…
Descriptors: Foreign Countries, Educational Assessment, Elementary Secondary Education, Educational Policy
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