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Harris, Lois R.; Brown, Gavin T. L. – Assessment in Education: Principles, Policy & Practice, 2009
Teachers' conceptions of assessment are important as they shape their usage of assessment practices. This study used a phenomenographic approach to examine the various purposes a sample of 26 New Zealand teachers ascribed to assessment. Seven purposes were discussed: compliance, external reporting, reporting to parents, extrinsically motivating…
Descriptors: Foreign Countries, Teacher Attitudes, Evaluation, Elementary School Teachers
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Ecclestone, Kathryn – Assessment in Education Principles Policy and Practice, 2004
Despite numerous problems with outcome-based assessment systems, claims that they enhance learners' motivation and autonomy resonate with research interest in how young people develop cultural and social capital. However, research has not yet explored the ways in which assessment systems affect the forms of capital embedded within them. This paper…
Descriptors: Motivation, Adult Education, Social Capital, Evaluation
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Wiliam, Dylan; Lee, Clare; Harrison, Christine; Black, Paul – Assessment in Education Principles Policy and Practice, 2004
While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achievement of secondary…
Descriptors: Secondary School Students, Comparative Analysis, Formative Evaluation, Effect Size