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Livingston, Kay; Hutchinson, Carolyn – Assessment in Education: Principles, Policy & Practice, 2017
In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students' learning, the…
Descriptors: Faculty Development, Accountability, Outcomes of Education, Educational Opportunities
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Stenlund, Tova – Assessment in Education: Principles, Policy & Practice, 2012
Assessment of Prior Learning (APL) refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In the first section of this paper, APL and current conceptions of validity in assessments and its evaluation are presented. It is argued that participants in the assessment are an important source of…
Descriptors: Higher Education, Validity, Prior Learning, Evaluation
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Bennett, John; Tognolini, Jim; Pickering, Samantha – Assessment in Education: Principles, Policy & Practice, 2012
This paper describes how a state education system in Australia introduced standards-referenced assessments into its large-scale, high-stakes, curriculum-based examinations in a way that enables comparison of performance across time even though the examinations are different each year. It describes the multi-stage modified Angoff standard-setting…
Descriptors: Feedback (Response), Tests, Foreign Countries, Cutting Scores
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Bronkhorst, Larike H.; Baartman, Liesbeth K. J.; Stokking, Karel M. – Assessment in Education: Principles, Policy & Practice, 2012
Education aiming at students' competence development asks for new assessment methods. The quality of these methods needs to be assured using adapted quality criteria and accompanying standards. As such standards are not widely available, this study sets out to examine what level of compliance with quality criteria stakeholders consider…
Descriptors: Evaluation Criteria, Quality Control, Professional Education, Self Evaluation (Individuals)
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Bejar, Isaac I. – Assessment in Education: Principles, Policy & Practice, 2011
Automated scoring of constructed responses is already operational in several testing programmes. However, as the methodology matures and the demand for the utilisation of constructed responses increases, the volume of automated scoring is likely to increase at a fast pace. Quality assurance and control of the scoring process will likely be more…
Descriptors: Evidence, Quality Control, Scoring, Quality Assurance
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Barkaoui, Khaled – Assessment in Education: Principles, Policy & Practice, 2011
This study examined the effects of marking method and rater experience on ESL (English as a Second Language) essay test scores and rater performance. Each of 31 novice and 29 experienced raters rated a sample of ESL essays both holistically and analytically. Essay scores were analysed using a multi-faceted Rasch model to compare test-takers'…
Descriptors: Writing Evaluation, Writing Tests, Essay Tests, Interrater Reliability
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Brookhart, Susan M.; Moss, Connie M.; Long, Beverly A. – Assessment in Education: Principles, Policy & Practice, 2010
Six remedial reading teachers in a large, rural school district participated in a form of professional development called Teaching as Intentional Learning, based on an inquiry process. Their topic of inquiry was formative assessment. Professional development comprised both direct instruction and inquiry learning in teachers' own classrooms. This…
Descriptors: Rural Schools, Reading Readiness, Remedial Reading, Formative Evaluation
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Bergan, Sjur – Assessment in Education: Principles, Policy & Practice, 2009
The Council of Europe/UNESCO Recognition Convention (also known as the Lisbon Recognition Convention) provides the legal framework for academic recognition in Europe, and it serves a double purpose: as a legal text and as a guide to good practice. The ENIC and NARIC Networks promote the implementation of the Convention and seek to develop a better…
Descriptors: Foreign Countries, Qualifications, Academic Standards, Comparative Education
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Brockmann, Michaela; Clarke, Linda; Winch, Christopher – Assessment in Education: Principles, Policy & Practice, 2009
The development of the European Qualification Framework (EQF) as a means of assessing the relative status of qualifications across the EU is described, together with its fundamental design characteristics, particularly the adoption of a "learning outcomes" approach. Ways in which it may be implemented, and possible difficulties in this,…
Descriptors: Qualifications, Foreign Countries, Vocational Education, Barriers
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Torrance, Harry – Assessment in Education: Principles, Policy & Practice, 2007
The paper reports on the findings of a Learning and Skills Research Centre (LSRC) funded study investigating the impact of different modes and methods of assessment on achievement and progress in post-secondary education and training. Data were collected across Advanced-level academic and vocational preparation programmes in schools and colleges,…
Descriptors: Feedback (Response), Student Evaluation, Criteria, Learning Experience
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Looney, Janet – Assessment in Education: Principles, Policy & Practice, 2007
The paper reports on a multi-country review of formative assessment in adult education settings with specific reference to basic literacy and numeracy. It reports many examples of emergent innovative practice in Europe and elsewhere but concludes that there is a real need to develop a stronger conceptual base for formative assessment, as well as…
Descriptors: Formative Evaluation, Numeracy, Adult Literacy, Adult Education
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Watson, Anne – Assessment in Education: Principles, Policy and Practice, 2006
In this theoretical paper the informal assessment practices of two experienced teachers are used as cases for generating questions about future developments in formative assessment practice. Both teachers maintain a consistent formative assessment focus on the development of their students as enquirers, and one of them supplements this with…
Descriptors: Informal Assessment, Formative Evaluation, Case Studies, Student Development
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Crick, Ruth Deakin; Broadfoot, Patricia; Claxton, Guy – Assessment in Education Principles Policy and Practice, 2004
This paper reports the initial results of a study that was designed to develop and test an instrument that could identify the elements of an individual's capacity for lifelong learning. We anticipated that the components of this capacity would include a complex mix of dispositions, lived experiences, social relations, values, attitudes and beliefs…
Descriptors: Learning Motivation, Lifelong Learning, Measures (Individuals), Factor Analysis