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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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Jensen, Bryant; Pérez Martínez, María Guadalupe; Aguilar Escobar, Angélica – Assessment in Education: Principles, Policy & Practice, 2016
Educational policy in Mexico and throughout Latin America is shifting focus from school access to school quality. Improving "quality" is often interpreted as enhancing student learning opportunities, but three issues remain unresolved: (a) what constitutes opportunity to learn (OTL) in classrooms; (b) how to assess classroom OTL (COTL);…
Descriptors: Foreign Countries, Educational Quality, Educational Opportunities, Time on Task
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Segev, Elad; Cahan, Sorel – Assessment in Education: Principles, Policy & Practice, 2014
Selection to programmes for gifted students in Israel, performed in the second grade, relies on raw ability and achievement test scores, irrespective of age, thereby ignoring the well-known effect of within-grade age differences on test scores. Employing the entire cohort of third graders of legal age (67,366 students, 1.4% of whom were enrolled…
Descriptors: Foreign Countries, Age Differences, Academically Gifted, Special Education
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Strakova, Jana; Simonová, Jaroslava – Assessment in Education: Principles, Policy & Practice, 2013
Student assessment in the Czech Republic is still rather traditional, with classroom practice continuing to focus on summative assessment. The country has regularly participated in international surveys, but the findings from these only started to influence educational policy during the past decade, when Czech students' performance fell markedly…
Descriptors: Foreign Countries, Student Evaluation, Exit Examinations, Preschool Education
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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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Raveaud, Maroussia – Assessment in Education Principles Policy and Practice, 2004
This article is based on a comparative study of French and English infant schools. The first section examines the understanding of "mistakes" from a socio-cultural perspective, relating assessment to teachers' culturally situated practice and values. While mistakes and failure for some are an inevitable outcome of French pedagogic choices, they…
Descriptors: Elementary Education, Foreign Countries, Grading, Student Evaluation
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Grimley, Michael; Morris, Sue; Rayner, Stephen; Riding, Richard – Assessment in Education Principles Policy and Practice, 2004
This paper reports the construction of a teacher rating instrument designed to monitor the social and emotional development of school age children and young people (4-17 years). The instrument was developed by reviewing previously implemented checklists to build an extensive list of behavioural and emotional criteria and through the use of focus…
Descriptors: Measures (Individuals), Students, Student Behavior, Student Development