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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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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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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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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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Andersson, Catarina; Palm, Torulf – Assessment in Education: Principles, Policy & Practice, 2018
Formative assessment has been shown to have the potential to significantly enhance student achievement, but a strong research base about how to support teachers to implement such a practice is lacking. This is particularly so for a conceptualisation of formative assessment as a unity of integrated formative assessment strategies. The aim of this…
Descriptors: Formative Evaluation, Faculty Development, Mathematics Teachers, Educational Practices
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Armitage, Emma; Lau, Caroline – Assessment in Education: Principles, Policy & Practice, 2018
In England accountability measures have often been used to steer school behaviour in pursuit of policy goals. In 2010, the English Baccalaureate (EBacc) was introduced to increase uptake of traditional academic subjects at GCSE. These subjects, it was argued, would enhance students' future prospects, in part because they are favoured at A-level by…
Descriptors: Accountability, Grades (Scholastic), Access to Education, Hierarchical Linear Modeling
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Yan, Zi – Assessment in Education: Principles, Policy & Practice, 2018
The purpose of this study was to examine the effects of the key demographic variables of gender, school level and goal orientation on students' self-assessment practices, including self-directed feedback seeking (SDFS) and self-reflection (SR). A total of 8843 Hong Kong students were surveyed, ranging from Primary 4 to Secondary 6. The results…
Descriptors: Self Evaluation (Individuals), Goal Orientation, Feedback (Response), Predictor Variables
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Pratt, Nick – Assessment in Education: Principles, Policy & Practice, 2018
This article focuses on how assessment practices are used by teachers to develop and maintain their own professional standing -- how assessment works for them as professionals and the work they must do with it to be successful. Reporting on an empirical study involving interviews with 12 primary Key Stage 2 (7-11 years) teachers and using an…
Descriptors: Foreign Countries, Elementary School Teachers, Student Evaluation, Accountability
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Kuramoto, Naoki; Koizumi, Rie – Assessment in Education: Principles, Policy & Practice, 2018
Currently, large-scale testing in Japan faces conflicting requirements derived from principles of education on the one hand, and measurement, on the other. Issues of affective ambivalence towards tests (i.e. test aversion and dependence) are also observed. The seemingly conflicting government discussions regarding the national assessment of…
Descriptors: Foreign Countries, College Entrance Examinations, Educational Principles, Academic Achievement
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Mottier Lopez, Lucie; Pasquini, Raphaël – Assessment in Education: Principles, Policy & Practice, 2017
This article describes two collaborative research projects whose common goal was to explore the potential role of professional controversies in building teachers' summative assessment capacity. In the first project, upper primary teachers were encouraged to compare their practices through a form of social moderation, without prior instructor input…
Descriptors: Educational Practices, Summative Evaluation, Capacity Building, Elementary School Teachers
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Lysaght, Zita; O'Leary, Michael – Assessment in Education: Principles, Policy & Practice, 2017
Exploiting the potential that Assessment for Learning (AfL) offers to optimise student learning is contingent on both teachers' knowledge and use of AfL and the fidelity with which this translates into their daily classroom practices. Quantitative data derived from the use of an Assessment for Learning Audit Instrument (AfLAI) with a large sample…
Descriptors: Foreign Countries, Faculty Development, Accountability, Audits (Verification)
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Klein, Joseph – Assessment in Education: Principles, Policy & Practice, 2017
The purpose of the research is to investigate the behaviour of school personnel under two assessment-reporting conditions and school functioning when faced with the choice of excelling in high-stakes tests or catering to local educational needs. The functioning of 60 schools was compared in terms of their preparation for high-risk external tests…
Descriptors: Excellence in Education, High Stakes Tests, School Personnel, Educational Needs
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Li, Hongli – Assessment in Education: Principles, Policy & Practice, 2016
Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students' reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students' reading achievement directly and indirectly (through…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Secondary School Students
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Taut, Sandy; Valencia, Edgar; Palacios, Diego; Santelices, Maria V.; Jiménez, Daniela; Manzi, Jorge – Assessment in Education: Principles, Policy & Practice, 2016
This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and…
Descriptors: Teacher Evaluation, Academic Achievement, Achievement Gains, National Programs
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Paget, Christine L.; Malmberg, Lars-Erik; Martelli, Dale R. – Assessment in Education: Principles, Policy & Practice, 2016
In concert with other Latin American countries, Brazil has developed and implemented its own national assessment system for the purpose of monitoring, evaluating and improving their educational system. Prova Brasil is a census-based bi-annual assessment of Portuguese and mathematics achievement of middle school students in Brazil accompanied by…
Descriptors: Foreign Countries, National Competency Tests, Educational Assessment, Educational Policy
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