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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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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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Lenkeit, Jenny; Schwippert, Knut; Knigge, Michel – Assessment in Education: Principles, Policy & Practice, 2018
Research provides evidence that gender, immigrant background and socio-economic characteristics present multiple disadvantaging characteristics that change their relative importance and configurations over time. When evaluating inequalities researchers tend to focus on one particular aspect and often use composite measures when evaluating…
Descriptors: Longitudinal Studies, Cross Cultural Studies, Foreign Countries, Achievement Tests
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Scharaschkin, Alex – Assessment in Education: Principles, Policy & Practice, 2017
This issue's featured article, "Assessment and Learning: Fields Apart" (Baird, Andrich, Hopfenbeck, and Stobart 2017) raises issues that are of basic importance for the disciplines of assessment and teaching and learning theory. In this commentary, Alex Scharaschkin restricts his remarks to a few areas. He considers the idea of a…
Descriptors: Educational Assessment, Learning Theories, Test Theory, Psychometrics
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Marlow, Ruth; Norwich, Brahm; Ukoumunne, Obioha C.; Hansford, Lorraine; Sharkey, Siobhan; Ford, Tamsin – Assessment in Education: Principles, Policy & Practice, 2014
Assessing Pupils' Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by…
Descriptors: Foreign Countries, Comparative Analysis, Literacy, Numeracy
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Crisp, Victoria – Assessment in Education: Principles, Policy & Practice, 2013
The process by which an assessor evaluates a piece of student work against a set of marking criteria is somewhat hidden and potentially complex. This judgement process is under-researched, particularly in contexts where teachers (rather than trained examiners) conduct the assessment and in contexts involving extended pieces of work. This paper…
Descriptors: Evaluative Thinking, Grading, Student Evaluation, Secondary School Teachers
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Shaw, Stuart; Crisp, Victoria; Johnson, Nat – Assessment in Education: Principles, Policy & Practice, 2012
It is important for educational assessment bodies to demonstrate how they are seeking to meet the demands of validity. The approach to validity taken here assumes a "consequentialist" view where the appropriacy of the inferences made on the basis of assessment results is seen as central. This paper describes the development of a…
Descriptors: Test Validity, Evidence, Methods, Educational Assessment
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Ahmed, Ayesha; Pollitt, Alastair – Assessment in Education: Principles, Policy & Practice, 2011
At the heart of most assessments lies a set of questions, and those who write them must achieve "two" things. Not only must they ensure that each question elicits the kind of performance that shows how "good" pupils are at the subject, but they must also ensure that each mark scheme gives more marks to those who are…
Descriptors: Academic Achievement, Classification, Educational Quality, Quality Assurance
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Black, Beth; Suto, Irenka; Bramley, Tom – Assessment in Education: Principles, Policy & Practice, 2011
In this paper we develop an evidence-based framework for considering many of the factors affecting marker agreement in GCSEs and A levels. A logical analysis of the demands of the marking task suggests a core grouping comprising: (i) question features; (ii) mark scheme features; and (iii) examinee response features. The framework synthesises…
Descriptors: Interrater Reliability, Grading, Scoring, High Stakes Tests
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Wheadon, Christopher; Beguin, Anton – Assessment in Education: Principles, Policy & Practice, 2010
Tiering is a multi-stage test design whereby teachers allocate students to a particular difficulty level (tier) of a test. This approach to the challenge of delivering assessments to students with a heterogeneous ability distribution is normal practice in UK public examinations at the age of 16. This study uses Item Response Theory number-correct…
Descriptors: Difficulty Level, Item Response Theory, Achievement Tests, Standard Setting (Scoring)
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Valk, Aune – Assessment in Education: Principles, Policy & Practice, 2009
This paper focuses on the state of the art for recognition of prior experiential learning in European universities. Although recognition of prior learning and prior experiential learning have been officially stated as being important aims by national ministers of education in their Bologna Process communiques, implementation in the majority of…
Descriptors: Evaluation Methods, Prior Learning, Experiential Learning, Foreign Countries
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Suto, W. M. Irenka; Greatorex, Jackie – Assessment in Education: Principles, Policy & Practice, 2008
Diverse strategies for marking GCSE examinations have been identified, ranging from simple automatic judgements to complex cognitive operations requiring considerable expertise. However, little is known about patterns of strategy usage or how such information could be utilised by examiners. We conducted a quantitative analysis of previous verbal…
Descriptors: Examiners, Statistical Analysis, Mathematics Teachers, Business Education Teachers
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Sadler, D. Royce – Assessment in Education: Principles, Policy & Practice, 2007
The implementation of assessment policies can sometimes achieve almost the reverse of what was originally intended. Studies published in a special issue of "Assessment in Education" provide the basis for this bird's eye view of particular practices in post-compulsory education and training in the UK. Problems identified include the trend…
Descriptors: Student Evaluation, Compulsory Education, Articulation (Education), Leadership
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Ecclestone, Kathryn – Assessment in Education: Principles, Policy & Practice, 2007
Research evidence that well-executed formative assessment raises achievement and enhances motivation and autonomy has influenced policy and practice in schools and universities in the United Kingdom. Formative assessment is also built into the aims and assessment activities of outcome-based qualifications in post-compulsory education. Behind these…
Descriptors: Formative Evaluation, Motivation, Foreign Countries, Vocational Education
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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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