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Showing 1 to 15 of 32 results Save | Export
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Fulmer, Gavin W.; Tan, Kelvin H. K.; Lee, Iris C. H. – Assessment in Education: Principles, Policy & Practice, 2019
This study examines teachers' conceptions of assessment and related contextual factors at the classroom, school and national levels. A representative survey of Singaporean secondary school teachers resulted in a final sample consisting of 229 teachers from 9 secondary schools. Findings on that, teachers endorse views of assessment for school…
Descriptors: Secondary School Teachers, Teacher Attitudes, Educational Assessment, Context Effect
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Yates, Anne; Johnston, Michael – Assessment in Education: Principles, Policy & Practice, 2018
The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers' beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students' final grades towards…
Descriptors: Foreign Countries, Teacher Attitudes, Secondary School Teachers, High Schools
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Jang, Eunice Eunhee; Sinclair, Jeanne – Assessment in Education: Principles, Policy & Practice, 2018
This paper examines assessment policies for K-12 education in Ontario, Canada. We begin with a discussion of Ontario's education system, and then turn our focus to Ontario's K-12 assessment policies serving multiple purposes for accountability and classroom learning. We first examine the Educational Quality and Accountability Office (EQAO), which…
Descriptors: Foreign Countries, Educational Assessment, Elementary Secondary Education, Educational Policy
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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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Evans, Carla M.; Lee, Jade Caines – Assessment in Education: Principles, Policy & Practice, 2018
The purpose of this study is to critically evaluate value-added accountability measures currently enacted in the United States at the federal and state levels to assess teacher preparation programme (TPP) effectiveness. We draw on Newton and Shaw's framework for the evaluation of testing policy to evaluate the technical quality and social…
Descriptors: Value Added Models, Teacher Education Programs, Teacher Education, Program Evaluation
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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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Briggs, Derek C. – Assessment in Education: Principles, Policy & Practice, 2017
In the United States, students have historically taken large-scale assessments for many different purposes. One purpose that is shared with many other countries is a desire to monitor aggregate trends in educational attainment in core subject domains such as literacy, mathematics, and science. In this commentary, the author examines testing,…
Descriptors: Educational Assessment, Learning Theories, Learning, Psychometrics
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Baird, Jo-Anne; Andrich, David; Hopfenbeck, Therese N.; Stobart, Gordon – Assessment in Education: Principles, Policy & Practice, 2017
In response to the commentaries to their original article, the authors thank the commentators for their remarks and note that there is some general consensus across the commentaries around some major themes: (1) the lack of articulation between assessment and learning theories, particularly in relation to large-scale testing used for…
Descriptors: Educational Assessment, Learning Theories, Test Theory, International Assessment
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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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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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Wyatt-Smith, Claire; Alexander, Colette; Fishburn, Deanne; McMahon, Paula – Assessment in Education: Principles, Policy & Practice, 2017
Teacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that "The Standards Project" (2013-2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit…
Descriptors: Teacher Effectiveness, Teacher Education, Foreign Countries, Higher Education
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Crowe, Christina C.; Rivers, Susan E.; Bertoli, Michelle C. – Assessment in Education: Principles, Policy & Practice, 2017
There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper…
Descriptors: Special Education, Teacher Evaluation, Special Education Teachers, Accountability
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Gysling, Jacqueline – Assessment in Education: Principles, Policy & Practice, 2016
This article examines the historical development of the state's actions in educational assessment in Chile from the nineteenth century to the present day, based on the analysis of governmental decrees and regulations related to assessment, and their variability over time. The research identifies six distinctive periods, each of which expresses a…
Descriptors: Foreign Countries, Educational Assessment, Educational History, Educational Legislation
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Gebril, Atta; Brown, Gavin T. L. – Assessment in Education: Principles, Policy & Practice, 2014
Egypt is currently attempting to introduce a greater formative use of assessment while maintaining a public examination system. This study investigates teacher beliefs about the purposes of assessment in Egypt, using the Teachers' Conceptions of Assessment (TCoA) inventory. The TCoA inventory elicits responses about four main factors: Improvement,…
Descriptors: Foreign Countries, High Stakes Tests, Teacher Attitudes, Preservice Teachers
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Brookhart, Susan M. – Assessment in Education: Principles, Policy & Practice, 2013
Studies of the use of teacher judgement for summative assessment in the USA are considered in two general categories. (1) Studies of teacher classroom summative assessment, that is, teacher grading practices, have historically and currently emphasised the lack of validity and reliability of these judgements. (2) Studies of how teacher judgement…
Descriptors: Summative Evaluation, Grading, Student Evaluation, Evaluation Methods
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