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Showing 1 to 15 of 26 results Save | Export
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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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Pinger, Petra; Rakoczy, Katrin; Besser, Michael; Klieme, Eckhard – Assessment in Education: Principles, Policy & Practice, 2018
The aim of this study was to contribute to the understanding of the effectiveness of formative assessment interventions by analysing how the "quality of programme delivery" affects students' mathematics achievement and interest. Teachers (n = 17) implemented formative assessment in their ninth-grade mathematics classes and provided their…
Descriptors: Program Implementation, Formative Evaluation, Mathematics Instruction, Mathematics Achievement
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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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Dann, Ruth – Assessment in Education: Principles, Policy & Practice, 2016
The focus of this article is to explore the notion of pupil feedback and the possible ways in which it can be understood and developed using Jürgen Habermas' theory of Communicative Action. The theoretical position adopted is framed within the concept of assessment for learning, and is particularly related to the notion of assessment as learning…
Descriptors: Feedback (Response), Theories, Teacher Student Relationship, Student Evaluation
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Black, Paul – Assessment in Education: Principles, Policy & Practice, 2015
The preceding articles in this issue describe a diverse range of projects which had in common the aim of implementing or improving the practice of formative assessment, and thereby to secure some of the benefits attributed to it. This article attempts to set up a framework within which each of the different studies may be located and…
Descriptors: Formative Evaluation, Summative Evaluation, Role, Evaluation Needs
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Van der Kleij, Fabienne M.; Vermeulen, Jorine A.; Schildkamp, Kim; Eggen, Theo J. H .M. – Assessment in Education: Principles, Policy & Practice, 2015
Recent research has highlighted the lack of a uniform definition of formative assessment, although its effectiveness is widely acknowledged. This paper addresses the theoretical differences and similarities amongst three approaches to formative assessment that are currently most frequently discussed in educational research literature: data-based…
Descriptors: Data, Decision Making, Diagnostic Tests, Formative Evaluation
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Wylie, E. Caroline; Lyon, Christine J. – Assessment in Education: Principles, Policy & Practice, 2015
The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey,…
Descriptors: Formative Evaluation, Program Implementation, Fidelity, Educational Quality
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Jonsson, Anders; Lundahl, Christian; Holmgren, Anders – Assessment in Education: Principles, Policy & Practice, 2015
This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers' professional development needs to be based in everyday classroom practice. From these principles,…
Descriptors: Foreign Countries, Program Implementation, Educational Research, Instructional Innovation
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Ratnam-Lim, Christina Tong Li; Tan, Kelvin Heng Kiat – Assessment in Education: Principles, Policy & Practice, 2015
Singapore's education system has often been characterised as exam-oriented. This paper describes efforts ("windmills") made by the Government to constructively respond to the "winds of change" in the education system. A committee called the Primary Education Review and Implementation (PERI) Committee was appointed to study and…
Descriptors: Formative Evaluation, Program Implementation, Foreign Countries, Holistic Approach
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Harris, Lois R.; Brown, Gavin T. L.; Harnett, Jennifer A. – Assessment in Education: Principles, Policy & Practice, 2015
Peer- and self-assessment (PASA) can lead to increased student self-regulation and achievement. However, few studies have examined the content of the feedback students in primary and secondary schools provide themselves and their peers. This study used Hattie and Timperley's task, process, self-regulation and self feedback categories from their…
Descriptors: Foreign Countries, Elementary School Students, Secondary School Students, Peer Evaluation
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Klapp, Alli – Assessment in Education: Principles, Policy & Practice, 2015
The purpose of the study was to investigate how grading in primary school affected students' achievement measured by grades in 7th, 8th and 9th Grade and educational attainment in upper secondary school (12th Grade), and how the effect varied as a function of students' cognitive ability, gender and socio-economic status. The data derived from the…
Descriptors: Educational Attainment, Longitudinal Studies, Grading, Elementary School Students
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Dann, Ruth – Assessment in Education: Principles, Policy & Practice, 2014
This paper explores assessment and learning in a way that blurs their boundaries. The notion of assessment "as" learning (AaL) is offered as an aspect of formative assessment (assessment for learning). It considers how pupils self-regulate their own learning, and in so doing make complex decisions about how they use feedback and engage…
Descriptors: Self Evaluation (Individuals), Formative Evaluation, Feedback (Response), Learning
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Chen, Qiuxian; May, Lyn; Klenowski, Val; Kettle, Margaret – Assessment in Education: Principles, Policy & Practice, 2014
The "College English Curriculum Requirements," announced by the Chinese Ministry of Education in 2007, recommended the inclusion of formative assessment into the existing summative assessment framework of College English. This policy had the potential to fundamentally change the nature of assessment and its role in the teaching and…
Descriptors: Foreign Countries, Formative Evaluation, Summative Evaluation, English (Second Language)
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Gamlem, Siv M.; Smith, Kari – Assessment in Education: Principles, Policy & Practice, 2013
Feedback to students has been identified as a key strategy in learning and teaching, but we know less about how feedback is understood by students. The purpose of this study is to gain more insight into lower secondary students' perceptions of when and how they find classroom feedback useful. This article draws on data generated through individual…
Descriptors: Foreign Countries, Feedback (Response), Student Attitudes, Secondary School Students
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Wasanga, Paul; Somerset, Anthony – Assessment in Education: Principles, Policy & Practice, 2013
This paper starts with an analysis of the twin purposes of an examination reform programme originally launched in Kenya during the 1970s: first, to broaden the spectrum of cognitive skills being tested; and second, to set up a feedback system based on the performance profiles, providing schools and teachers with guidance as to how pedagogy and…
Descriptors: Foreign Countries, Exit Examinations, Change, Test Construction
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