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Showing 166 to 180 of 353 results Save | Export
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Hayward, E. Louise; Hutchinson, Carolyn – Assessment in Education: Principles, Policy & Practice, 2013
Scotland, in common with many other countries internationally, has paid considerable attention to the development of assessment for learning. Currently, schools in Scotland are engaged in a major programme of curriculum and assessment reform, entitled Curriculum for Excellence. As part of the reform process, there is concern amongst practitioners,…
Descriptors: Academic Standards, Foreign Countries, Curriculum Development, Educational Change
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Elwood, Jannette – Assessment in Education: Principles, Policy & Practice, 2013
Long-standing concerns within the field of educational assessment consider the impact of assessment policy and practice as matters of equity, inequality and social justice. Yet educational assessment policy and practice continues to have powerful social consequences for key users such as children and young people. This paper re-positions these…
Descriptors: Educational Assessment, Educational Policy, Educational Practices, Ethics
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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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Kanjee, Anil; Sayed, Yusuf – Assessment in Education: Principles, Policy & Practice, 2013
The South African education system has witnessed significant changes since 1994 when the democratically elected government began the process of dismantling the inherited apartheid order. The primary focus of the transformation process was to address the twin imperative of equity and quality in education, particularly for the historically…
Descriptors: Foreign Countries, Educational Assessment, Educational Policy, Educational Quality
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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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Iipinge, Sakaria M.; Kasanda, Choshi D. – Assessment in Education: Principles, Policy & Practice, 2013
Aligning curriculum change and assessment reforms has been a topic of great concern in Namibia for over the past 23 years. This is because during the pre-colonial period and continuing in post-independence Namibia, national examinations have been used mainly for the certification and selection of learners at Junior and Senior secondary school…
Descriptors: Foreign Countries, Articulation (Education), Curriculum, Educational Change
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Chulu, Bob Wajizigha – Assessment in Education: Principles, Policy & Practice, 2013
Building assessment capacity of educators has historically been unregulated practice in post-independence Malawi. However, recent attempts by government to integrate curriculum and assessment reforms and the introduction of continuous assessment in the system have represented a significant policy shift. These and several other initiatives have…
Descriptors: Foreign Countries, Developing Nations, Capacity Building, Educational Assessment
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Stenlund, Tova – Assessment in Education: Principles, Policy & Practice, 2012
Assessment of Prior Learning (APL) refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In the first section of this paper, APL and current conceptions of validity in assessments and its evaluation are presented. It is argued that participants in the assessment are an important source of…
Descriptors: Higher Education, Validity, Prior Learning, Evaluation
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Phelan, Julia C.; Choi, Kilchan; Niemi, David; Vendlinski, Terry P.; Baker, Eva L.; Herman, Joan – Assessment in Education: Principles, Policy & Practice, 2012
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative…
Descriptors: Middle School Students, Mathematics Achievement, Mathematics Tests, Formative Evaluation
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Chen, Yi-Hsin – Assessment in Education: Principles, Policy & Practice, 2012
This study was an empirically substantive examination of mathematics achievement differences between urban and rural Taiwanese students at a cognitive attribute level. Participants were eighth-grade students who participated in the "Trends in International Mathematics and Science Study" of 1999. The rule-space method was applied to…
Descriptors: Urban Schools, Rural Schools, Students, Mathematics Achievement
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Newton, Paul E. – Assessment in Education: Principles, Policy & Practice, 2012
This article illustrates how a new framework for conceptualising comparability has the potential to help assessment professionals to understand and to conduct debate on linking theory and practice. The framework was used as a lens through which to study a corpus of research reports, from which a narrative was constructed to characterise the…
Descriptors: Foreign Countries, Evaluation Research, Test Theory, Models
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Smith, Kenneth J.; Davy, Jeanette A.; Rosenberg, Donald L. – Assessment in Education: Principles, Policy & Practice, 2012
The purpose of this study was to examine an alternative configuration of the Academic Motivation Scale (AMS), a psychometric instrument used as a measure of academic motivation in various academic environments. The analyses utilised data from a convenience sample of 2354 business students, broken into two random subsamples of 1177 cases.…
Descriptors: Dropout Rate, Educational Objectives, Outcomes of Education, Construct Validity
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Suto, Irenka; Novakovic, Nadezda – Assessment in Education: Principles, Policy & Practice, 2012
Some methods of determining grade boundaries within examinations, such as awarding, paired comparisons, and rank ordering, entail expert judgements of script quality. We aimed to identify the features of examinees' scripts that most influence judgements in the three methods. For contrasting examinations in biology and English, a Latin square…
Descriptors: Examiners, Matched Groups, Grades (Scholastic), Grading
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Bennett, John; Tognolini, Jim; Pickering, Samantha – Assessment in Education: Principles, Policy & Practice, 2012
This paper describes how a state education system in Australia introduced standards-referenced assessments into its large-scale, high-stakes, curriculum-based examinations in a way that enables comparison of performance across time even though the examinations are different each year. It describes the multi-stage modified Angoff standard-setting…
Descriptors: Feedback (Response), Tests, Foreign Countries, Cutting Scores
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Vlaardingerbroek, Barend; Shehab, Saadeddine S. – Assessment in Education: Principles, Policy & Practice, 2012
The Lebanese government education system is based on the French, but private education historically has a high profile at both the school and tertiary levels where an American influence is profound. The mid-secondary "Brevet" examination continues to function as a filtering and channelling mechanism (in the latter instance, into the…
Descriptors: Educational Assessment, Foreign Countries, Vocational Education, Performance Factors
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