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Showing 211 to 225 of 353 results Save | Export
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Poehner, Matthew E. – Assessment in Education: Principles, Policy & Practice, 2011
Dynamic Assessment (DA) originated in the writings of L.S. Vygotsky more than 80 years ago, and despite its popularity among a small community of specialists it is not widely pursued by educational researchers. This paper seeks to strengthen dialogue between DA proponents and the broader assessment community by identifying potential contributions…
Descriptors: Educational Research, Evaluation Methods, Integrated Activities, Psychologists
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Hill, Mary F. – Assessment in Education: Principles, Policy & Practice, 2011
While there is clear evidence that using classroom assessment for learning can improve learning significantly, research has demonstrated that it is particularly challenging for secondary teachers to change their practices in an assessment for learning direction. Many factors have been suggested as inhibiting change in these schools. Some studies…
Descriptors: Barriers, Secondary Schools, Program Effectiveness, Performance Factors
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Dixon, Helen R.; Hawe, Eleanor; Parr, Judy – Assessment in Education: Principles, Policy & Practice, 2011
Engagement in self and peer assessment are authentic ways in which students can develop evaluative and productive knowledge and expertise, necessary prerequisites if they are to become autonomous learners. Teachers in the current study who had articulated similar beliefs in regard to the importance of developing student autonomy and who had…
Descriptors: Foreign Countries, Student Evaluation, Written Language, Writing Instruction
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Willis, Jill – Assessment in Education: Principles, Policy & Practice, 2011
Assessment for Learning (AfL) is an international assessment area of interest, yet, during 20 years of AfL research, the desired outcome of increased learner autonomy remains elusive. This article analyses AfL practices in classrooms as students negotiated identities as autonomous learners within a classroom community of practice. A sociocultural…
Descriptors: Expertise, Communities of Practice, Personal Autonomy, Teacher Student Relationship
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So, Winnie Wing Mui; Lee, Theodore Tai Hoi – Assessment in Education: Principles, Policy & Practice, 2011
Assessment for learning is a worldwide initiative. With the aim of learning about the influence of teachers' attitudes and perceptions of assessment for learning on daily teaching practices, this study investigated the implementation of assessment for learning using rubrics as a tool for inquiry study. Nineteen secondary school teachers using…
Descriptors: Creativity, Program Effectiveness, Secondary School Teachers, Teacher Attitudes
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Thomas, Lynn; Deaudelin, Colette; Desjardins, Julie; Dezutter, Olivier – Assessment in Education: Principles, Policy & Practice, 2011
This study examines the formative evaluation practices of 13 experienced elementary school teachers in Quebec, Canada at the level of teacher-student interaction. The qualitative study is based on both semi-structured and stimulated recall interviews as well as videotapes of classroom activities. The participating teachers were found to be using…
Descriptors: Class Activities, Learning Activities, Formative Evaluation, Foreign Countries
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Black, Paul; Harrison, Christine; Hodgen, Jeremy; Marshall, Bethan; Serret, Natasha – Assessment in Education: Principles, Policy & Practice, 2011
Summative assessments that are integrated within the daily pedagogy of teachers are problematic. Some argue that they cannot both be helpful to pedagogy and yield results that are comparable across and between schools. Others claim that there is enough evidence to show that these targets can be achieved. The project described in this paper…
Descriptors: Evidence, Summative Evaluation, Program Effectiveness, Longitudinal Studies
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Bennett, Randy Elliot – Assessment in Education: Principles, Policy & Practice, 2011
This paper covers six interrelated issues in formative assessment (aka, "assessment for learning"). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement principles in…
Descriptors: Formative Evaluation, Educational Practices, Teacher Educators, Student Evaluation
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Santelices, Maria Veronica; Taut, Sandy – Assessment in Education: Principles, Policy & Practice, 2011
This paper describes convergent validity evidence regarding the mandatory, standards-based Chilean national teacher evaluation system (NTES). The study examined whether NTES identifies--and thereby rewards or punishes--the "right" teachers as high- or low-performing. We collected in-depth teaching performance data on a sample of 58…
Descriptors: Student Evaluation, Teacher Evaluation, Validity, Rewards
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Doherty, Catherine; Kettle, Margaret; May, Lyn; Caukill, Emma – Assessment in Education: Principles, Policy & Practice, 2011
With more constructivist approaches to learning in higher education and more value on teamwork skills, students' oracy (speaking and listening) features more prominently in curriculum, pedagogy and assessment. The paper reports on a study of two first-year Australian university courses in disciplines with explicit industry orientations and high…
Descriptors: Constructivism (Learning), Evaluation, Student Participation, Teamwork
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Gynnild, Vidar – Assessment in Education: Principles, Policy & Practice, 2011
Handling appeals against grades is time consuming and requires allocation of resources away from the pursuit of activities such as instruction, research, and supervision of postgraduate students. This study examines grievance policies, frequencies, and outcomes of appeals at the University of California (UCB) and the University of Oslo (UIO). We…
Descriptors: Court Litigation, Comparative Analysis, Resource Allocation, Higher Education
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Crossouard, Barbara – Assessment in Education: Principles, Policy & Practice, 2011
This article reports on research into formative assessment within a task design that produces multiple opportunities for teacher and pupil dialogue. It draws upon in-depth case studies conducted in schools in socially deprived areas of Scotland, using policy and documentary analysis, video-observation, and an iterative series of interviews with…
Descriptors: Formative Evaluation, Foreign Countries, Case Studies, Interviews
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Jonsson, Anders – Assessment in Education: Principles, Policy & Practice, 2010
If the aim of education is for all students to learn and improve, then the expectations must be transparent to the students. In this study, three aspects of transparency are investigated in relation to an examination methodology for student teachers: self-assessment criteria, a scoring rubric, and exemplars. The examinations studied were carried…
Descriptors: Student Teachers, Scoring Rubrics, Self Evaluation (Individuals), Evaluation Criteria
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Yeh, Stuart S. – Assessment in Education: Principles, Policy & Practice, 2010
This article synthesizes findings regarding the development of competence and learned helplessness and factors influencing persistence and intrinsic motivation, suggests the process through which small differences in early achievement are magnified by the current structure of schools, and reviews evidence suggesting that the characteristics of a…
Descriptors: Achievement Gap, Formative Evaluation, Individualized Instruction, Student Evaluation
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Badger, James – Assessment in Education: Principles, Policy & Practice, 2010
This paper investigates the role questioning occupies in an oral examination as it relates to King and Kitchener's theory of critical, reflective thinking. Pre-service teachers' experience of sitting an oral examination and professors' reflections on conducting the assessment in a small liberal arts university are considered. Findings from this…
Descriptors: Examiners, Liberal Arts, Teaching Methods, Role
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