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Showing 106 to 120 of 353 results Save | Export
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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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Hickey, Daniel T. – Assessment in Education: Principles, Policy & Practice, 2015
While formative assessment is popular, it is difficult to evaluate and improve. In some settings, it may actually reduce disciplinary learning by competing with other more productive activities, making those activities less engaging, and narrowing curricular goals. Situative approaches to educational assessment offer a solution by (a) blurring the…
Descriptors: Formative Evaluation, Educational Assessment, Learning Theories, Educational Technology
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Goldstein, Harvey – Assessment in Education: Principles, Policy & Practice, 2015
The term "validity" is one of the most important and one of the most debated concepts in educational measurement. In this paper, I argue that various different approaches can all be viewed from an associational perspective. I also argue that our understanding will be enhanced by adopting some basic ideas of scientific reasoning to the…
Descriptors: Educational Assessment, Test Validity, Scientific Principles, Test Construction
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Brown, Gavin T. L.; Andrade, Heidi L.; Chen, Fei – Assessment in Education: Principles, Policy & Practice, 2015
Student self-assessment is a central component of current conceptions of formative and classroom assessment. The research on self-assessment has focused on its efficacy in promoting both academic achievement and self-regulated learning, with little concern for issues of validity. Because reliability of testing is considered a sine qua non for the…
Descriptors: Accuracy, Self Evaluation (Individuals), Students, Validity
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Fulmer, Gavin W.; Lee, Iris C. H.; Tan, Kelvin H. K. – Assessment in Education: Principles, Policy & Practice, 2015
We present a multi-level model of contextual factors that may influence teachers' assessment practices, and use this model in a selected review of existing literature on teachers' assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma's model, we distinguish three levels of influence on teachers'…
Descriptors: Hierarchical Linear Modeling, Context Effect, Student Evaluation, Educational Practices
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Hopfenbeck, Therese N.; Flórez Petour, María Teresa; Tolo, Astrid – Assessment in Education: Principles, Policy & Practice, 2015
This study investigates how different stakeholders in Norway experienced a government-initiated, large-scale policy implementation programme on "Assessment for Learning" ("AfL"). Data were collected through 58 interviews with stakeholders in charge of the policy; Ministers of Education and members of the Directorate of…
Descriptors: Foreign Countries, Educational Policy, Educational Change, Educational Assessment
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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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Hayward, Louise – Assessment in Education: Principles, Policy & Practice, 2015
Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the…
Descriptors: Foreign Countries, Educational Assessment, Curriculum Development, Alignment (Education)
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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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DeLuca, Christopher; Klinger, Don; Pyper, Jamie; Woods, Judy – Assessment in Education: Principles, Policy & Practice, 2015
The purpose of this research was to examine the implementation of a professional learning project aimed at building educators' knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier "Instructional Rounds" (IR) professional learning…
Descriptors: Foreign Countries, Faculty Development, Educational Assessment, School Districts
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De Lisle, Jerome – Assessment in Education: Principles, Policy & Practice, 2015
Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven…
Descriptors: Foreign Countries, Formative Evaluation, Progress Monitoring, Mixed Methods Research
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Flórez Petour, María Teresa – Assessment in Education: Principles, Policy & Practice, 2015
This paper makes the case for the need to study assessment reform processes from a broader and more complex perspective that takes the historical, ideological and systemic aspects of assessment policies into account. It draws on a larger study to demonstrate how the understanding of Assessment for Learning (AfL) reforms is enriched by such a…
Descriptors: Foreign Countries, Educational Assessment, Educational Change, Educational Policy
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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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Fleer, Marilyn – Assessment in Education: Principles, Policy & Practice, 2015
As schools become living sites of evidence-based practice, teachers increasingly accumulate large quantities of observations and records. In these times of an overabundance of documentation, there is a need to find the "unit of analysis" that determines the essence of what matters for assessment. In drawing upon cultural-historical…
Descriptors: Evaluation Methods, Theories, Elementary School Teachers, Social Influences
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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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