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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
Black, Paul; Harrison, Christine; Hodgen, Jeremy; Marshall, Bethan; Serret, Natasha – Assessment in Education: Principles, Policy & Practice, 2010
This paper describes some of the findings of a project which set out to explore and develop teachers' understanding and practices in their summative assessments. The focus was on those summative assessments that are used on a regular basis within schools for guiding the progress of pupils and for internal accountability. The project combined both…
Descriptors: Summative Evaluation, Student Evaluation, Validity, Language Teachers
Wiliam, Dylan; Lee, Clare; Harrison, Christine; Black, Paul – Assessment in Education Principles Policy and Practice, 2004
While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achievement of secondary…
Descriptors: Secondary School Students, Comparative Analysis, Formative Evaluation, Effect Size