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In this issue: Assessment for learning (AfL) has gained prominence over the last three decades. As such it is considered one of the major educational innovations of the 21st century given its impact. From a practice perspective AfL embodies and promotes different ways of... more
In this issue: Exploring the roles of coursework and field experiences on teacher candidates’ assessment literacy; examining an observation schedule used by classroom teachers to observe each other in order to understand and improve their own classroom assessment practice; study from Iceland... more
In this volume: student perceptions of their involvement in formative assessment feedback practices; mapping Assessment for Learning communities; teachers’ formative assessment practices; cultural-historical activity theory; standards-based grading.
In this issue: teacher experiences with summative assessment when working with grades 7 to 9 students using one-to-one Pads; classroom assessment as a reciprocal practice to develop students’ agency; assessment of student teachers on practicum; sustaining assessment for learning by... more
In this issue: grading policies in China; AfL policies in Japan; English-language learners in NZ primary schools; group composing in NCEA music; online feedback in tertiary biology; personalised feedback in the writing classroom; technology and formative assessment.
In this issue: AfL in Asian settings; e-learning in assessment education; assessment for emergent learning; historical thinking and the "boy friendly" curriculum; interpreting PAT Mathematics.
Browse issues of Assessment Matters
|Assessment Matters 9: 2015|
|Assessment Matters 8: 2015 Special Issue|
|Assessment Matters 7: 2014 Special Issue|
|Assessment Matters 6: 2014|
|Assessment Matters 5: 2013|
|Assessment Matters 4: 2012|
|Assessment Matters 3: 2011|
|Assessment Matters 2 : 2010|
|Assessment Matters 1 : 2009|