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Teacher formative assessment decision making: A consideration of principles and consequences

Bronwen Cowie

This paper describes an instance of classroom assessment and then moves on to consider the ways that examples such as this may illustrate, and be informed by, the principles for curriculum decision making set out in The New Zealand Curriculum (Ministry of Education, 2007). The primary purpose of classroom assessment is to enhance teaching and learning (Ministry of Education, 2007), and so decisions about its validity need to be based on the extent to which it achieves these outcomes (Moss, 2007; Stobart, 2008). The principles embody beliefs about what is important and desirable in the school curriculum, and thus provide a guide for the conceptualisation of the positive consequences of classroom assessment for students and their learning.

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