This third issue of Assessment Matters addresses a number of topics that span the complexity and nature of assessment as it is understood and practised in a range of educational settings...
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Assessment Matters 3: 2011
Contents
The purpose of this paper is to understand how teachers’ identities as assessors in a standards-referenced assessment system may be developed through their participation in online social...
Māori language education settings have resulted in teachers requiring efficient ways to identify the oral Māori language proficiency of students at the beginning of Māori-immersion schooling and...
The conceptions teachers have about assessment are assumed to influence their practices and to be consistent with the jurisdictional and policy frameworks in which they work. This paper compares...
Using an interpretive, qualitative case study methodology, the current study investigated 20 primary school teachers’ beliefs and understandings about feedback, and the use of feedback to enhance...
The introduction of a revised national curriculum for New Zealand has precipitated a subject-wide project to align requirements for high-stakes secondary school assessments (the National...
Since 1995, New Zealand’s National Education Monitoring Project (NEMP) has been responsible for the national assessment of students’ achievement in each of the learning areas in the curriculum....
The implementation of best practice models for assessment begins with teachers who are working in their own classes to integrate strategies into their teaching context. The effect of best practice...
This study explored elementary and secondary school administrators’ perspectives on their attempts to build assessment literacy—an understanding of the principles and practices of sound assessment...
Assessment, much like learning, is interactive, social and contextual. New information and experience is understood and assimilated in relation to prior knowledge and experiences. While it is...