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Assessment Matters 8: 2015 Special Issue

Contents

Author(s): Val Klenowski
Author(s): Robin D. Tierney

Students’ grades are altered for a variety of reasons in educational systems worldwide. While there has been considerable research on teachers’ grading practices, very little is known about the...

Author(s): Kelvin Tan and Christopher Charles Deneen

Meritocracy embodies tension(s) between its egalitarian and elitist strands, which in turn construct how “fairness” is construed in terms of educational opportunity and outcome. In this article,...

Author(s): Kerry Kennedy, Ming-Tak Hue, and Miron Kumar Bhowmik

Hong Kong is a predominantly Chinese society but just over 6 percent of the population is made up of ethnic minorities. This composition flows into schools where teachers in selected schools need...

Author(s): Val Klenowski

In this article assessment conceptualised as social practice is explored to address issues related to fairness and equity. How teachers develop fair assessment practice by engaging in...

Author(s): Shelleyann Scott and Donald E. Scott

Even though many nations include gifted and talented (G&T) students within their inclusion policies these students’ particular needs are frequently neglected or ignored owing to prevailing...

Author(s): Bronwen Cowie and Linda Mitchell

Family and whānau can play a productive role in assessment, but this requires teachers to establish relationships that facilitate the reciprocal exchange of information for the benefit of student...