Students often report that feedback experiences at university are insufficient to make progress. The size of many large courses means the provision of personalised and timely feedback to individual students is challenging. Online systems have been promoted as a way students can receive feedback for learning. This study explores the ...

This research compares the relative effectiveness and efficiency of personalised feedback versus annotated exemplars as two approaches to providing high school students with formative feedback in the development of their writing skills. The study was a randomised experiment conducted in situ in two English classes in one high school in ...

This study involved a group of 61 teachers in Ontario, Canada, who participated in a case study about classroom assessment practices. The participants were part of a district one-to-one technology programme that provided an iPad to each student and teacher in all Grade 7 to 9 classrooms. As part of ...

International research has found that while Assessment for Learning (AfL) can positively impact on learning, its implementation in different national contexts presents a number of challenges. The integration of AfL in Confucian-influenced settings may be challenged both by traditional beliefs related to the hierarchy of the expert teacher and the ...

This article examines the current use of e-learning to promote preservice teacher development in classroom assessment. Motivating this study are: (1) the perennial challenges assessment educators face in fostering teacher development in the areas of assessment policies, standards, and practices, as documented in the literature and experienced in our own ...

Emergent learning refers to the unplanned and unexpected learning that can occur through student engagement with complex curricular tasks. In this article, we explore expanded conceptions and practices of assessment that recognise and promote emergent forms of learning. We begin our argument by drawing on complexity thinking to define and ...

This article reports on an exploratory study of over 2,500 secondary school history students in New Zealand who demonstrated gender differences in respect to critical thinking within a disciplinary framework. Initial findings suggest that while boys are not achieving as well as girls in national assessments in history, they (on ...

Assessment can be powerful when teachers are able to analyse, interpret and use information in ways that enhance their teaching and programmes, and students’ learning. A qualitative approach was used to investigate how teachers of Years 4–8 students analyse, interpret and use information gained from administration of the Progressive Achievement ...