A qualitative approach was used to investigate Year 12 secondary school students’ experiences, understandings and uses of written teacher feedback in classical studies. Participants in this small-scale study were eight students from two schools in a large metropolitan city in New Zealand, all of whom were undertaking a Level 2 ...

There is little research that relates formative assessment to writing, particularly in a foreign-language context. Furthermore, few studies have investigated processes of change when teachers and students use a tool to enhance their skills in formative assessment practices. This article reports on an intervention study where portfolio was used to ...

An increasingly complex and ambitious conception of assessment that aims to enhance learning has seen the move from formative assessment to assessment for learning (AfL). In this study, an interpretive, qualitative approach was used to compare 21 practising teachers’ understandings of AfL prior to and at the conclusion of an ...

This article advances the argument that a priorities-based approach to assessment in early childhood education offers a middle way between inductive and deductive methods of assessment. A developing dialectic in early childhood assessment discourse is discussed as a background to discussion on inductive and deductive assessment strategies. A middle path ...

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 circumstances and reasons for grade alteration. This article closely examines eight instances where experienced teachers altered or were asked to alter students’ grades in secondary schools ...

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 learning. The extent teachers achieve this exchange for and with different students and their families is a matter of fairness and equity. In the article ...

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 perceptions that they will thrive regardless of the classroom or school environment. We explore definitions of fairness and equity and common identifying characteristics of G&T students. As an extension ...

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 collaborative enquiry with researchers, parents, students, and Aboriginal education workers is presented. The research findings on which this article is based derive from an evaluation of an Indigenous ...

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 to cater for a diverse school population. The purpose of the present study was to investigate whether assessment environments in Hong Kong ...