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Despite the excellent research of Janet Emig, Donald Graves and others, the writing process itself is still largely a mystery.
We know that it is a very complex process requiring the mastery of...
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This article uses Wenger’s (1998) theory of communities of practice as a framework to describe the complexities of moderation processes when these processes are intended to support teacher learning...
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Measurement scales allow raw test scores to be converted to locations on an equal-interval scale. This article outlines how these work, how they are numbered and how they relate to...
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Research suggests that teachers need a great deal of professional support if they are to acquire and use new knowledge and skills, but within the area of formative assessment teachers have often been...
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The evaluation of the Numeracy Exploratory Study at Year 9 in secondary schools in 2001 showed that a programme for assessing, teaching, and reassessing numeracy was both necessary and effective for...
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The main purpose of assessment was once its selection and grading functions. Teachers customarily marked work in order to grade it and to give a position in class. This prompted the question whether...
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Earlier this year 225 primary, intermediate and secondary schools took part in a national consultation on the draft national exemplars. Schools effectively trialled the exemplars and provided...
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Each year, the National Education Monitoring Project (NEMP) engages teachers to work intensively with children administering a wide range of assessment tasks, and to mark children’s recorded...
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Research into primary teachers’ assessment and recording practices highlights three approaches to classroom assessment. These are analysed to show how they contribute to both formative and summative...
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