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Some schools have expended considerable effort to create assessment rubrics as part of building an initial understanding of the key competencies in The New Zealand Curriculum (Ministry of Education,...
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This paper examines the implications of using large-scale assessment results (a) to make judgements about student achievement of educational goals and (b) to provide educators with directions for...
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This paper describes an instance of classroom assessment and then moves on to consider the ways that examples such as this may illustrate, and be informed by, the principles for curriculum decision...
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Assessment for learning (AfL) is widely acknowledged in international research as an effective approach to supporting and promoting learning, but its use in educational settings is not as widespread...
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Are the tests normed?
Why aren’t reading ages given in the new tests?
How can we report to parents?
Is there a specific test for each year group?
How can we use...
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A series in which we ask a leading researcher to distil three key ideas from their work over the years.
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If one were to name one year as the year that assessment was invented, that year would be 1980. This proposition is not fully proven here, but a plausible argument is presented in its defence.
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Charles answers the following questions:
If we pre- and post-test every unit, are we overtesting?
How can we determine whether our students have progressed if we do not test every unit?
Is...
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A look at the range of assessment tools available, what they do, and how to select the most appropriate tool for your assessment needs.
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Charles Darr reports on his experience in creating a mathematics test using asTTle, comments on his perceptions, and discusses some of the strengths and weaknesses of this new assessment package for...
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