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The purpose of this study is to better understand the norms, processes, and implications of a standards-based assessment (SBA) system in a project-based, STEM-focused secondary school in the United...
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The links among theory, teaching practice, and evidence of student learning have increasingly gained traction in the public discourse in much of the Western world, as educational policy makers seek...
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Assessment for learning (AfL) improves student learning and achievement outcomes but, despite its positive effects, sustained implementation has been problematic. An examination of the policy...
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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-...
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Curriculum commentators have identified well-documented participatory pathways for key competency development. However, there is a paucity of New Zealand research that takes a poststructural view of...
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It has become increasingly common for students in New Zealand schools to sit tests using a computer. Sometimes a computer-administered test and a paper-and-pencil version of the same test are used...
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The metaphor of a feedback loop underpinned a significant curriculum change in a first year teacher-education unit. Assessment for Learning (AfL) practices such as discussing examples of previous...
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NCEA has potential for the development of assessment frameworks that enable all students to demonstrate success in learning. However, research shows that this potential is not being realised. This...
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