You are here
Search results
Displaying 11 - 20 of 126
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...
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
Meritocracy embodies tension(s) between its egalitarian and elitist strands, which in turn construct how “fairness” is construed in terms of educational opportunity and outcome. In this...
![](/misc/message-24-info.png)
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...
![](/misc/message-24-info.png)
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...
![](/misc/message-24-info.png)
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...
![](/misc/message-24-info.png)
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...
![](/misc/message-24-info.png)
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...
![](/misc/message-24-info.png)
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...
![](/misc/message-24-info.png)
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...
![](/misc/message-24-info.png)
![application/pdf PDF icon](/modules/file/icons/application-pdf.png)
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...
![](/misc/message-24-info.png)