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Formative assessment has been shown to have the power to positively affect student achievement, but professional-development initiatives for teachers to substantially develop their formative...
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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 purpose of this paper is to understand how teachers’ identities as assessors in a standards-referenced assessment system may be developed through their participation in online social moderation...
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The conceptions teachers have about assessment are assumed to influence their practices and to be consistent with the jurisdictional and policy frameworks in which they work. This paper compares two...
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Using an interpretive, qualitative case study methodology, the current study investigated 20 primary school teachers’ beliefs and understandings about feedback, and the use of feedback to enhance...
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Feedback on students’ written assignments has been deemed critical for improvement. Although teachers’ and students’ views on feedback have been examined, school leaders’ perceptions of what...
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This article details the use of Q methodology (Q) for eliciting different views of classroom assessment among Singaporean teachers. Q is purported to be useful for studying the tacit...
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Teacher assessment is now understood as central to curriculum reform and a key factor in responsive pedagogy. This article discusses one aspect of a 3-year investigation into the...
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