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Fractions are known to be difficult. Jonathan Fisher explores why this is so, looking in particular at the crucial foundation concepts of part-whole relationships and partitioning. He outlines common...
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Sometimes a test can be too easy for some or all of the test takers, resulting in a large number of perfect or near-perfect scores. When this happens the test results are sometimes described as...
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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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Assumptions about disability play a key role in how disabled students are treated at school. Using a case study as a focus, Bernadette Macartney argues that every child has the right to be viewed...
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Feedback is a key component of assessment for learning. This study explored whether a sample of students in Years 3–6 understood their teachers' feedback. The results showed some mismatch between...
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Imagine school students developing confidence and connectedness, being actively involved in society and autonomous learning, and demonstrating abilities in thinking, using language, managing...
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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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These days we are keen to make the most of our test data, particularly when it comes to informing next steps for teaching and learning. Sometimes we may examine how students have responded to...
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