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Cultural-historical activity theory (CHAT) has been used in several development studies, but few have used it for the purposes of formative assessment. This article reports from a study where the...

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...

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...

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...



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...


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-...

This was a 3-year project that followed a cohort of initial teacher education (ITE) students from four universities over their 3-year programme. The project, “Learning to Become ‘Assessment...

This study explored elementary and secondary school administrators’ perspectives on their attempts to build assessment literacy—an understanding of the principles and practices of sound assessment....

Māori language education settings have resulted in teachers requiring efficient ways to identify the oral Māori language proficiency of students at the beginning of Māori-immersion schooling and...
