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Student perceptions of their involvement in formative assessment feedback practices: “I can do it myself”

Student voice makes a valuable contribution in the effort to evaluate the impact of Assessment for Learning (AfL) as it is the student learning that AfL practices seek to enhance. The authors report...

| Year published: 2019 | Publication type: Journal article | Publisher: NZCER Press | Free Full text:

AM2019_006.pdf | Content type: Assessment Matters article

The use of standards-based grading in a project-based, STEM-focused learning context

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...

| Year published: 2019 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

What makes performance tasks motivating: Influences of task characteristics, gender and ethnicity

The characteristics of performance tasks that make them appealing to students in a low-stakes environment were investigated with data from the National Education Monitoring Project (NEMP) of New...

| Year published: 2012 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Māori and Pacific secondary student and parent perspectives on achievement, motivation and NCEA

Author(s): James Graham

New Zealand’s previous examination-based secondary assessment system can be viewed as encompassing cultural values presenting unfair challenges for indigenous and other nonmajority students. The...

| Year published: 2010 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

How Chinese higher education students perceive and engage in self-assessment within the Integrated Quality Assessment (IQA) system: Threats to the validity of IQA self-assessment

The Integrated Quality Assessment (IQA) in China is an officially mandated system that uses student self-assessment in addition to information provided by tests and examinations and other sources to...

| Year published: 2021 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Teacher-driven versus student-initiated peer review: A story of differential student engagement

Cognisant of the benefits and shortcomings of peer review in the enhancement of student learning, the current study investigated how Year 12 students engaged in this activity. Specifically, attention...