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Why aren’t teachers using formative assessment? What can be done about it?

Formative assessment is a crucial aspect of teaching and learning in the classroom, but there is evidence that there has been a lack of effective implementation of formative assessment in...

| Year published: 2020 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

“This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools

Assuming that the quality of assessment for learning (AfL) is, to some extent, bound by the context of the assessment culture it thrives in, it becomes important to understand students’...

| Year published: 2020 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Exploring the roles of coursework and field experience in teacher candidates' assessment literacy: A focus on approaches to assessment

Recognising that assessment literacy is a complex construct comprised of knowledge, skills, and dispositions, the authors sought to better understand how teacher candidates develop...

| Year published: 2020 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

AM2018_12_080.pdf | Content type: Assessment Matters article

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Why aren’t teachers using formative assessment? What can be done about it?

“This school really teaches you to talk to your teachers”: Students’ experience of different assessment cultures in three Icelandic upper secondary schools

Exploring the roles of coursework and field experience in teacher candidates' assessment literacy: A focus on approaches to assessment

Editorial

Editorial

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

Classroom assessment as a reciprocal practice to develop students’ agency: A social cognitive perspective

Editorial

Revitalisation, relationships, resources: Assessment 3Rs for New Zealand teachers

Sustaining assessment for learning by valuing partnerships and networks

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