You are here
Search results
Displaying 2181 - 2190 of 2211
Central to New Zealand National Standards is the concept of overall teacher judgements (OTJs). This paper examines the concepts of OTJs and standards through international literature and experiences...



Whether and how to assess key competencies is a subject of debate and constitutes a main challenge in the implementation of key competencies within the New Zealand curriculum. The use of rubrics in...

Informal formative assessment practices, which occur as part of the dialogic interactions happening in the everyday classroom, are not well understood by many teachers. The successful implementation...

Research has suggested that using early literacy data to inform instruction can prevent reading failure. However, little is known about how teachers learn to effectively link their instruction to...

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...

This article introduces the Research, Analysis and Insight into National Standards (RAINS) project, a study of how six schools are enacting the National Standards introduced into New Zealand’s...


In Sweden, systematic reviews have prompted a strong government focus on implementing formative assessment in science and mathematics education. However, the intention behind this investment—to...

Assessment practices in higher education focus on evaluating student learning. Institutions are now expected to provide improvement-oriented assessments that help students to improve their...

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...
