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New Zealand teachers’ overall teacher judgements (OTJs): Equivocal or unequivocal?

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...

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

Editorial

| Year published: 2013 | Publication type: Journal article | Publisher: NZCER Press | Free Full text:

AM2013_5_001.pdf | Content type: Assessment Matters article

Inductive assessment approach: An open-ended and exploratory method for assessing students’ thinking competence

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...

| Year published: 2013 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Questioning as formative assessment: Investigating the use of the ESRU framework to guide students’ learning

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...

| Year published: 2013 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Exploring first-grade teachers’ use of data to inform early literacy instruction

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...

| Year published: 2013 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

Perceptions of the effectiveness of feedback: School leaders’ perspectives

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...

| Year published: 2013 | Publication type: Journal article | Publisher: NZCER Press | Content type: Assessment Matters article

‘Tell me about your school’: Researching local responses to New Zealand’s National Standards policy

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...

| Year published: 2013 | Publication type: Journal article | Publisher: NZCER Press | Free Full text:

AM2013_5_094.pdf | Content type: Assessment Matters article

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Search results

New Zealand teachers’ overall teacher judgements (OTJs): Equivocal or unequivocal?

Editorial

Inductive assessment approach: An open-ended and exploratory method for assessing students’ thinking competence

Questioning as formative assessment: Investigating the use of the ESRU framework to guide students’ learning

Exploring first-grade teachers’ use of data to inform early literacy instruction

Perceptions of the effectiveness of feedback: School leaders’ perspectives

‘Tell me about your school’: Researching local responses to New Zealand’s National Standards policy

Problems in developing formative assessment: A physics teacher’s lived experiences of putting the ideas into practice

Iranian university students’ conceptions of assessment: Using assessment to self-improve

Singaporean teachers’ views of classroom assessment: Findings from using Q-methodology

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