• Corpus ID: 29913952

Assessment in Education: Principles, Policy & Practice

@inproceedings{Wiliam2008AssessmentIE,
  title={Assessment in Education: Principles, Policy \& Practice},
  author={Dylan Wiliam},
  year={2008}
}
EXECUTIVE EDITORS Tom Bramley, Cambridge Assessment, UK Jannette Elwood, Queen’s University Belfast, UK Harvey Goldstein, University of Bristol, UK Anthony Green, University of Bedfordshire, UK Sandra Johnson, University of Bristol, UK Joshua McGrane, Oxford University Centre for Educational Assessment, UK Pauline Rea-Dickins, Oxford University Centre for Educational Assessment, UK Gordon Stobart, UCL Institute of Education, UK Sally Thomas, University of Bristol, UK Guoxing Yu, University of… 

Formative assessment: the role of participatory action research in blending policy and practice in Uganda

Abstract This paper documents teachers’ assessment practices and pupils’ learning to read and write in large classes. To gain insights into the assessment practices and pupils’ learning, the

Ontario’s educational assessment policy and practice: a double-edged sword?

Abstract This paper examines assessment policies for K-12 education in Ontario, Canada. We begin with a discussion of Ontario’s education system, and then turn our focus to Ontario’s K-12 assessment

Teachers, schools and using evidence: Considerations of preparedness

Despite assessment being viewed as integral to practice, there are questions about schools’ preparedness to engage in this process. Data from three studies conducted in New Zealand primary schools

Prioritising progression over proficiency: limitations of teacher-based assessment within technician-level vocational education

Abstract This article examines the evolution of assessment policy and practice in technician-level vocational education. Using the example of an advanced-level BTEC National programme in Engineering

Formative assessment and teaching practice: the point of view of Italian teachers

ABSTRACT Over the years the debate on the aims, approaches, and impacts of formative assessment has never stopped to grow. Parallel to this growth is the awareness that it is crucial to understand

Values, autonomy and well-being: implications for learning and teaching in physical education

The paper focuses on the possibilities for physical education as an effective policy conduit and constructive contributor to the type of life-affirming values which are widely endorsed. After a

Who pays for standardised testing? A cost-benefit study of mandated testing in three Queensland secondary schools

TLDR
The study found that the costs of NAPLAN testing to schools fell into two categories: preparation of students for the testing; and administration of the tests, which were substantial and varied according to the education sector in which the school operated.

Assessment in a global context: An international perspective on dental education

TLDR
The concept of assessments in education is being challenged to allow the evolution of "assessment for learning," which serves as an economical use of learning resources whilst allowing the authors' learners to prove their knowledge and skills and demonstrating competence.

Legal and educational perspectives of equity in assessment

Equity in assessment concerns all educational authorities and practitioners. While educators commonly consider issues of equity in terms of accommodations for students with special needs, or

Value-added assessment of teacher preparation programs in the United States: a critical evaluation

Abstract The purpose of this study is to critically evaluate value-added accountability measures currently enacted in the United States at the federal and state levels to assess teacher preparation
...

References

SHOWING 1-10 OF 225 REFERENCES

Investigating Teacher Assessment in Infant Classrooms: methodological problems and emerging issues

ABSTRACT The paper outlines the development of teacher assessment and the role of formative assessment in National Curriculum Assessment in England and Wales. Theories of and evidence for formative

Assessment and testing in Scottish primary schools

ABSTRACT This paper examines assessment policy and practice in Scotland. When proposals for introducing national testing in Scotland were announced in 1987, it was promised that there would be no

Teachers' Assessment and National Testing in Primary Schools in Scotland: roles and relationships

ABSTRACT The revised arrangements for national testing, introduced into primary schools in Scotland in January 1993, give the tests a role in confirming teachers' assessments of when pupils have

Models of teacher assessment among primary school teachers in England

ABSTRACT Building on their study of assessment practices at Key Stage 1, the authors use similar methods to examine practices at Key Stage 2. They identify teacher styles, ranging from Testers to

Reflections on the implementation of National Curriculum Science Policy for the 5‐14 age range: findings and interpretations from a national evaluation study in England

The implementation of science as a mandatory National Curriculum subject in England is reviewed in the light of data emerging from a recent evaluation study involving the 5‐14 age range. The paper

Student Self‐evaluation Processes in Student‐centred Teaching and Learning Contexts of Australia and England

ABSTRACT Student self‐evaluation processes and their impact on pedagogy, in the promotion of sound reflective student [1] practices, are the focus of this article. The ways in which students

A Study of Teacher Assessment at Key Stage 1

Abstract This paper is based on semi‐structured interviews with 59 Year 2 teachers across 45 schools in one LEA. It documents their practice of and attitudes to teacher assessment and it proposes a

Assessment in Higher Education: Politics, Pedagogy, and Portfolios

Introduction Testing, Anyone? Rhetoric and Realities Dehumanizing Norms Qualitative Program Assessment: From Tests to Portfolios Portfolios and the Individual Student: Assessing for Learning Making

Assessment in French primary schools

ABSTRACT Despite its current high regard in parts of the English educational community, education in France has been as much the subject of public and political concern in recent years as it has in

Developing an Assessment Stance in Primary Art Education in England

Abstract Many English primary teachers find the notion of assessing children's work in art difficult. This paper reports on work carried out with non‐art‐specialist primary teachers’ and student
...