Anne Looney

TL;DR: In this article, an expanded conceptualisation of teachers' assessment work is presented, and a systematic review of self-report scales on teacher assessment literacy and teacher identity related to assessment is presented.

TL;DR: The emergence of assessment for learning (AfL) across the globe with particular attention given to Western educational jurisdictions is discussed in this article, where authors from Australia, Canada, Ireland, Israel, New Zealand, Norway and USA explain the genesis of AfL, its evolution and impact on school systems, and discuss current trends in policy directions for AfL within their respective countries.

TL;DR: In this paper, the authors provide an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches for improving the performance of Portugal's education system.

TL;DR: This article investigated the local level practice of social moderation as a means of developing shared understandings of standards and consistency of judgement amongst teachers in face-to-face and ICT contexts for the purposes of demonstrating system level accountability.

TL;DR: In this article, an overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedures over principles, while the discussions focus on the management rather than the meaning of change.