Showing papers in "Assessment in Education: Principles, Policy & Practice in 1998"
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Abstract: This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.
6,483 citations
TL;DR: (1998).
Abstract: (1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 77-84.
1,098 citations
TL;DR: In this article, the authors describe a formal evaluation to a Controlled Regulation of Learning Processes (CRLP) framework for assessment in education, which is based on a wider conceptual field.
Abstract: (1998). From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 85-102.
237 citations
TL;DR: In this paper, a role for summative assessment in assessment and classroom learning is discussed, with a focus on the role of summative assessments in assessment in education: Principles, Policy & Practice: Vol. 5, No. 1, pp 103-110.
Abstract: (1998). Assessment and Classroom Learning: a role for summative assessment? Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 103-110.
198 citations
TL;DR: In this paper, a deductive approach for assessment and classroom learning is proposed, which is based on the assessment in education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 111-122.
Abstract: (1998). Assessment and Classroom Learning: a deductive approach. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 111-122.
166 citations
TL;DR: In this paper, assessment and classroom learning: theory and practice is discussed. Assessment in education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 131-137.
Abstract: (1998). Assessment and Classroom Learning: theory and practice. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 131-137.
119 citations
TL;DR: In this paper, the authors evaluate the quality of the performance data produced by several large-scale portfolio assessment efforts and find that high levels of consistency have been reached in some cases, but scoring has been quite inconsistent in others, to the point of severely limiting the utility of scores.
Abstract: Portfolio assessment, that is, the evaluation of performance by means of a cumulative collection of student work, has figured prominently in recent US debate about education reform. Proponents hope not only to broaden measurement of performance, but also to use portfolio assessment to encourage improved instruction. Although portfolio assessment has sparked considerable attention and enthusiasm, it has been incorporated into only a few of the nearly ubiquitous large‐scale external assessment programmes in the US. This paper evaluates the quality of the performance data produced by several large‐scale portfolio efforts. Evaluations of reliability, which have focused primarily on the consistency of scoring, have yielded highly variable results. While high levels of consistency have been reached in some cases, scoring has been quite inconsistent in others, to the point of severely limiting the utility of scores. Information about other aspects of validity is more limited and generally discouraging. ...
105 citations
TL;DR: The authors examines research on the use of portfolios in large-scale assessments in the US and concludes that portfolio assessments produce many of the desired instructional benefits, however, the assessments also place considerable burdens on teachers and these burdens do not appear to lessen during the first two or three years of implementation.
Abstract: This paper examines research on the use of portfolios in large‐scale assessments in the US Overall, the research indicates that portfolio assessments produce many of the desired instructional benefits However, the assessments also place considerable burdens on teachers, and these burdens do not appear to lessen during the first two or three years of implementation The author raises concerns about the long‐term sustainability of portfolio assessments without improvement in student performance, the use of portfolios in high stakes accountability contexts, and the difficulty of aligning specific scoring procedures with broader curricular goals
63 citations
TL;DR: The authors argued that the steadily increasing influence of the discourse of the assessment society is actively inhibiting the development of a learning society, and argued that while an assessment discourse of "performativity" rather than "empowerment" remains dominant, initiatives like recording achievement are unlikely to have more than a marginal impact.
Abstract: The first part of the paper briefly explores the implications of creating a learning society’ in terms of the changes this implies for how education is currently organized and delivered. The argument is made that the steadily increasing influence of the discourse of the ‘assessment society‘ — which assumes that all aspects of quality can and should be measured in an overt way — is actively inhibiting the development of a learning society’. The argument is illustrated by a case‐study of the records of achievement initiative — one of the earliest attempts to change the focus of assessment practice in the UK. It concludes by suggesting that while an assessment discourse of ‘performativity’, rather than ‘empowerment’ remains dominant, initiatives like recording achievement are unlikely to have more than a marginal impact.
49 citations
TL;DR: In this article, a response to Black & Wiliam's assessment and classroom learning is presented, with a focus on assessment in education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 123-130.
Abstract: (1998). Assessment and Classroom Learning: a response to Black & Wiliam. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 123-130.
46 citations
TL;DR: The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole syllabus, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative as mentioned in this paper.
Abstract: The National Council for Vocational Qualifications established assessment procedures for qualifications in England, Wales and Northern Ireland in which portfolios play a central role. The relevant qualifications (National Vocational Qualifications and General National Vocational Qualifications) have been taken by large numbers of young people in upper secondary schooling, and young people and adults in work or in government training schemes; and are intended to have labour market currency and to provide routes into further and higher education. The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole ‘syllabus’, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative. There is evidence that the approach has affected learning styles, but major problems have arisen relating to the manageability of the approach and the reliability of assessor judgements.
TL;DR: This paper examined the 1992 National Curriculum assessment data from one large LEA in England in order to address the issue of equity and found that irrespective of the method of assessment, differences in attainment were found between most pupil groups investigated.
Abstract: This study examines the 1992 National Curriculum assessment data from one large LEA in England in order to address the issue of equity. For comparison purposes we also present additional data obtained front the same sample of pupils on an NFER standardised word recognition test. The report focuses on the relative performance of gender, low income, linguistic, and special needs groups on a standardised reading test and the teacher (TA) and standard task (ST) performance assessments administered in 1992 to 7‐year‐olds as part of the national curriculum (NC) in England and Wales. The impact of schools and teacher effectiveness on student attainments scores is also examined and discussed. Briefly, the findings show that irrespective of the method of assessment, differences in attainment were found between most pupil groups investigated. However, importantly, only very modest evidence was found that particular methods of assessment appeared either to reduce or increase the differences in attainment an...
TL;DR: The use of portfolios has a long history although their general use in classroom assessment is a recent phenomenon as discussed by the authors, which can serve as a means of collecting information that can be seen as evidence for evaluating the achievement of students in classrooms.
Abstract: Portfolios can serve as a means of collecting information that can be seen as evidence for evaluating the achievement of students in classrooms. The use of portfolios has a long history although their general use in classroom assessment is a recent phenomenon. Portfolios are not widely used in large‐scale assessments; they are a classroom‐based phenomenon in Canadian schools. In this paper, we explore three themes related to portfolio use in the Canadian context. First, we consider examples of policies and procedures as recommended by Ministries of Education to illustrate the range of statements provided. Next, we review surveys of portfolio use and acceptance by teachers and, to a lesser degree, administrators. Finally, we describe and discuss three studies that have begun to investigate the use and interpretation of portfolios.
TL;DR: A comparison of assessment policy in England and Vermont suggests the utility of viewing the assessment development process as resulting from the interplay of three loosely related games: policy making, assessment, and teaching as mentioned in this paper.
Abstract: A comparison of assessment policy in England and Vermont suggests the utility of viewing the assessment development process as resulting from the interplay of three loosely related games: policy making, assessment, and teaching. This process is characterized by two universal tensions. The technical one stems from the need to reconcile the goals of instructional improvement and accountability. The political tension stems from the differences in perspectives of policy makers, educationists, and educators. How tensions are resolved depends on the size of the unit, the introduction of broader ideological issues into the debate, and the quality of communication within and across games.
TL;DR: The most striking result is the large difference between the groups under comparison in terms of their success rates in the First Medical Examination.
Abstract: The relevance of admission policy for educational outcome in medical schools is demonstrated by means of longitudinal data on the total population of several cohorts of students admitted to the German medical schools on the basis of a variety of criteria (n = 28,000 students). The correlations between the quantitative criteria for admission and performance on the First Medical Examination (which takes place after 2–3 years of study) were calculated. Secondly, the mean total scores on this examination that have been achieved at first attempt by groups of students admitted according to different selection criteria were compared. Thirdly, the rates of success on the medical examination at first attempt after two years of study were compared for the above‐mentioned groups of students. The most striking result is the large difference between the groups under comparison in terms of their success rates in the First Medical Examination. The highest pass rates (80%) are achieved by students selected on th...
TL;DR: In this article, the authors report on a study in which teacher assessments were a central part of a methodology for collecting literacy profiles of primary aged children in South Africa, and the main focus of the study was to ascertain whether teachers could collect evidence of and record, significant achievements in the literacy development of primary-aged children.
Abstract: This paper reports on a study in which teacher assessments were a central part of a methodology for collecting literacy profiles of primary aged children in South Africa. The main focus of the study was to ascertain whether teachers could collect evidence of, and record, significant achievements in the literacy development of primary aged children. The study set out to address a number of important questions. First, whether the Profiles of Learning framework could be used to profile the literacy development of primary aged children in South Africa, and second, whether teachers could engage with the demands of performance assessment, specifically in developing portfolios and keeping records of achievement.
Abstract: This paper contributes to the literatures on examinations, on self‐determination and dependence, and on small states. It draws particularly on materials for a Commonwealth Secretariat project on examination systems in small states. For the purposes of this paper, small states are defined as ones with populations below 3 million. The Commonwealth has 32 such states, scattered in different parts of the world. Review of systems for external secondary school examinations shows three basic models. Some small states operate their own examination systems, some participate in regional bodies, and some make use of examinations set in other countries. The paper notes the advantages and disadvantages of each model, and the reasons for variations.
TL;DR: In this article, a brief overview of bilingual education in Wales and national assessment arrangements is provided, and the authors consider the experience gained over recent years in preparing matched mathematics assessments in English and Welsh.
Abstract: This paper aims to add to the growing literature on test translation and parallel development. After providing a brief overview of bilingual education in Wales and national assessment arrangements, the paper goes on to consider the experience gained over recent years in preparing matched mathematics assessments in English and Welsh. Although the paper focuses on the above experience a number of issues are highlighted which should be of interest to readers who may be concerned or involved with cross‐cultural, cross‐linguistic test development elsewhere.