Assessment in Education Principles Policy and Practice (Assess Educ Princ Pol Pract)

Publisher: Taylor & Francis (Routledge)

Journal description

Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education will provide a focus for increasing scholarly output in the field of assessment, much of which is currently scattered across a number of other specialist journals. Given the need for scholars to be aware of related developments in different parts of the world, this journal will be explicitly international in focus and will seek to publish contributions from different national settings with different assessment priorities.

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Website Assessment in Education: Principles, Policy & Practice website
Other titles Assessment in education (Online)
ISSN 0969-594X
OCLC 41979699
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

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    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
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    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Singapore’s education system has often been characterised as exam-oriented. This paper describes efforts (‘windmills’) made by the Government to constructively respond to the ‘winds of change’ in the education system. A committee called the Primary Education Review and Implementation (PERI) Committee was appointed to study and recommend the priorities, programmes and resources needed to revise primary education in Singapore. The Committee recommended that a balanced school-based assessment system that provides constructive feedback, enabling more meaningful learning in support of both academic and non-academic aspects of a pupil’s development, be carried out under the label of ‘Holistic Assessment’. This paper is an attempt at surfacing the challenges (‘walls’) in implementing ‘Holistic Assessment’ on a large scale, highlighting in particular, the tensions perceived by stakeholders concerning the interaction between formative assessment and accountability systems. It documents how stakeholders, namely teachers and parents, perceive and typify the concept of ‘Holistic Assessment’. The findings provide insights into the consequent realities of a nationwide shift in assessment purpose and discourse on teachers and parents.
    Assessment in Education Principles Policy and Practice 01/2015; 22(1). DOI:10.1080/0969594X.2014.1001319
  • [Show abstract] [Hide abstract]
    ABSTRACT: The preceding articles in this issue describe a diverse range of projects which had in common the aim of implementing or improving the practice of formative assessment, and thereby to secure some of the benefits attributed to it. This article attempts to set up a framework within which each of the different studies may be located and inter-related. There are three main sections. The first deals with the roles of assessment, both formative and summative, within a comprehensive model of pedagogy. The second considers the specific ways in which the different practices of assessment feedback help to develop the capacity of each student to become a thoughtful and independent learner. The third reviews the ways in which new assessment practices present problems to teachers in challenging them to re-think their role and similarly to students, when for both groups, new practices affect their ways of coping in the classroom.
    Assessment in Education Principles Policy and Practice 01/2015; 22(1). DOI:10.1080/0969594X.2014.999643
  • [Show abstract] [Hide abstract]
    ABSTRACT: Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven evaluation (TDE) used a mixed methods research design to interrogate the nature of CA practice. The focus was on stakeholders’ understanding and practice of formative assessment in the CA Programme (CAP) of Trinidad and Tobago. The integrated findings suggest that the programme planners’ formative intent was often not fulfilled. Instead, teachers routinely recorded assessment marks without using the data. There is evidence that formative assessment practice was not congruent with teachers’ pedagogical beliefs and practices. Although the design of CA schemes suggests the possibility of synergy between formative and summative purposes, in reality this ideal is rarely achieved in these particular contexts.
    Assessment in Education Principles Policy and Practice 01/2015; 22(1). DOI:10.1080/0969594X.2014.944086
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper makes the case for the need to study assessment reform processes from a broader and more complex perspective that takes the historical, ideological and systemic aspects of assessment policies into account. It draws on a larger study to demonstrate how the understanding of Assessment for Learning (AfL) reforms is enriched by such a perspective, taking the Chilean case as an illustrative example. The study draws on polysystems theory as an overarching theoretical tool and on critical discourse analysis and intertextuality as a means to reconstruct the polysystem of assessment reforms. These tools are used to analyse two types of sources: documents from different periods of Chilean history of education where reforms relevant to assessment were carried out, and interviews with policy authorities involved in the AfL reform as well as with teachers from different backgrounds and contexts.
    Assessment in Education Principles Policy and Practice 01/2015; 22(1). DOI:10.1080/0969594X.2014.943153
  • [Show abstract] [Hide abstract]
    ABSTRACT: Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the national programme. More recently, the policy focus in Scotland has shifted to the creation of a new curriculum, Curriculum for Excellence, subsuming AifL. Merging curriculum and assessment innovations brought new challenges in the alignment of curriculum, pedagogy and assessment. Drawing on a Scottish Government-funded research project, Assessment at Transition, designed to identify and explore emerging gaps between practice in schools and local authorities and national curriculum and assessment policy aspirations, the article argues that assessment is learning and explores how formative approaches to evaluation at a national level might be used to prevent countries repeating past mistakes.
    Assessment in Education Principles Policy and Practice 01/2015; 22(1). DOI:10.1080/0969594X.2014.984656
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning.
    Assessment in Education Principles Policy and Practice 01/2015; 22(1). DOI:10.1080/0969594X.2014.967168
  • Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.952908
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study was to explore the perceptions, attitudes and frequency of use of formative assessment strategies of teachers in the Grenadian lower secondary school (Forms 1, 2 and 3). The study, which was quantitative in nature, involved 252 lower secondary school teachers. Overall the participants had positive perceptions and attitudes towards formative assessment. Significant differences in the perceptions of formative assessment held by trained and untrained teachers (p p = .001) were found. Trained and untrained teachers were found to have similar frequencies of practice of formative assessment strategies. About half of the teachers reported not allowing students to provide input into test construction and encouraging students to engage in journal writing. The study raises questions about the hindrances that teachers face in the integration of some formative assessment strategies and provides policy-makers with valuable information to support strengthening of teacher education efforts.
    Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.919248
  • [Show abstract] [Hide abstract]
    ABSTRACT: Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners.
    Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.888332
  • Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2013.877874
  • Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.952265
  • Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.946884
  • Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.931836
  • Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.921091
  • Assessment in Education Principles Policy and Practice 10/2014; 21(4). DOI:10.1080/0969594X.2014.960689
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study investigates the impact of raters’ language background on their judgements of the speaking performance in the College English Test-Spoken English Test (CET-SET) of China, by comparing the rating patterns of nonnative English-speaking (NNES) teacher raters, who are currently employed to assess performance on the CET-SET, with those of ‘ideal’ norm-owning native English-speaking (NES) teacher raters. Many-facet Rasch measurement and content analysis were applied to analyse the scores and stimulated recall data collected from the two rater groups. The results indicate that, although NES and NNES raters have somewhat different approaches to rating, the outcomes of the rating process are broadly similar, as are the categories that inform their judgements. We discuss the implications of these results for using raters from different language backgrounds for scoring high-stakes speaking tests, for the debate on NS norms for language testing in general and for the validity of the CET-SET rating scale in particular.
    Assessment in Education Principles Policy and Practice 08/2014; 21(3):306-325. DOI:10.1080/0969594X.2013.845547
  • Assessment in Education Principles Policy and Practice 07/2014; 21(3):251-270. DOI:10.1080/0969594X.2014.915207