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

Publisher: Taylor & Francis


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.

  • Impact factor
  • 5-year impact
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  • Immediacy index
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  • Article influence
  • Website
    Assessment in Education: Principles, Policy & Practice website
  • Other titles
    Assessment in education (Online)
  • ISSN
  • OCLC
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

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    • 18 month embargo for SSH journals
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    • Post-print on authors own website, Institutional or Subject Repository
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    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ yellow

Publications in this journal

  • [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.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Score reports have one or more intended audiences: the people who use the reports to make decisions about test takers, including teachers, administrators, parents and test takers. Attention to audience when designing a score report supports assessment validity by increasing the likelihood that score users will interpret and use assessment results appropriately. Although most design guidelines focus on making score reports understandable to people who are not testing professionals, audiences should be defined by more than just their lack of statistical knowledge. This paper introduces an approach to identifying important audience characteristics for designing computer-based, interactive score reports. Through three examples, we demonstrate how an audience analysis suggests a design pattern, which guides the overall design of a report, as well as design details, such as data representations and scaffolding. We conclude with a research agenda for furthering the use of audience analysis in the design of interactive score reports.
    Assessment in Education Principles Policy and Practice 07/2014;
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article provides an outline and critical review of assessment, an evaluation of learning outcomes, in vocational education and training (VET) in Finland. Assessment of VET is formative, development-orientated and criteria-based. There are no national tests and information from vocational skills demonstrations is used instead. Assessment targets are individual and communal learning focusing on processes instead of reports. Interactive, multifaceted assessments and qualitative methods promote learning and are based on trust – not control. The developmental assessment of learning outcomes started as an experiment in 2002 and as a permanent system in 2007. The whole process has been included and still includes also many challenges of methods, which this article tries to open.
    Assessment in Education Principles Policy and Practice 01/2014; 21(1).
  • Assessment in Education Principles Policy and Practice 01/2014; 21(1).
  • Assessment in Education Principles Policy and Practice 01/2014; 21(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Teacher burnout is an important phenomenon that affects the education system and society as a whole. Assessment represents a form of stress for teachers, and this study explores the association between teachers’ assessment-related beliefs and their burnout level. To this end, the Teachers’ Conceptions of Assessment (TCoA) inventory along with the Maslach Burnout Inventory were administered to a sample of Iranian teachers of English language. Multiple correspondence analysis and multiple regression analysis were employed for data analysis. The results reveal a significant relationship between TCoA and the three dimensions of burnout (emotional exhaustion, depersonalisation and reduced personal accomplishment). It is similarly found that conceiving of assessment as irrelevant to the life and work of teachers and learners is the best predictor of Depersonalisation and Personal Accomplishment, whereas Student Accountability is the best predictor of Emotional Exhaustion. Finally, the results are discussed and implications are provided in the context of education.
    Assessment in Education Principles Policy and Practice 01/2014; 21(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Cognitive and psychometric variables have directed research on student test performance. However, student learning involves a substantial affective component. The objective of this study was to explore the relationship between two kinds of affective variables – interpersonal trust and attitudes towards standardised tests – likely to underlie student test performance. We also examined the effect of a print media report on students’ trust and attitudes towards testing. Using structural equation modelling, we investigated the responses of 206 university students to a modified version of the Test Attitude Survey and Interpersonal Trust Scale. One notable result indicated that variation in students’ attitudes about the effort expended on tests was explained by their interpersonal trust and their attitudes towards the value placed on tests. Viewed through the lens of expectancy theory, these results suggest that affective variables need to be more fully considered when considering practice and generating policy to improve student test performance.
    Assessment in Education Principles Policy and Practice 01/2014; 21(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study examined selection bias in Israeli university admissions with respect to test language and gender, using three approaches for the detection of such bias: Cleary’s model of differential prediction, boundary conditions for differential prediction and difference between d’s (the Constant Ratio Model). The university admissions process in Israel, like those in many countries, is based on a combination of school-related achievement and a general scholastic aptitude test. The selection process was found to be biased in favour of Arabic speakers and not biased with respect to gender. The three approaches for detecting selection bias were similar in the pattern of the results they produced, but differed, as expected, in the magnitude of the bias they detected. The discussion focuses on the results both with respect to the specific groups studied (first research question) and with respect to the three approaches for detecting selection bias (second research question).
    Assessment in Education Principles Policy and Practice 01/2014; 21(2).
  • Assessment in Education Principles Policy and Practice 01/2014; 21(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: There is still limited understanding of the impact of high-stakes examinations on students’ out-of-class learning. The current study attempts to fill this research gap by addressing this issue in the context of tertiary education in Mainland China. The study examines how far the revised College English Test Band 4 (CET-4) actually influenced Chinese non-English-major undergraduates’ out-of-class learning by following three cases in one university from the day when they began their college English study to the day when they sat the examination. A total of 106 diary entries and 30 post-diary interview recordings were collected in the study. The data analysis shows that, under the influence of the target test, the informants were more likely to change what they learnt than how they learnt. Furthermore, the types of washback seemed to be closely related to how individuals imagined their possible CET-4 selves.
    Assessment in Education Principles Policy and Practice 01/2014; 21(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Norway has seen major changes in the field of educational assessment over the past decade, following the 2001 ‘PISA shock’ that stimulated reform of the entire primary and secondary education systems: new outcome-based curricula with cross-disciplinary basic skills were accompanied by major revision of assessment regulations, comprehensive government projects promoting formative assessment, national tests as a main component in a new national quality assessment system and new regulations for examinations and teacher reporting of overall achievement marks. The paper provides a historical context to the country’s prohibition of formal marking in primary education and the recent tensions determining how assessment criteria should be stated and used for formative and summative purposes. It is argued that Norwegian primary and secondary education is riddled with unresolved tensions as to the role of assessment criteria and national tests, sparked by incremental implementation of assessment policies and principles accompanying the new outcomes-based curricula.
    Assessment in Education Principles Policy and Practice 01/2014; 21(2).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper focuses on promoting fairness and equity in student assessment practices. The researchers used questionnaires and interviews and the study encompassed a total of 3312 individuals representing a range of stakeholders. The paper is presented in two parts: fairness and discrimination, and challenging policy and practice. Five key principles emerged. Educators must strive to address the personal impact of assessment practices on individual students and their families. Assessment must be differentiated to accommodate the ability, social, cultural and linguistic background of students. All members of school communities must challenge the complacency associated with accepting indefensible assessment practices. The frequency, intensity and intrusiveness of assessments must not be overwhelming for students and their families. Finally, assessment must not be used to counter inappropriate student behaviour or reward desired behaviour. Implications for practice are presented. Additionally, the authors describe changes to policy and practice that occurred as a result of the study.
    Assessment in Education Principles Policy and Practice 01/2014; 21(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article describes the development of judgement-based performance measures to support the instruction of students with additional learning needs. The focus of the research was the design of assessment materials and protocols to help teachers recognise and respond to students’ proficiency in foundational literacy skills. It drew on the expertise of special education teachers to provide all teachers with an evidence framework against which to observe their students’ learning. The assessment materials were trialled in 53 schools and used to monitor literacy learning for 547 students, who ranged in age from 3 to 18 years and represented children and young people with a wide diversity and severity of disabilities. The article reports a new approach to judgement-based performance measurement which directs teachers’ observations to meaningful shifts and transformations in foundational literacy skills for students with additional needs.
    Assessment in Education Principles Policy and Practice 08/2013; 20(3):325.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Theory on student learning provides that students are able to direct their learning when they have metacognitive knowledge about their own learning processes. In this article, a preliminary attempt to assess untrained high-school students’ metacognitive knowledge of learning processes as an ability through multiple-choice questions is reported. In three studies, item selection was established for ninth graders at the end of their school year. Also, in the final study the results showed that the ninth-grade students’ self-reported use of learning and studying strategies, study techniques, school learning and tiresome academic subjects related significantly to their metacognitive knowledge regarding learning processes. In the discussion, the practical consequences for school assessment are explicated and future research questions are raised.
    Assessment in Education Principles Policy and Practice 01/2013; 20(2).
  • Assessment in Education Principles Policy and Practice 01/2013; 20(1).
  • [Show abstract] [Hide abstract]
    ABSTRACT: Building assessment capacity of educators has historically been unregulated practice in post-independence Malawi. However, recent attempts by government to integrate curriculum and assessment reforms and the introduction of continuous assessment in the system have represented a significant policy shift. These and several other initiatives have necessitated the empowerment, in terms of assessment knowledge and skills, of educators at different levels of the system to support implementation of the reforms. This paper discusses the strategies that Malawi has followed so far to institutionalise the development of assessment capacity and highlights the challenges that it has faced in its efforts to improve the capacity of its staff in assessment. Key lessons for other African and developing nations from the Malawian experience have also been noted.
    Assessment in Education Principles Policy and Practice 01/2013; 20(4).

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