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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Additional details

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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)'
  • Classification
    green

Publications in this journal


  • No preview · Article · Jan 2016 · Assessment in Education Principles Policy and Practice

  • No preview · Article · Jan 2016 · Assessment in Education Principles Policy and Practice
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    Preview · Article · Jan 2016 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: School composition is a topic that has gained increasing attention from researchers over the past few years, as it has been found that the socio-economic characteristics of students are associated with their achievement. However, most research has been cross-sectional and carried out in industrialised countries. In this study, we use parental education as a measure of classroom composition across schools in Peru, and find that there are high levels of segregation, especially at the extremes of the distribution. Using longitudinal data from the Young Lives Study, we find that classroom composition was positively associated with achievement in mathematics and sense of belonging of students, and not associated with reading achievement or perception of security at school. We discuss these results and suggest that school composition is a relevant variable to include in descriptions of national educational systems in Latin America and as a context variable for results of achievement among students.
    No preview · Article · Jan 2016 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: Drawing on the PISA 2009 US dataset, this study examines the relationship between formative assessment and students’ reading achievement using a structural equation modeling approach. We find that formative assessment is positively related to students’ reading achievement directly and indirectly (through teacher–student relationship and attitude toward reading) for all students. The direct relationship between formative assessment and reading achievement is significantly stronger for Black students than for White students, whether or not student SES, gender, and school mean SES are controlled for. The total relationship (the direct plus the indirect relationship) between formative assessment and reading achievement also appears to be stronger for Black students than for White students; however, the difference is not statistically significant whether or not we control for covariates. No significant difference is found between White and Hispanic students in terms of the direct and the total relationship between formative assessment and reading achievement. Using a nationally representative dataset, this study provides empirical evidence that formative assessment is positively related to students’ reading achievement in general. In addition, this study provides preliminary evidence to show the potential of formative assessment to help reduce achievement gaps between Black and White students. The implications and limitations of the study are also discussed.
    No preview · Article · Jan 2016 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: There is an absence of observation-based tools designed to evaluate teaching in special education classrooms. Evaluations derived from classroom observations are integral to the accountability process, adding value to understanding teaching and learning by providing a lens into the classroom that test scores cannot capture. The present paper systematically examined existing classroom observation tools, identifying constructs measured and noting elements unique to special education classrooms. Results demonstrate that most extant tools tap into three primary categories of teacher behaviours, but overlook the role paraprofessionals play as well as teacher professional behaviours. Taken together, results reflect the need for a tool designed specifically for special education classrooms. Limitations and implications for practice and policy are discussed.
    No preview · Article · Dec 2015 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: Proposals for a technical baccalaureate have received cross-party support in England. The technical baccalaureate is intended to deliver the necessary training to enable young people to fill the UK’s skills gap in intermediate-level occupations in STEM and other sectors. This paper explores how to design and implement a high-quality technical baccalaureate and identifies some of the challenges that are likely to be encountered. We argue that the curriculum of the technical baccalaureate should aim to strike a balance between providing young people with skills needed to enter specific sectors whilst also providing a component of general academic education to help keep options open. We argue that the assessment needs to be both reliable and valid. We also suggest that hurdles – additional criteria that students must meet (e.g. must pass a maths exam) – to gain the Tech Bacc should be avoided, as should aggregating qualifications together to grade the technical baccalaureate. We conclude by discussing the challenges of implementing the technical baccalaureate, including obtaining the necessary employer engagement and provision of information advice and guidance.
    No preview · Article · Dec 2015 · Assessment in Education Principles Policy and Practice

  • No preview · Article · Dec 2015 · Assessment in Education Principles Policy and Practice

  • No preview · Article · Dec 2015 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: The results of large-scale international assessments such as Programme for International Student Assessment (PISA) have attracted a considerable attention worldwide and are often used by policy-makers to support educational policies. To ensure that the published results represent the actual population, these surveys go through a thorough scrutiny to ensure their validity. One important issue that may affect the results is the occurrence of different participation rates across groups with heterogeneous average student scores. In this study, we illustrate how problems of representativeness of the samples may be corrected by the use of post-stratified weights. We use the case of Portugal, a country where we uncover a meaningful difference between the actual population and the PISA samples in terms of the distribution of students per grade and track of studies. We show that after post-stratification, the temporal evolution of the PISA scores is quite different from the one reported.
    No preview · Article · Dec 2015 · Assessment in Education Principles Policy and Practice

  • No preview · Article · Dec 2015 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: In concert with other Latin American countries, Brazil has developed and implemented its own national assessment system for the purpose of monitoring, evaluating and improving their educational system. Prova Brasil is a census-based bi-annual assessment of Portuguese and mathematics achievement of middle school students in Brazil accompanied by four background surveys of students, teachers, principals and schools. This study uses the Prova Brasil assessment data to evaluate the Brazilian educational policy objectives of improved educational achievement through increased school resources using the North-Eastern state of Paraiba, one of the country’s poorest regions, as a sample base. We analysed a sample of 166,354 students in 740 schools over three time points (2007, 2009 and 2011) and two grade levels (grades 4 and 8) separately. Predictor variables were entered hierarchically into two level multilevel models. The study found that infrastructure and academic resources significantly predicted Portuguese and mathematics achievement. This study contributes to the growing body of evidence that school resources have an impact on educational outcomes in the developing world, in contrast to the lack of evidence for impact in developed countries. The study is limited in a number of ways and therefore results should be interpreted with caution primarily due to the cross-sectional nature of the data, the voluntary and low-stakes nature of the testing, and the fluctuating student sample sizes.
    No preview · Article · Dec 2015 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: Attaining successful outcomes on the SAT can have profound educational and financial consequences for college-bound students. Using archival data from a private tutoring centre, we investigated variables we hypothesised to contribute to SAT score increases. Our analyses revealed significant effects of time on task and rate of SAT homework completion. Starting preparation earlier in the junior year and distributing tutoring sessions over larger intervals contributed to higher SAT score improvements. Testing effects were significant: more frequent practice tests significantly increased SAT scores. Official SAT administrations contributed more to score increases than did unofficial practice tests. Individual tutoring hours yielded greater increases than did group tutoring hours. Student characteristics such as gender, SES, or private or public school attendance were not significant. Implications for improving test preparation for students as well as directions for future research are discussed.
    No preview · Article · Sep 2015 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: The focus of this article is to explore the notion of pupil feedback and the possible ways in which it can be understood and developed using Jürgen Habermas’ theory of Communicative Action. The theoretical position adopted is framed within the concept of assessment for learning, and is particularly related to the notion of assessment as learning within AfL. Furthermore, the paper is located within a social constructivist perspective. Jürgen Habermas’ theory of Communicative Action enables us to recognise that feedback, and more importantly the interpretation of feedback, cannot be a one-way process. Without recognition of pupil interpretation, its very purpose (to alter the learning gap) is compromised. This paper offers new ways of exploring feedback, which recognise complexity and the importance of interpretation and relationships in shared negotiated communicative contexts. It further contributes to the ways in which assessment and learning are understood and intersect.
    No preview · Article · Sep 2015 · Assessment in Education Principles Policy and Practice
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    ABSTRACT: The conventional focus of validity in educational measurement has been on intended interpretations and uses of test scores. Empirical studies of test use by teachers, administrators and policy-makers show that actual interpretations and uses of test scores in context are invariably shaped by local users’ questions, which frequently require attention to multiple sources of evidence about students’ learning and the factors that shape it, and depend on local capacity to use such information well. This requires a more complex theory of validity that can shift focus as needed from the intended interpretations and uses of test scores that guide test developers to local capacity to support the actual interpretations, decisions and actions that routinely serve local users’ purposes. I draw on the growing empirical literature on data use to illustrate the need for an expanded theory of validity, point to theoretical resources that might guide such an expansion, and suggest a research agenda towards these ends.
    No preview · Article · Sep 2015 · Assessment in Education Principles Policy and Practice